April 8, 2025 • 18 mins
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Tired of barking orders at your kids only to face resistance, incomplete tasks, and frustration all around? This episode reveals the fundamental flaw in how we typically assign responsibilities to children—and we uncover a transformational three-step approach to teaching children responsibility that helps parents guide kids toward taking ownership of household tasks.
• Explore the step-by-step process of showing, explaining and collaborating
• Understand why knowing the purpose behind tasks increases motivation and compliance
• Demonstrate how visual references help children understand expectations
• Create simple family mission statements that give meaning to household responsibilities
• Gradually transition from parent-led to child-led responsibility using the Parent First Approach (I do it, WE do it, YOU do it)
Be sure to grab the "Get Kids to Do things On Their Own" Digital Bundle from our shop!
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:00):
Hey friends, welcome back to our show.
Thanks for hanging with us.
We absolutely love the gift ofgiving out free content on the
airwaves just on the regular.
This is just awesome and I'mtelling you I laugh about it and
share with our team that itseems like something happens
(00:20):
every day, either in my ownfamily life or when I'm out and
about in the community orhanging out with friends.
That offers content for ourpodcast, and so I'm always happy
to share my own experiences andhelp others through my own life
and my family's life, just tobring the real, true living of
(00:41):
family life right to the surfaceand relate to everyone out
there.
So I have to share with youtoday that I was over at a
friend's house last week and wewent over for a play date and
she said, man, before you gothere, I got so frustrated with
my son because we were rushingaround and I was barking out
orders to him and kind oftelling him he needs to hurry up
(01:03):
and help me clean up this houseand, you know, make it look
like we clean this place on aregular basis.
She kind of joked about it andshe said you know, it was
causing him anxiety and it wascausing me anxiety and she said
Jordan, I just, it just dawnedon me.
She said when I realized mytechnique wasn't working, I
remember this message about howto handle a situation like this.
(01:25):
And she said I immediatelythought about that and thought
you know what, let me try thisteam style.
So she tried that, instead ofcontinuing to bark out orders to
, you know, line up the shoesand kind of make sure that you
vacuum where the dog was.
And she made it more of achallenge for the two of them to
(01:46):
work together as a team and shesaid that was so much more
effective.
So we're sitting around and thekids are playing and we got into
a deeper conversation aboutgetting kids to do what we want
them to do and, in general, justto get them to take on
responsibilities, like cleaningtheir room and doing a chore,
(02:08):
like emptying the dishwasher orcleaning up their own bathroom.
And we talked more about howthe team concept is super
helpful, especially when you'reintroducing something new to
your kids for the first time,because they feel a sense of
support when their parents arehelping them or alongside, and
of course, they love thatsomebody's helping them, it's
(02:31):
not just them doing something ontheir own.
But we realize we can'tcontinue to do these things for
our kids like I used to do, justdo it for them or continue to
work alongside them forever,every week when they clean their
bathroom, or every other daywhen they're tidying up their
room, because we have our ownresponsibilities too.
(02:51):
So that's what we're talkingabout today Moving beyond just
barking out orders and commandsto our kids to instead taking a
three-step team approach, togetting kids to take on a new
responsibility, like cleaningtheir room or helping with
household chores.
(03:12):
And you know, I have to tellyou that interaction with my
friend made me think about justhow often in parenting we expect
our kids to do what we tellthem to do, many times when
we've never properly taught themhow to do it in the first place
.
We holler out, clean up theliving room, and yet we have
(03:33):
never even shown them what ourexpectation of clean in the
living room really is.
It's like we have thisexpectation that, because we
know what a clean living roommeans to us, that they'll
automatically, by osmosis, getthat same message and just know
it.
So we bark out commands andthen we become disappointed when
(03:55):
they don't meet ourexpectations.
And I have to tell you, a friendof mine shared his own
experience as an adult with thisvery thing just last week.
So he's working on alandscaping crew this summer and
he had finished mowing aclient's lawn and his boss
called him a couple hours laterand said oh my gosh, our
(04:17):
customer was so disappointed.
He called back and he wascomplaining because the corners
of his yard didn't look like hewanted them to look.
You're supposed to do a proper90 degree turn with the mower on
each corner.
That's what he asked for.
And my friend said Jordan, Ihad no idea that was the
(04:38):
expectation.
No one told me before I went tomow his lawn that there were
specific requirements of how Ido that.
So I just mow the lawn like Imow my own lawn.
