Inspiring Integrity: The Life We Live Is the Lesson We Teach

By Barbara Gruener
Part of our Counselor’s Corner series. Click to read other posts in the Counselor’s Corner.

Inspiring Integrity: The Life We Live Is the Lesson We TeachIf you look up the word integrity in the dictionary, you’ll find a definition that has to do with having strong morals, adhering to ethical principles, and being honest. The definition we use with our learners at my school is being in the right place at the right time doing the right thing. That being said, it’s vital that school members know what their values are so they can base their choices on how “right” is defined. Integrity is a big word with even bigger implications, not only for our future leaders, but for people of all ages. The life we live, after all, is the lesson we teach.

Embrace It
In order for us to abide by a set of ethical principles, we have to name those values. Who decided on your school’s core values? Have they been mutually agreed upon? And how do you use them to intentionally build the moral uprightness that gives integrity wings?

Our school district’s core values date back to 1987, when a group of 120 community stakeholders met to decide which traits they wanted our alumni to possess in order to be “value-able” citizens in their post-secondary work, in their careers, and ultimately, in their lives. At that time, they compiled a list of fourteen traits to propose to local school board members. Shortly after, teachers in our district started to intentionally weave these core values into daily habits, routines, and lesson plans so that those values became part of the very fabric of our schools.

In November 2001, our board revitalized and consolidated the fourteen traits and adopted the Character Counts! Six Pillars of Character. These six character traits have become common language as we walk alongside one another and grow with our students day in and day out.

So how do we integrate the virtues so that integrity becomes second nature?

Model It
The three most important ways to integrate integrity into students’ lives are to model it, and model it, and then model it some more.

This quick adaptation of the age-old Simon Says game will quickly illustrate the power of modeling. Ask your students (or staff) to make an A-OK sign. Then, as you are putting it up to your cheek, say to them, “Now put it on your chin, like this.” Ask them to freeze and reflect on where their A-OK sign is and why. The majority likely will have followed your example and put it on their cheek despite the fact that you instructed them to put it on their chin. They copied what you modeled.

If we don’t model integrity by adhering to our core values, how can we expect our children to do that for themselves?

We can start by asking ourselves tough questions about timeless nonnegotiables:

  • Do we take responsibility, show up on time, and work hard?
  • Do we help people who may never be able to repay us?
  • Do we show empathy, compassion, and kindness?
  • Do we treat others like we want to be treated?
  • Do we tell the truth and keep our promises?
  • Do we take turns, play fairly, and share?
  • Do we know and obey the rules?
  • Do we recycle to conserve our resources?
  • Do we resolve conflicts peacefully?
  • Do we respect one another and celebrate differences?
  • Do we apologize and forgive?
  • Do we volunteer and serve others with a smile?

Though the actions on this lofty list might seem impossible to live up to, integrity isn’t about being perfect. It’s about best effort. It’s about growth. It’s about being a better version of ourselves tomorrow than we were today. And it’s about doing what we need to do when we stray from the Character Road. We need to model how to mess up, take responsibility, feel remorse, apologize, and make things right. We must show contrition and make restitution by showing our children that when you mess up, you’ve got to clean it up.

When students realize, embrace, and truly believe that making a mistake isn’t the end of the world as they know it, it will plant them in an environment where undesired behaviors like lying and stealing won’t need to take root and grow. When we value process over product so that students feel less pressure to cheat to get ahead or to make the grade, we’ll cultivate an ideal culture in which integrity interactions can thrive.

Teach It
In addition to modeling it, we must intentionally teach that integrity is important in everything we do. Everywhere. All the time. Even when nobody is watching. It’s a necessary ingredient in healthy relationships. Without integrity, there is no trust. Without integrity, there aren’t healthy connections. Without integrity, there just isn’t a solid foundation upon which to build our friendships.

When we make integrity an integral part of our lives, we simply feel better about how we interact with one another. Teach it by encouraging students to research stories in the news and to look for examples in their everyday lives of people who are (and who are not) showing integrity. Reflect on these examples and inquire about how your students might act in a similar situation.

Read fictional stories that highlight the theme of integrity, like The Empty Pot by Demi. In this tiny treasure, an aging emperor gives each child in the village a seed and a challenge: Whoever can grow the best flowers will be named successor to his throne. Despite his best efforts, Young Ping, who typically has a green thumb, cannot get his seed to grow. What no one knows is that the seeds have been cooked so they won’t grow. When all of the children except for Ping show up with big beautiful bouquets of flowers that they’ve supposedly grown, it’s clear that Ping is the only child worthy of being named the next emperor. Referring back to our definition of integrity—being in the right place at the right time doing the right thing—ask students how Ping showed integrity.

