I'll Be Watching You

    Every move you make, Ben. Every. Move. You. Make.

    Every move you make, Ben. Every. Move. You. Make.

Dear Jess, 

Thank you so much for coming out and speaking with our children and parents. I loved your talk-it was funny and meaningful all at the same time-I also loved your book, so thank you. 

I’m writing to ask a question about something you brought up to the kids and us, but it wasn’t really in the book. It was brought up about extrinsic motivators; which I understand to be bribes, money for grades, etc, but I don’t understand how checking their emails, phones, text, tracking were brought up negatively in that same discussion? And of course that’s one thing my son took away from your talk. I just don’t understand how those things are extrinsic motivators, it you could elaborate I would truly appreciate it.

Alexie

 

Alexie, 

A great question, one that’s answered in a couple of places sprinkled throughout The Gift of Failure (pp. 30-32, 160, 236-7 for a few references), but here’s a refresher course:

Extrinsic motivators can take many forms. They can be the ones we perceive as positives, like bribes and rewards. Money, ice cream, stickers, any kind of “if you do this, I will give you that” motivators. They can also be perceived as negatives, like surveillance, grounding, the “unless you do this, I will impose that” motivators. 

The specific extrinsic motivators you asked about—checking texts, emails, monitoring where kids are all the time via an app, checking grades on a portal—these are all extrinsic motivators. They are attempts to shape behavior by checking up on kids. As I mentioned at the talk, extrinsic motivators may work for a little while, they may work for tasks that require short-term focus on a simple task, but for tasks or endeavors that require long-term focus, prioritizing goals, creativity, and more complex management of executive functions such as time management, they undermine motivation. 

Think of it this way. Imagine you have worked for one boss for years, and she or he trusts you. You have control of how you do your job, when you complete certain tasks, and how, because the boss trusts that you are competent and will get things done. Your work is YOUR work. Then, you get a new boss. The new boss seems nice enough, and seems to have best interests of the organization in mind, but her first request is that you pass all work by her before hitting send  or closing the task. She trusts you, she says, she just wants to make sure you are doing your job well. 

Now, do you feel trusted? Do you feel motivated the same way you did under the old boss? I know I would not. I would feel resentful, as if I’m not trusted, and frankly, a bit disrespected. 

When we check up on kids constantly by reading their emails, checking their texts, logging in to check that they are doing their homework on time, we expect them to screw things up. We may SAY we trust them, that we are “just checking” for our own peace of mind, so we can sleep at night, so we can make sure they are not starting down the wrong road...we say all these things, but what they hear is, "I don't trust you." 

Older kids (and I’m assuming your kid is older as he has a phone) are going through a process of separating themselves from their parents, becoming their own people and shaping who they will be apart from us. In order to do that, they need a certain amount of autonomy, room to stretch, take risks, try things out, and grow. There’s research that reveals kids who are more controlled by their parents lie to their parents more. If we don't give them that room, they will create it, even through deceit. 

Now, every parent is different, and for some parents of some kids, it might be appropriate to check emails here and there or keep an eye on texts or peek into social media feeds. I get that. However, just because the technology exists, just because we can monitor their movement, purchases, words, grades, and distance from home does not mean we have to do it. 

Be judicious. For most kids, trust begets trustworthy behavior. Even my students, who are drug and alcohol addicted kids, some of whom have spent time in juvenile detention for serious crimes, respond to the words, “I trust you” positively, and by elevating their behavior to be worthy of that trust. Not all, but most. 

When I’m asked in interviews how I was parented, assuming that the way I was treated by my parents when I was growing up has some bearing on how I parent now, I always say, “They trusted me to make good decisions.” That was such a gift, one I worked hard to live up to and deserve.

I hope I have answered your question, and again, I’m so sorry it’s taken me so long to get to your question! Thanks for attending my talk, and my best to your son! 

Jess

From Karla

Today’s letter is from Karla, who has given me permission to use her name and her photos. I will shorten her note a bit, as she is clearly very proud of her very capable triplets and had a lot to say about all the things they can do around the house!   

I am a Mother of triplets (two girls and one boy), turning 8 in April / elementary 1st grade at school. Me? Was WAS desperate, hopeless, exhausted (STILL EXHAUSTED), I AM FULL OF HOPE, PROUD AND JOY. As for today.