Friends, this happens all thetime.
We have expectations of our kidsthat are unrealistic because we
too haven't given them whatthey need to succeed, and as
(05:02):
adults, we too fail or fallshort every single time.
Isn't that right If we're notgiven the tools we need to
succeed?
So let's just jump right intothis three-step formula.
This is something I want you toplan to do with your child
before you expect it to be done,so not when the company is
(05:25):
already on their way over, butsomething you need to block off
about 30 minutes for so that youcan truly be intentional about
it.
Step one show your child how todo what you're asking them to do
.
Show them how to do what it isyou're asking them to do.
I want you to take the time todemonstrate what it looks like
(05:49):
to tidy up their room, to sortout their toys and to put their
clothes in a hamper and maketheir bed.
And remember, just like mowingthat lawn, be sure to show them
and tell them what's expected.
I remember years ago when I wasteaching our oldest son how to
clean his room.
(06:09):
I even took a picture of myson's bedroom when it was a mess
, and then I took a picture,after showing him how to clean
it up, when it was all tidy.
And then I printed the pictureof the clean room off and I
simply had him put it up on hisbedroom wall right by the door,
so that he could reference thateach time I asked him to clean
(06:31):
up or it was his day of the weekto clean up his room.
He has a very clear picture ofwhat's expected of him in that
room.
So step one is show,demonstrate how you want your
child to do what you're askingthem to do.
Step two explain why it'simportant to do whatever you're
(06:54):
asking them to do.
Many times we just bark out acommand and say because I said
so, come on.
Isn't it true that you and Iaren't inclined to do something
just because someone in aposition of authority tells us
to do it?
Right?
All of us are resistant to someextent.
We have a deeper yearning toknow the purpose, the why behind
(07:16):
it.
So if you're asking your kid toclean their room or tidy up a
room in the house, explain whythat's important and necessary.
And I'll just give you apersonal example.
At our house we have a simplefamily mission statement and the
piece about our homeenvironment says this.
It says we work together tomaintain an orderly and
(07:39):
welcoming home.
So we're prepared to serveanyone who visits us and we
treat other environments as wedo our own home.
So the piece in there why formaintaining, you know, a clean
bedroom and maintaining a cleanand tidy household.
Our purpose is because we wantto be prepared and ready to
(08:03):
engage with anyone that comesover to our house.
We want to be able tospontaneously invite another
family over or invite someone infor dinner, that, without
feeling anxious or beingdistracted about the mess that
we have going on, we want to beable to be free of that worry
and that anxiety and to be readyfor opportunities.
(08:25):
So that statement, that purposestatement, that mission
statement about our environment,that works for us, that's our
why, knowing the why behind whatyou're asking your kids to do,
whatever that is for you andyour household.
It not only gives kids a deeperunderstanding for what they're
(08:46):
asked, but it gives you, theparent, a quick reference point
when your kids whine andcomplain about you asking them
to clean their room.
Because, let's face it, theywill.
It's their nature to want to dosomething other than cleaning
their room.
They'd all rather do somethingmore enjoyable and so, instead
(09:09):
of getting tangled up in theargument about it, you can
simply restate that purpose orthat mission statement, and that
keeps you from getting involvedand engaged in the back and
forth.
You may need to just continuesaying hey, buddy, remember we
work together as a family tomaintain an orderly and
(09:31):
welcoming home so that we'reprepared for anyone who wants to
come over, prepared for yourfriends to come over as well, so
you can go back to that.
It gives you a deeper meaningto go back to every time with
patience and love.
It's so important to restate themission or the purpose of
(09:51):
something with love and kindness, just telling them we do this
because we want company over andwe don't want to feel anxious
about our house and we want tomake sure that no, no, no, this
is not going to work right.
So just go back to it with loveand just confidence that we
understand what we want as afamily and so these are things
(10:13):
that we have to do on a regularbasis to meet that need, to meet
that want, that we have thatdeeper meaning.
And listen, don't stress, youdon't have to have your own
complex family mission statement.
If you want, you can simply usethe same statement that we use
in our family, with yours if itfits, or take a minute to think
(10:35):
about a task that you're goingto hand on to your child and
think about it, or talk about itwith your spouse, your partner,
and say what is the real deepermeaning behind why we want to
do this on a regular basis, orwhy we want our child to
practice piano 30 minutes everyday or why we want our kid to
(10:56):
clean their room or be part ofcleaning up dinner every night,
and figure out, craft a simplestatement and write it down.