Live It
Finally, let students know that it’s cool to be a kid with character. Encourage them to live life with integrity even when it seems to take more than they want to give. Incentivize strong character choices with positive consequences, both tangible and intangible, until those extrinsic rewards become intrinsic feelings of satisfaction and joy so that students do the right thing simply because it’s the right thing to do. That’s when they’ll know that they have arrived at a mile marker on Character Road. Integrity is every bit as important to students as it is to you as their mentor—and to the healthy connections and choices that you strive to foster among the members and stakeholders of your school family.

Barbara GruenerCurrently in her 33rd year as an educator, Barbara Gruener, a school counselor and character coach at Bales Intermediate School in Friendswood, Texas, has had the pleasure of working with kids from every grade level. Author of the blog The Corner on Character and the book What’s Under Your Cape? SUPERHEROES of the Character Kind, Barbara enjoys positively influencing change through her inspirational keynotes and interactive workshops. When she’s not working, you can bet Barbara is knitting, baking, writing, reading, walking, gardening, napping, or spending time with her husband and their three children.


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Enter to Win Books on Differentiation

This giveaway is now closed. Congratulations to our winner, Barbara K! These four unique titles offer strategies for educators who are new to differentiating instruction and for those who are ready to take it to the next level. Use these titles to ensure that all your students have the opportunity to reach their academic potential by meeting their various learning needs, styles, and interests.

One lucky reader will win all four of these expert, must-have resources:

To Enter: Leave a comment below telling us how you meet the needs of individual students. This giveaway is now closed.

For additional entries, leave a separate comment below for each of the following tasks that you complete:

Each comment counts as a separate entry—that’s four chances to win! Entries must be received by midnight, March 24, 2017.

The winner will be contacted via email on or around March 27, 2017, and will need to respond within 72 hours to claim his or her prize or another winner will be chosen. This giveaway is in no way affiliated with, administered, or endorsed by Facebook, Twitter, or Pinterest. Winner must be a U.S. resident, 18 years of age or older.


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Simple Tips for a Kinder Middle School Culture

By Naomi Drew, M.A., and Christa M. Tinari, M.A., coauthors of Create a Culture of Kindness in Middle School: 48 Character-Building Lessons to Foster Respect and Prevent Bullying

Simple Tips for a Kinder Middle School CultureKids thrive in an atmosphere of kindness. They blossom, do better in school, and feel safer when surrounded by kindness.

That said, middle schoolers can be sarcastic and just plain mean to one another. This was corroborated by a national survey we conducted with over 1,000 middle school students: 81 percent said they heard kids saying mean things to one another every single day. An eighth-grade teacher we interviewed concurred. “My kids are constantly putting each other down.” The raw truth is that gossiping, exclusion, and unkindness can be as much a part of the middle school culture as puberty and mood swings.

So what can we do?

Lots! The first thing is to remember that any investment of time you make to create a kinder, more accepting culture in your school will yield rewards far greater than just having students treat one another better. According to the American Institutes for Research, “Positive school climate is tied to high or improving attendance rates, test scores, promotion rates, and graduation rates.” And who doesn’t want that?

The truth is we actually can teach kids to be kinder. Maurice Elias, director of the Social-Emotional Learning Lab at Rutgers University, eloquently reminds us: “Kindness can be taught, and it is a defining aspect of civilized human life. It belongs in every home, school, neighborhood, and society.” To this we say, “Yes!” And to help you get started, or move ahead even further in fostering kindness, here are three concrete things you can do right now:

1. Model, teach, and expect acceptance, empathy, and kindness.
Modeling and expecting kindness is critical. Kids watch us for clues as to how to behave. Even though middle schoolers are pretty peer-obsessed, our actions and attitudes hold more weight with them than we realize. Modeling kindness is key. Equally important is expecting kindness from your kids. Never let cruel behavior go unchecked. Each time we do, we normalize meanness.