Her kids cook, and cook a lot.

One is a master at doing quesadillas, tacos con frijoles y queso, huevo revuelto, huevo estrellado, licuado de plátano…today he scrub his dirty socks because he was shoeless (descalzo?). I really asked my husband if he helped, because they were really well scrubbed when I load the washer. He said he didn’t. 

Besides cooking and washing, Karla’s kids have NAILED the morning routine:     

Some days the rush hour in the morning goes like this: Mariana is doing the tortillas, Eugenio spread the beans and add picadillo and roll the tacos, Sofia put them in wax paper, then in a brown bag, then in each school bag. It is a production line that makes me SO PROUD. 

But all is not perfect in Karla's home. 

We are failing (almost terribly) at homework. Terribly. School teachers, coordinators, and even the school principal set meetings with me, regarding the kids are not doing their homework. I am a bit in conflict because MOST of the homework is “for the parents” and the other ones are for “the parents to sit with the kids.” But the pride I feel, and the pride they feel for themselves, is a lot more worth it for me that when they finish the homework.
I really like a lot the school, and the staff. I only hate homework for the mom (when mom is super hyper busy with daily life).
THANK YOU!! 
Karla

Dear Karla, 

First of all, you should be so proud of your triplets. They are clearly brave, adventurous, and resourceful children. They seem to be excelling in the areas they feel most comfortable with, such as cooking and cleaning, and it seems much of that is due to the fact that you help them feel competent doing things around the house. 

Now, it's one thing to feel competent at home, under the gaze of an autonomy-supportive parent, and quite another to feel competent at school, or at sports practice, or at band practice. In order to help them feel brave, adventurous and resourceful where homework is concerned,  I'd sit down with them for a talk in which you: 

  1. Make your expectations for homework clear;
  2. Explain what the consequences will be when expectations are not met, and; 
  3. Allow your kids to describe what their homework routine would look like in a perfect world.

In our house, our expectations are that homework gets done to the best of the child's ability, and that it ends up in the hands of the appropriate teacher. If those expectations are not met, our children are responsible for meeting with the teacher to talk about strategies that might work to solve the problem. One of our kids likes to do homework immediately after school, but the other likes to do his own thing first and do homework later, after dinner. The important thing is that they can envision how, where, and when they will do their homework, and that you allow them to do it that way (within reason, of course!).

Now, for the part about their homework being for the parent rather than the child. That's a big problem, and I'm sorry to say you are in good company. Many teachers assign homework and projects that can't be completed by the child alone, and this is so unfair to parents and their children. It burdens parents and keeps kids from being able to feel competent around homework. Research on the utility of homework is pretty clear: homework for very young children is of limited - if any - academic benefit. Teachers who insist on assigning homework to young children often cite executive function benefits (time management, organization, that kind of thing) as their rationale. If teachers of young children expect homework to teach kids time management and organization, then homework should be the child's job, and the child's job alone.

If you want to tackle this topic with your children's teachers, ask them about their goals for your children's homework and further, about your role in that homework process. If the teachers claim you do not need to be a part of the homework, take a good look at how much you are contributing because you feel you should, as opposed to the degree to which your children really need you to help. 

When you talk expectations with your kids, explain that homework is their job, but that you will always be around to help if they get stuck. When they sit down (or lie down, or kneel...little kids often need to move in order to focus!) to do homework, find your own task to do nearby so they can see that you are occupied with your work, too. Then, if they get stuck, encourage them to take a breath, look at the directions again, or explain to you what they think their teacher wants them to do. 

Sometimes all a kid needs is to voice their frustration in order to get back on track. Reassure them that you are confident in their ability to focus, think, and find the answer, and then go back to your own task while they learn to rely on themselves. 

It sounds like your kids are doing great, and I have a feeling that once you are clear on teachers' expectations around your involvement in homework, and your kids are clear on your expectations for homework completion, you will all have a chance to show just how brave, adventurous, and resourceful you can all be around homework.

Thank you for your letter, and keep me posted!

Jess 

A Question A Day

If you have been listening along over at #AmWriting with Jess & KJ, the podcast I host with my friend, former boss, and New York Times writer K.J. Dell'Antonia, you heard that I get a fair number of questions from readers and the lovely people who attend my speaking events. I try to answer a question a day, in the order I receive them, via email. I was pretty proud of all that work, and said as much to K.J. during a recent podcast. To my dismay, K.J. failed to pat me on the head for being a good little writer and went on to scold me for not making some of that content available here, for the benefit of other parents and teachers.

