Here’s a question for you: “What trait or mindset do you think makes people truly self-confident and have a positive self-worth?” The answer is: “These people have overcome their fear of failure.”
Truly confident people—from business leaders to politicians, from teachers to lawyers—do not let the possibility of failure intimidate them. Of course, they do fail at times. But they don’t alter their actions because of this possibility.
Unfortunately, many people today don’t try to win; rather, they try not to lose. They don’t try to succeed; they try desperately not to fail. That is a sure route to nowhere. Personally, I’d rather be going somewhere, even if I fail to get there, than assuredly going nowhere. Remember the old … >>> READ MORE >>> →
If you want to promote responsibility in your children, here is one important thing to keep in mind: Never do something for your child that they can do for themselves.
When you want the young person to do something and he or she does not, oftentimes stress is the result—for the adult. The youngster is aware of your emotions and (nonconsciously) derives a sense of power from it. What he or she is doing—or not doing—is seen as directing your emotions.
Let’s assume the youngster has a number of things to do and is lackadaisical about doing them. You remind the youngster, to no avail. Time passes. You give another reminder with the same result.
Rather than become increasingly stressed, … >>> READ MORE >>> →
All teachers and parents want to help students succeed. The question is: How? Research shows that one of the most important factors that determine students’ success (in terms of what is important to students) is their feeling or belief that someone in school cares about them.
Knowing this, I’ve long proposed that the best way to help students succeed is to ask them questions. Why? Because a significant factor in asking a question is that there is an assumption that you care about the person with whom you are conversing.
Therefore, when communicating with others, especially students, instead of thinking of the right thing to say, think of a question to ask. The sooner you adopt the mode of asking … >>> READ MORE >>> →
We’ve all heard the phrase “lead by example.” Basically, it means that if we want someone to do something, we need to be willing to model that activity, mindset, or behavior. This concept is especially important when it comes to promoting responsibility in youth.
When you lead by example, you are using a powerful tool to encourage, nurture, empower, and establish expectations. For example, see how modeling promotes integrity, as illustrated in the following:
The owner of a grocery store hired a teenager to watch the store on Saturday mornings. One Saturday, the owner returned unexpectedly and took some carrots to feed the rabbits outside of the store. Before leaving with the carrots, the owner placed money for the carrots … >>> READ MORE >>> →
At the heart of the word responsibility lies the concept of the ability to respond: RESPONS-ABILITY.
Although we think we give responsibility, it is really only effective when it is taken. Therefore, by its very nature responsibility between people is mutual—as are all successful attachments.
Responsibility has a counterpart of accountability. One reason that people resist imposed accountability is that the people in superior positions tell others what they are accountable for but not what they, themselves, are accountable for.
If you expect someone to be responsible and would like optimal performance, then share how you will be accountable.
As long as you are positioning yourself to influence others, you are in a leadership role. An effective approach is to … >>> READ MORE >>> →
Too many adults have a fear of failure. Unfortunately, they pass this fear onto their children. But what many people don’t realize is that failure and mistakes are a vital part of learning. In fact, I’d go so far as to say that no great success ever occurred without failure.
We’ve all heard about Edison’s 10,000 attempts to create the light bulb. He wasn’t alone! It took James Dyson 5,126 attempts to invent a bagless vacuum cleaner. And did you know that Amazon founder Jeff Bezos failed at many things? Ever hear of Amazon Destinations, Amazon Auctions, or the Fire Phone? Probably not, because they were all epic failures.
Whether we like it or not, failure is necessary to learn, … >>> READ MORE >>> →
Self-reflection is a vital success habit. When you develop your skill of asking reflective questions—those that foster self-evaluation—you can see problems in a new light, become more proactive, and ultimately reduce stress.
Even better is to foster this skill in others, including your children, teammates, and employees. You will empower others when you help them develop this skill. The dynamic behind asking reflective questions is that it encourages ownership because people don’t argue with their own viewpoints.
Here are some suggestions for asking effective reflective questions that encourage self-reflection:
- Focus on the present or future—as opposed to the past. What’s done is done and dwelling on it won’t help anyone. Instead, keep focused on what you can do
… >>> READ MORE >>> →
For years I’ve focused the teachings of my Levels of Development on students and schools. But in reality, the Levels of Development is a tool appropriate for every person of every age from every walk of life. In fact, when people become aware of the levels, they become conscious of their own behaviors, their decisions, and their relationships with others.
Here are the 4 main ways the Levels of Development helps all people.
1. Serves as a means of communication
The Levels of Development offers everyone—adults and youth—the same conceptual vocabulary. This helps bring clarity of understanding and assists communications between all people, whether it’s between a teacher and student, parent and child, or even two co-workers.
… >>> READ MORE >>> →
If you’re like most people, you probably want to improve your life in some way. Whether it’s improving your decision-making skills, your relationships, or your job situation, the desire for change and life improvement is an important human urge. No wonder there are so many books and websites dedicated to personal and professional growth.