The activity below is a wonderful vehicle for promoting acceptance, kindness, and empathy. It’s based on the true story of Coach Biff Poggi of Gillman High School in Baltimore, Maryland. Poggi prized kindness and empathy over all else. The character expectations he set for his football team far exceeded his expectations for prowess on the field. Poggi’s hard and fast rule was “Empathy and kindness for all.”

Coach Poggi’s Golden RuleShare the story “Coach Poggi’s Golden Rule” with your class. Go over the discussion questions together. Ask your kids how they can apply Coach Poggi’s philosophy in their lives, in your class, and in your school. Make sure to do the “Real-Life Challenge” at the end of the handout, too. It will extend the real-life relevance of this activity.

See if you can be as steadfast as Coach Poggi in your commitment to empathy, kindness, and acceptance among your students.

2. Help your kids see cliques and social groups through a lens of kindness.
Peer acceptance is more important than ever in middle school. Tightly knit groups form quickly at this stage, and some kids relish the social power of being in the “in-crowd.” Others struggle to fit in, and being excluded chips away at their self-esteem. Kindness can fall by the wayside when kids become more focused on popularity than on respecting their peers.

Social groups based on common interests can provide kids with a sense of safety, purpose, and belonging. Cliques, on the other hand, can also provide these—but at a cost. Cliques are exclusive, and kids in them often discourage members from expressing individuality. They create unhealthy peer pressure for kids to fit in. More powerful members of cliques tend to mistreat less powerful members, who often put up with bad behavior just to stay in the group. Even more problematic is the use of collective power to ignore, tease, or bully others. Ultimately, cliques chip away at the possibility of a culture of kindness.

Your kids might not be aware of the advantage of forming inclusive social groups based on common interests rather than cliques. Understanding the negative impacts of cliques will also help your kids make better choices about which group to align with. Take a look at the following activity. Discuss it with your kids and help them see the benefits of opting for social groups and avoiding cliques.

Activity: Exploring Social Groups and Cliques. Think of a social group you belong to. This group must include one person in addition to yourself. It could be a group of friends you spend time with socially, friends from your sports team, kids in band or chess club, and so forth. Once you have thought of a social group, read the characteristics below. Circle the characteristics that describe your social group.

People in my group:

  1. Share similar interests
  2. Place a high value on popularity
  3. Support one another
  4. Are kind to people within the group and outside of it
  5. Are encouraged to act the same as other members of the group
  6. Exclude other students
  7. May feel pressured to do certain things to fit in with the group
  8. Are given the freedom to be themselves
  9. Make fun of, or look down on, students not in the group
  10. Are members of several groups

Discussion Questions

  • Which of the above characteristics seem positive to you?
  • Which could have a negative impact on students in the group?
  • Which could have a negative impact on students who are not part of the group?

Think About It
If your group includes more negative characteristics than positive ones, it might be a clique. A clique is a social group of students who may exclude, tease, or bully other students.

Choose Kindness Over Cliques
What are some actions you can take to ensure that you and your social group are kind, inclusive, and respectful of other students in your social group and students not in your social group?

3. Teach kindness—literally.
You can plant seeds of kindness in your classroom every time you talk about its importance and model it through your behaviors and attitudes. Help your students understand the basic human need all people have for being treated with acceptance, respect, and empathy—the fundamentals of kindness.

Here’s something else to remember: Just as kindness spreads, so can cruelty and callousness. A Harvard study of 10,000 middle school and high school students reported that 80 percent of students were more concerned about their own success and happiness than they were about others’. The report states something all of us have seen: “When caring takes a back seat, youth are at risk for being cruel, disrespectful, and dishonest.”

On the other hand, when enough kids treat each other with kindness and respect, others are likely to follow. This happens because of “mirror neurons” in the brain that prompt people to unconsciously mimic others’ behaviors. According to neuroscience researchers Sourya Acharya and Samarth Shukla, mirror neurons are activated when we observe the actions of the people around us. This helps explain why kids learn through imitation. We have to fill our classrooms and hallways with enough empathy, kindness, and respect to motivate every student toward kindness and away from cruelty.

One final thought: When you wonder how you can fit one more thing into your day, please remember that your efforts will touch your students’ lives in fundamental ways. Remember, too, that in this changing world, any infusion of kindness is both necessary and valuable.

Author Naomi DrewNaomi Drew, M.A., is an expert on conflict resolution and peacemaking. Her work has been instrumental in introducing the skills of peacemaking to public education and has been recognized by educational leaders throughout the United States and Canada. Naomi is also a dynamic and inspiring speaker. She serves as a consultant to school districts, parent groups, and civic organizations and is a registered provider with the New Jersey State Department of Education Character Education Network. She lives in New Jersey.