She's right, of course. I hate that about her. 

From here on out, I will answer those questions here, while editing for clarity and brevity, and taking great care to preserve the letter writer's anonymity. 

So keep 'em coming, and I promise to keep on answering! Now, on to today's question. 

Dear Ms. Lahey, 

My tween has pretty severe Attention Deficit Disorder (ADD), and left to his own devices will miss most of his homework, forget to turn in what he does do. I have been helping him a lot, but after recent meetings with his school counselor and teachers, we decided to back off and see how he would do with some more support in school. Unfortunately, he is now missing numerous assignments and we are concerned about how well he’ll do on his upcoming tests. I am at a loss with what to do. Do you have any suggestions? 

C. 

Dear C, 

One of the most common questions I get after my speaking gigs is, "Yes, yes, all this autonomy-supportive parenting stuff is fine for most kids, but my kid has ADD [or ADHD, or NVLD...] and needs more support than the average student. How can I best help my child while supporting his autonomy and helping him feel confident?"

Every child is different, and yes, kids with learning or developmental delays, or gaps in their executive function skills do need extra support. However, we all tend to underestimate our kids' abilities, and I think we should all err on the side of overestimating our kids rather than underestimating them. 

If I were you, I'd ask your son's teachers to hold him fully accountable for the homework that's not being turned in. Those consequences should not be unrelated penalties, such as taking away electronics, or grounding, or that sort of thing. Rather, the consequences should be the sort of repercussions that would naturally flow from not handing in his work. In our house, that means that the kid has to arrange and conduct a student-led conference with the parent and teacher, in which everyone, but mainly the child, comes up with a strategy for getting homework done in a way that works for him and for his teachers. 

Now, regarding his ADD: when I asked psychotherapist and author Katie Hurley to comment on learned helplessness for the New York Times article "When Children Say 'I Can't, But They Can, and Adults Know It," she specifically addressed the fact that parents of kids with learning disabilities can go overboard in their attempts to shield kids from frustration and failure. From the article:

Ms. Hurley says that she sees learned incompetence in her clients who have recently been told they have learning disabilities, and this can be a real challenge for their teachers. “Their parents go to great lengths to ‘help’ their kids and let them off the hook for age-appropriate chores, tasks and responsibilities because they want to protect them,” she said. “The urge to shield and rescue can be strong, but it’s important to empower children with learning disabilities so they can internalize the fact that they can overcome challenges.”

Until our children can do for themselves, until they have fully developed frontal lobes and fully functioning executive function skills, our job as parents and teachers is to support that development while giving them opportunities to learn from their mistakes. To that end, support, encourage, offer up strategies, and focus on the process of learning to do better. 

Because one day, when you least expect it, they will. 

Jess

 

Ready, Set, Go.

No, I didn’t get much sleep.

I got into bed at a reasonable hour, and tried, I really did. But as the news turned dire, I sat downstairs, in the dark, eating granola and obsessively refreshing my Twitter feed.

Yes, I cried.

Around 3:00 A.M., when I understood that what was happening was really happening, and that refreshing my feed wasn’t going to change anything, I cried, and finally fell asleep.

No, I don’t know what you should say to your children.

I had enough to process with my own children. They needed me—and my explanation—in different ways, at different times, for they are two very different people.

Finn, 13, decided he’d go to bed early and find out about the result in the morning. He admitted he needed to feel “extra cozy,” so we put the heated mattress pad on his bed, swapped the plain cotton sheets out for flannel, and I kissed him goodnight.

When he emerged from his room in the morning, I told him, and he got very quiet. I let him have his space as he went through his morning routine. When he left the house for the bus, I reminded him not to let anyone push his buttons.

He knew what I meant; another child on the school bus has been angling for a fight over political differences for a while now. As in many small towns, the differences that divide our nation have been playing out on a smaller scale, trickling down from parents to their children. As a result, we have had a lot of talks about how Finn can stand up for himself, his family, and his beliefs without fanning the flames of discord or violence. 

Ben, 17, stayed up to watch the election with his friends, texting us all the while about his anxiety over the Congressional and Senate races. He arrived at his first class to find that he and his friends had all dressed in blue, without having discussed it ahead of time, and continued to text us throughout his day as he processed each new layer of the situation.