In my own experience and in working with countless others, I have found that once you implement the Levels of Development into your life, change and growth are natural byproducts. That’s because the Levels of Development essentially gives you a rubric for making decisions and living your best life. It’s one of the simplest tools to use to improve your life
How is this possible? It’s … >>> READ MORE >>> →
One thing we could definitely use more of these days is social responsibility—that is, people doing the right thing simply because it is the right thing to do. I’ve long been a proponent of fostering social responsibility in both children and adults. That’s one reason why I created the Levels of Development and have been sharing it with parents, teachers, and school administrators for decades.
But the Levels of Development isn’t just for children. The levels have great merit outside of the classroom and with adults. In fact, when people become aware of the Levels of Development, they become conscious of social responsibility in their own behaviors and in relationships with others.
Here are just a few of the main
… >>> READ MORE >>> →
I created The Levels of Development to help people of all ages understand the difference between external motivation and internal motivation. While it’s true that technically all motivation is internal, often external factors prompt us to take action. This is the case for both adults and children. Knowing why you’re doing something is important for decision making, acting responsibly, and ultimately reducing stress.
So let’s quickly review The Levels of Development. As with any hierarchy of levels, the most advanced or highest level is placed at the top.
Levels Of Development
LEVEL D – Democracy (highest level)
- Develops self-discipline
- Demonstrates initiative
- Displays responsibility
- Does good because it is the right thing to do
- The motivation is INTERNAL.
LEVEL C – … >>> READ MORE >>> →
No matter what the situation, you always have a choice and can choose your thoughts. These choices are a significant factor in determining your life. The sooner you become aware of this, the less stress you’ll experience.
Realize that regardless of a situation that cannot be changed, regardless of a stimulation that prompts emotions to erupt, and regardless of an urge or impulse, you always have the power and freedom to choose your thoughts and how to respond. The ability is referred to as choice-response thinking
Learning choice-response thinking—that you need not be a victim—may be one of the most valuable thinking patterns you can develop.
The Power of Choice
Choice empowers. Choice, control, and responsibility are so woven together … >>> READ MORE >>> →
Fear is often negative self-talk about a perceived situation. You’ve probably heard that FEAR is actually an acronym for False Evidence Appearing Real. However, even knowing this, there are times when it is most difficult to think that a situation is not real. So rather than attempting to eradicate your fear, warm up to it.
Too many people have the mindset of “If I’m afraid, I can’t do something.” But the truth is that you can do it even if you are afraid; it’s just less comfortable than doing something you are not afraid to do. But if you do it a couple of times, you won’t be afraid to do it anymore, and it will become more and more … >>> READ MORE >>> →
Here is a marvelously successful idea to stop bullying. You can use this approach to prevent bullying in classrooms, reduce bullying school-wide, and even stop bullying behaviors in homes. The key is to approach the motivation of bullying that prompts people to bully others.
Start with sharing the Levels of Development, which shows that choosing bullying behavior is operating on Level B—bothering/bullying.
Here is the procedure I used as a teacher. You can use this procedure in any circumstance to reduce bullying behavior or even completely stop bullying.
The Stop Bullying Procedure — Step One
Use a ruler or book and hold it flat so viewers see only the thin edge. Announce that it is like a teeter-totter or … >>> READ MORE >>> →
This website is filled with examples of how the Levels of Development work in the classroom. As such, many people assume that the system works in a classroom setting with average, everyday students, but that it has little application outside the classroom. Nothing could be further from the truth! The Levels of Development can be used in numerous scenarios, including at-risk youth.
Consider the example of Frank Spino and how he uses the Levels of Development. Frank attended one of my seminars in Sacramento, California several years ago. He now uses the Levels of Development in various situations—including those when he assists the local police. I asked Frank to share how he uses the Levels of Development after arresting a … >>> READ MORE >>> →
Do you consider yourself an optimist or a pessimist? In simple terms, an optimist focuses on hope. A pessimist focused on doubt. An optimist thinks about the good that can be in a situation. A pessimist thinks about all the things that could go wrong in a situation.
Positivity (or what I call ‘conscious optimism’) promotes and induces responsibility in everyone, including children. A positive attitude, just like happiness, begins between the ears. Both are skills that anyone can develop.
In fact, the most important thing people can control is their state of mind. Is your state of mind more like an optimist or a pessimist? You really do have a choice! A state of mind is something that one … >>> READ MORE >>> →
When people, especially the young, learn the difference between external and internal motivation, they become empowered to resist bullying and victimhood thinking, and to make responsible choices. The Levels of Development explains the difference between external motivation and internal motivation. Even young children can understand these concepts.
Although technically all motivation is internal, being able to articulate something outside of ourselves that prompts or motivates will help us make more responsible decisions. Keep in mind that it is the effect of the Levels of Development—how people grow—that makes learning the levels (concepts) so valuable. Think of the Levels of Development as rubric or reference for making decisions in life.
Internal Motivation Prompts Change
Additionally, when children learn both of the … >>> READ MORE >>> →
Teaching impulse control for kids can be a challenge. If you want to become a more effective adult when working with young people, then give up the desire to control. Instead, hand over to the young the responsibility of learning to control themselves. This is important for every child but especially important for those young people who have repeated discipline and impulse control challenges.
The key to fostering impulse control for kids is to use the Levels of Development all the time so that it isn’t associated with corrective discipline. In fact, the more you use the hierarchy, the more young people will understand the difference between external and internal motivation. They will also become open to using the hierarchy … >>> READ MORE >>> →