Author Christa TinariChrista M. Tinari, M.A., is a bullying prevention, social-emotional learning, and school climate specialist. She speaks at educational conferences and provides training and consulting to schools across the country. Visit www.peacepraxis.com to learn more about her work.


Create a Culture of Kindness in Middle SchoolNaomi and Christa are coauthors of Create a Culture of Kindness in Middle School: 48 Character-Building Lessons to Foster Respect and Prevent Bullying.


We welcome your comments and suggestions. Share your comments, stories, and ideas below, or contact us. All comments will be approved before posting, and are subject to our comment and privacy policies.


Suggested Resources
10 Kindness Week Ideas for Schools,” Random Acts of Kindness Foundation. Great ideas to help prompt acts of kindness in your kids.

Mix It Up at Lunch Activities,” Teaching Tolerance. Organize a Mix It Up at Lunch day at your school to help your students get to know others who aren’t in their usual social groups.

5-Minute Film Festival: Videos on Kindness, Empathy, and Connection,” Edutopia. Check out the video playlist of kindness- and empathy-related topics and tons of other resources.


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8 Tips for Substitute Teachers

By Andrew Hawk

8 Tips for Substitute TeachersThe substitute teacher is one of the most underappreciated and stereotyped positions in the professional world. The trials and tribulations of the substitute teacher are often made light of in sitcoms and movies. However, with instructional time being so important, substitute teachers are an integral part of any school’s success.

Interestingly enough, the criteria for being a substitute teacher can vary from state to state. Some states require a bachelor’s degree, but allow noneducation degree holders to work as subs. Other states do not require a degree, but require applicants to pass a basic skills test. The wide range of requirements produces substitute teachers who may be retired teachers, college graduates looking for their first jobs, or people working in schools for the very first time. No matter which category you fall under, here are some tips I hope will help you with this very important job.

Develop Your Classroom Presence
Classroom presence is the trait that many struggling substitutes lack. Classroom presence is, in the simplest terms, the reason why students sit up and listen to a teacher instead of daydreaming or engaging in other off-task behaviors.

If you asked ten teachers to explain their theories on how to improve classroom presence, you would probably receive ten different responses. Classroom presence is largely based on an instructor’s personality and style of teaching, and is similar to the stage presence an actor or actress possesses in live theater. In general, a person can improve his or her classroom presence by speaking in a confident manner and altering his or her teaching voice appropriately.

Be Prepared for No Sub Plans
Some schools require teachers to write emergency sub plans and leave them in the office. Only one out of the four schools I have taught at embraced this policy. A substitute who finds no emergency plans to cover an unexpected absence will have to ask other teachers in the grade level what the students should be working on.

Offset this by carrying a few basic activities with you. These should be specific to the subject and grade level for which you will be subbing. And they do not have to be worksheets: there is educational value in answering subject-centered trivia questions. Something as simple as Googling and printing emergency lists of questions can be a real lifesaver.

When in Doubt, Call the Office
Many simple questions, such as the location of classroom supplies, can be answered by students. If you have any questions beyond those relating to classroom operations, I would suggest calling the office to double-check. This is especially true for questions relating to dismissal. Sometimes children present false dismissal information to their substitute teachers. For example, students often claim they are going to be picked up and shouldn’t get on the bus. Without a note or a phone call to the office, you should never vary from the daily dismissal plans. If you are unsure of something, it is okay to call the office to ask.

Do Not Criticize the Classroom
Remember, anything critical you say to students or other teachers likely is going to make it back to the teacher for whom you are subbing. Depending on how offended the teacher is, your comments might make it to the principal. Substitutes who voice a lot of criticisms are sometimes not invited back to schools.

Be On Time
You might think that this goes without saying, but substitutes are regularly late. This does not speak to their professionalism so much as it does to their preparedness. They really do mean to be on time, but often are unaware of the exact location of a school building or entrance or the traffic patterns that exist on the route to the school. If you are called to sub at an unfamiliar school, I recommend doing a drive-by the night before you are scheduled. Make a note of where the front door of the school is located.

Engage with the Students
I have walked into classrooms and found the sub doing everything from playing on his or her cell phone to reading a novel to knitting a scarf. Sometimes teachers leave a lot of independent work for students to complete with a substitute. If this is the case, circulate around the room to see if anyone needs assistance.