It took me the whole day, but by bedtime, I'd found my words. As I said goodnight, I reminded them of five things:

  1. Injustice exists on a scale you can’t fully comprehend because you were born male, white, and straight, into a family with financial security.
  2. We don’t have to love everyone around us, we don’t even have to respect everyone around us, but we do have to make the attempt to climb into their skin and walk around in it, if just for moment. 
  3. Informed, reasoned debate will always prevail over shouting in the long run. 
  4. That run can feel very long sometimes. 
  5. Hate makes us sick, and weak, and we don’t have time for that; there’s a lot of work to be done.

One Writer, Many Desks

A few weeks ago, on the #AmWriting with Jess & KJ podcast, I moaned and groaned about how difficult it is for me to write when I'm traveling for speaking gigs. Between my topsy-turvy sleep schedule, the weird juju of hotel rooms, and the inevitable travel brain drain, my writing really stalled out last year. I managed to write my New York Times "Parent-Teacher Conference" column  thanks to my editor's inflexible deadlines, and I read a lot of background research on planes, but that was about it. 

This year, I will do better. 

The Gift of Failure paperback edition was released on August 23, so I am back out on the road after a blissful, restorative summer at home. 

This week, I'm in San Antonio at the invitation of The DoSeum to give talk about improving the quality of education in San Antonio. I got in at sunset, so I took a walk along the river and rode over to dinner at Mi Tierra Cafe y Panaderia with my Uber driver, Sigfredo. He warned me about the touristy kitsch of Mi Tierra, so I was prepared for the spectacle (and the roving musicians). I'm not really sure what's going on over there decor-wise, but I can attest that their mole rocks the house. 

I arrived back at my hotel fueled up and ready to write. 

I've been working on a couple of different projects this summer, including articles I'd put on my mental back burner, chapter summaries for my next book, and a YA novel I started before this whole Gift of Failure adventure began. I lost traction on all of that last year, and won't let that happen again. 

To that end, I introduce "One Writer, Many Desks," an attempt to hold myself accountable and keep the words flowing while continuing to tour for Gift of Failure. My 2016-17 speaking schedule is booked solid, and I'll be visiting nearly fifty schools, nonprofits, and corporations in twenty different states.

I will chronicle my efforts to maintain a regular writing routine in the midst of a chaotic and busy travel schedule, and promise to share any tips and tricks I learn along the way both here and in the "Best Practices" segment of  #AmWriting with Jess & KJ

Date: September 22, 2016
Location: San Antonio, Texas
Words: 1877
Best Practice: "Just open the file every day. Just that." (K.J. Dell'Antonia)

Upcoming Desks
 

September 23DoSeum, San Antonio, TX

October 4-5LifeManagement Center, Inc, Charleston, SC*

October 6-7Charlotte Country Day School, Charlotte, NC*

October 14Virginia Association of Independent Schools, Richmond, VA*

October 15James River Writers Conference, Richmond, VA

October 17Rowland Hall/St. Mark's School, Salt Lake City, UT*

October 20Shady Hill School, Cambridge, MA

October 21: Private event

October 24Berwick Academy, South Berwick, ME*

October 27: Lake Forest Country Day, Lake Forest, IL*

November 1Nashoba Brooks School, Concord, MA

November 2Winchester Public Schools, Winchester, MA*

November 3Heard in Rye, Rye, NY.*

November 7Grosse Pointe Academy, Grosse Pointe, MI*

November 9Second Growth: The Children's Fund of the Upper Valley, Hanover, NH* 

November 17The Peck School, Morristown, NJ

November 29Oak Hill School, Nashville, TN*

 

2017

 