Do Not Be Mean to the Students
Based on the age-old idea that students give substitutes a hard time, some substitutes show up in classrooms expecting trouble. To counteract this expectation, the substitute may attempt to be very stern. This also can be true of regular teachers with underdeveloped classroom management skills. Classroom management does not mean yelling at or embarrassing students. Short of an emergency situation, such as a fistfight, teachers and substitute teachers should not yell at students at all. Many good classroom managers learn to use their “parent voice” in discipline situations. This simple change in tone can have a great impact.

All classrooms should have a classroom management plan in place. Follow this plan. It should indicate what steps to take if students do not respond to warnings. If no obvious plan is in place, ask a teacher in the neighboring classroom what steps should be taken if an issue arises.

Do Not Give Up on a Class
Some classes are more challenging than others. If you have a class that feels really overwhelming, at least consider subbing in the room again. Some groups of students respond better to adults after multiple days spent together.

Andrew HawkAndrew Hawk has worked in public education for fourteen years, starting as a teaching assistant in a special education classroom. He has taught first, second, and fifth grade as a classroom teacher, and for the past three years, has worked as a resource room teacher, providing services for fourth and fifth graders. Working as a special education teacher has given him the opportunity to work with a variety of age groups and exceptionalities. In 2011, he earned his master’s degree in special education from Western Governor’s University. When Andrew is not preparing for school, he enjoys spending time with his wife and daughter.


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Teaching Children the Value of Making Mistakes: A Case Study with Myself

By William T. Mulcahy, LPC, NCC, CEAP, author of the Zach Rules series

Teaching Children the Value of Making Mistakes: A Case Study with MyselfPerhaps the most important habit I promote as a therapist and children’s author is healthy coping. Basically this means helping people learn and practice being able to feel and deal with life’s circumstances. One of the more difficult things children, and people in general, have trouble with is dealing with making mistakes.

The day before Thanksgiving this past November, I was forced to deal with my own mistake when I forgot to zip up my computer bag and, as a result, dropped my laptop onto the pavement as I was getting into my van.

As many of us do when we make mistakes, I wanted to get away from the negative experience as soon as possible. “I’m sure my computer is fine,” I told myself and moved on with my day, never even checking the laptop.

The funny thing about trying to avoid thinking about mistakes: The more we try not to think about them, the more they enter our mind. As the evening wore on, a bevy of nagging thoughts circled in my head: “You’ve got to check your computer.” “What happens if the hard drive is broken?” “Did you save all your data?” “You need a computer for work!” “Do you know how much a new computer will cost?” “What’s the matter with you?”

Finally I broke down, plugged in my computer, and learned that yes, I had broken the hard drive. Mistake detected.

Most of us are taught about the importance of learning from our mistakes. In fact, learning from mistakes is a core ability that educators have identified as essential for children’s success. Great thinkers and inventors, such as Einstein and Edison, also have identified making mistakes in their own work as one of the pathways to invention, expression, and learning. As Edison said, “I have not failed. I’ve just found 10,000 ways that won’t work.”

I must admit that, at that moment, I was having trouble figuring out how Edison’s quote applied to my situation—except for the end part about something that won’t work. The thing that wouldn’t work was my computer. I often say to my clients, “You’re doing a better job of hanging on to your oops rather than finding a way to cope with it and move on.” This time it was me hanging on to my oops.

I needed to go back to the two aspects of coping—feeling and dealing.

So I put on my therapist hat and asked myself: “How do you feel about dropping your laptop?”

Answer: “I don’t want to think about it.”

Ah, 12-year-old me had jumped out for a second, trying to protect me. Therapist me tried again: “How do you feel?”

I thought for a second. “I feel ticked off at myself for being stupid and not closing the bag. Ugh!”

“Good job. Now take some time to allow yourself to find where you feel that in your body.”

“Do I have to?”

“Just give it a try.”

I tried to breathe. I walked into my body with my mind, trying to notice where I literally was feeling this mistake. For many of us, it’s not enough to identify a feeling. We must connect it with where we feel it in our bodies. Our bodies often give us important information and avenues to process by grounding us in the moment rather than in the bad feeling.

I sensed right away that this mistake was making my stomach feel terrible. I took a moment to gently breathe into the discomfort in my stomach, knowing, as Robert Frost said, “The best way out is always through.” I sensed my angst, felt it sitting in my stomach. I breathed into it, and slowly imagined the mistake dispersing.

“Okay, great job. What do you want to do about it?”

“Turn back the clock. Make it never happen!”

This is the same sentiment I hear from a lot of my clients, though it usually applies to matters that are much more critical than dropping a laptop. Of course, as we all know, we can’t turn back the clock—but we all can cope.

It would be optimal if all children viewed making mistakes as essential to their personal and academic learning and growth, but we know it’s more complicated than that. Like many habits, kids’ abilities to feel and deal with making mistakes fall on a continuum from chronic underachiever to rigid perfectionist. On one end of the continuum, chronic underachievers are those kids who are too used to and comfortable with making mistakes, resulting in a casual attitude toward their mistakes. On the other end, rigid perfectionists are those kids who find mistakes totally unacceptable and put an inordinate amount of pressure on themselves not to make them. Fortunately, most of our children and students fall somewhere in between the two ends of the continuum—they simply do their best to learn from their mistake and move on.

I know I stand somewhere on the rigid perfectionist side of the continuum. It’s wise to gently assess ourselves, and to help children assess themselves, as to where we stand on the making-mistakes continuum so that we can provide appropriate support and skills. In addition, we need to create environments in our homes, communities, and schools that support the idea that everyone makes mistakes.

Key to MistakeA useful tool for helping kids deal with mistakes is the Key to Mistakes. In the first step, kids detect their mistake, or figure out why they made it. The second step is to correct, or try to fix the mistake. The last step is to reflect, or think about what they learned. And remember: Nobody’s perfect. Click here to download the Key to Mistakes, a free printable worksheet from Zach Makes Mistakes.

Thus far I had done a good job of detecting my mistake, but I still needed to correct and reflect.

“So, what do you want to do about it?”

I have developed a self-mantra for times like this. I tell myself: “I’m not the only person who made a mistake today. And this probably will not be the only mistake I’ll make today. This is going to be okay.”

This type of self-talk helps shift my attitude, so I’m not feeling stuck on one end of the continuum, holding on to the perfectionistic belief that I can never make a mistake—or on the other end, thinking that I always make mistakes so what’s the point.

In addition, I often remind myself, “This too will pass.” For some reason, it always helps me. I often ask my clients to come up with their own self-compassion phrase to help them feel better during emergency mistake situations.

Now what was I going to do about my computer? How could I correct the situation?

I had a discussion with my mistake partner (the friend or family member you can tell your mistake to without threat of shame or ridicule). In my case, my mistake partner is my wife. I told her what had happened. She assured me that everything was going to be okay. (Yes, even adults need to be reassured sometimes. But remember how important it is to reassure children.)

We quickly agreed that I needed to have a computer for work. This mistake had to be corrected. We brainstormed our options. It turns out that there’s this thing that happens the day after Thanksgiving called Black Friday when computers and other goodies go on sale. Wow, I’d never shopped on Black Friday before, but I guess there’s always a first time for everything. I decided to make an outing out of it, bringing along four of my children to experience the crowds, the television camera crews, and the moment when I landed my new touchscreen laptop on sale. We had a rip-roaring good time.

This did not mean that it was easy to correct my mistake. In order to afford a new laptop, I had to spend savings I did not want to spend. However, as I stood in the checkout line amid the noise and commotion, I reflected on how I’d gotten to this point, and I realized that I had learned a valuable lesson. It is a lesson I keep coming back to in my life: Don’t be in such a hurry. Slow down and be mindful of the small things (like zipping up your computer bag). Nobody’s perfect, not even the therapist. Bravo.

bill-mulcahy-webWilliam Mulcahy is a licensed professional counselor and psychotherapist. He has served as a supervisor at Family Service of Waukesha and as a counselor at Stillwaters Cancer Support Center in Wisconsin, specializing in grief and cancer-related issues. He has also worked with children with special needs. Currently he works in private practice in Pewaukee, Wisconsin, and is the owner of Kids Cope Now, a program for providing books and tools to help kids in the hospital. Bill lives with his wife and family near Summit, Wisconsin.

Free Spirit books by William Mulcahy:

zachapologizes

zachgetsfrustratedzach-makes-mistakeszach-hangs-in-there

 

 

 

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Posted in Early Childhood, Parenting | Tagged , , , | 1 Comment