January 9Forsyth Country Day School, Lewisville, NC

January 11Corona Del Mar High School, Newport Beach, CA*

January 31Emerson Public Schools, Emerson, NJ

February 1Ridgewood Public Schools, Ridgewood, NJ*

February 2Montclair Kimberly Academy, Montclair, NJ*

February 22Laurence School, Valley Glen, CA*

February 22Westside Neighborhood School, Los Angeles, CA*

February 23-24Chaminade College Preparatory, West Hills, CA*

February 28East Moriches Union Free School District, East Moriches, NY*

March 1Avenues: The World School, New York, NY*

March 7Longmeadow Public Schools, Longmeadow, MA*

March 11American Montessori Society Annual Conference, San Diego, CA*

March 12-13LearnFest, Louisville, KY*

March 14Zionsville Performing Arts Center, Zionsville, IN*

April 3Downingtown Area School District, PA*

April 4: Cole T. Ballay "Carpe Diem" Foundation, Germantown, PA*

April 5Lancaster Country Day School, Lancaster, PA*

April 6Greens Farms Academy, Greens Farms, CT

April 25: Issaquah School District, Issaquah, WA*

May 10-12Mom 2.0, Orlando, FL

* indicates a community read/on-site sale and signing of The Gift of Failure

Getting All Stinky & Dirty

I thought the highlight of August was going to be the paperback release of The Gift of Failure on August 23, or maybe my trip to Arkansas to visit my sister and her family in their new home. The whipped cream on the top of the Arkansas trip is that my sister is an incredibly talented stylist and master colorist at Wella, and the chick does good hair. I just sit down and let her do whatever the heck she wants with me because, as I may have mentioned, she's an incredibly talented stylist and master colorist at Wella. 

But then, THEN, this announcement landed in my inbox:

I have been working on this show for a little over a year, and I love it. I was skeptical when Alice Wilder, Producer of Blue's Clues, approached me because, you know, what kid needs more screen time? However, Alice is super-smart and terribly charming, and then she double-teamed me with Tara Sorensen, the equally smart and grotesquely charming Head of Kids Programming at Amazon Studios. The Stinky & Dirty Show is about solving problems, collaborating with others, asking "What If?" and persevering through failures, they said. Aw, hell. They used the f-word. 

Funny story: the show is based on the I Stink! books by Jim and Kate McMullan, and the first book in that series was one of two books (Where the Wild Things Are was the other) that scared the bejeezus out of Finnegan. I think the idea that the dump truck had a mouth, and might just eat him, freaked him out. 

I'm happy to report that no one gets eaten in The Stinky & Dirty Show.

My favorite part of each episode comes at the end, when Stinky and Dirty offer a "view & do" (yep, I learned some official TV lingo!), an invitation for kids to take the skills and ideas they've learned during the episode (the use of levers or ramps, for example), and encourage them to go out into the world and create their own to real-world solutions.

I'm just happy I got to be a part of it. Thank you, Alice and Tara. 

Yeah, yeah. I know.

I can't believe how long it's taken me to get back to regular blogging. I used to love it; it was my creative outlet and my playtime, but for the past year or so, it's felt like just another deadline, if self-imposed. If you've read The Gift of Failure (and if you have not, you can buy it here), you know that even the most joyful, entertaining tasks can become drudgery when qualified by "should," "ought to," and "have to." Fortunately, I was reminded recently that my favorite writing, the stuff that makes me giggle, lives on my website.   

I have Victoria Elizabeth Barnes to thank for the reminder. I read her post about finding the mirror with the Kingdom on top and was struck by the joy, the sheer blissed-out enthusiasm in her writing. 

Fortunately, there's lots of bliss to be found on this glorious New Hampshire weekend.

Finn's outside taking down a dead tree that's irked him for a while,

and Abby has located plenty of sticks, water, and smelly things to roll in. 

Walter is sitting around the house, Lucie is pissed off about the household kibble shortage, Gunther is keeping an eye on the songbirds. 

Tim's on call this weekend at the hospital, eradicating germs and saving lives. 

Ben's...well, Ben's doing what he does best, hibernating in his teen cave. I'd show you, but photography is not allowed in the teen cave. 

I'm excited about the stuff that's going live on my site in the next few weeks. I have a Gift of Failure bonus chapter in final edits ("For the Kids," a version of the talk I give to students when I visit schools), a Frequently Asked Questions page that's almost ready for prime time, and some community read discussion questions for parents and teachers. Finally, K.J. Dell'Antonia (my friend, neighbor, and New York TImes Well Family colleague) and I are working on a super-secret project we are really excited about, and plan to announce soon. 

In the meantime, if you are reading The Gift of Failure for a school community read or for professional development, shoot me an email here and I can send out signed, personalized bookplates.

I hope you are having a blissful, warm, and wonderful weekend, and stay tuned. Lots more to come.  

Jess