Post it somewhere where thefamily can see it.
Write it on your whiteboard oryour calendar somewhere so that
it's top of mind.
And here's the deal when we askour kids to do something but we
(11:18):
don't take the time to show themhow to do it and what that
picture of success looks like,they really don't understand
when they've actually achievedsomething, and so they fizzle
out and they don't want torepeat whatever it is you asked
them to do.
But when they know they'veachieved something, that they
did what you asked them to do,how you asked them to do it,
(11:40):
they start building thatfoundation of confidence and
courage to do it again.
So helping our kids understandthe why or the purpose behind
what we ask them to do helpsthem succeed, and when they
succeed, it builds up thatreservoir of courage and
confidence that they need todraw from later on in their life
(12:03):
three years, five years, 10years down the road when they
need that confidence and courageto say no to bigger things that
are going to have badconsequences or to continue
doing those good habits thatyou've.
So once they know the why andcan understand the measurable
goal they're striving for, theirmotivation also increases.
(12:27):
And this too, guys, is a bigdeal moving forward in their
life.
So just to recap step one you'regoing to show them how to do
what you're asking them to do.
Step two explain the why behindwhat you're asking them to do.
Give them the deeper meaningand the purpose.
And step three, very mostimportant to wrap this up, is do
(12:51):
the job with your child andthen hand it off to them.
So once you've done it for themand explained the why, now
you're going to kind of puteverything back in the room as
it was and then have the childrepeat what you just did.
To kind of put everything backin the room as it was, and then
have the child repeat what youjust did to tidy up, while you
watch, and you'll see them mimicwhat you did, and you're going
(13:13):
to encourage them positivelyalong the way.
Right, and then offer help whenthey get frustrated, because
they will.
They'll, they'll whine andthey'll complain about oh I
can't do this or this is toohard.
Offer help.
You know, get back in there,help them pull the covers up on
their bed, help them sort theirtoys and give them a bin that is
(13:33):
clearly labeled, so that theycan succeed.
Listen, this may take a fewtimes to do this with your child
until they're really proficientat what you're asking them to
do.
But once they finish the job, Iwant you to get excited, praise
them for it, let them know thatthey are ready, they are
(13:54):
prepared to take this onthemselves.
Hand it off parents, pump themup about how this is a next step
for them, a new responsibility.
And then the next time you walkby their room and they're doing
it on their own man, stop andget excited for them about that
(14:14):
and listen.
Don't be afraid to reward theirbehavior.
I know there's differenttheories about whether you
should or shouldn't kind ofoffer rewards for tasks that
some people consider part of achild's normal daily routine or
household chores, but you knowyour kids best If they are
(14:34):
motivated by stickers or $5 or atrip to the zoo, if they tidy
their room seven days in a rowon their own, reward the
behavior.
You'd like them to continuethis habit.
So if a reward system helpswith that, go for it.
You and I like rewards too, fornew things we're taking on.
(14:57):
So this is normal.
You don't have to continue theway you've been doing things.
I'm giving you permission totry something new that's going
to be transformational.
Don't just continue barking outcommands and orders to your kids
.
That's actually easy, you know.
It's easy to just bark out acommand, but the result of that
(15:20):
is so negative Everybody getsfrustrated.
Okay is so negative.
Everybody gets frustrated, okay.
So I want you really to justtake a little bit of intentional
time with them using thisthree-step process, because it's
going to yield some really bigresults for you and for them.
And remember, we're all aboutthis team concept.
(15:42):
And remember we're all aboutthis team concept, teaching the
how, explaining the why anddoing it with them and then
passing the torch, handing itoff.
I'm telling you, thisthree-step process works.
So my challenge to you is tojust spend a minute or two just
(16:08):
thinking about that one thingyou'd like your child to take
over.
Contemplate that a little bit.
Think about one thing thatyou're doing for them that they
can actually do for themselves.
They're capable of it, butyou've just continued to do it
for them because maybe it'seasier for you, or it's quicker,
or you just don't feel like youhave the patience for you, or
it's quicker, or you just don'tfeel like you have the patience.
But I want you to take that onething that comes to your mind
and be intentional about thatright.
(16:31):
Be intentional about planningjust a short window of time this
week or this weekend to use thethree-step process and get that
positive momentum going.
I'm telling you it will beworth your time and effort.
You'll be so glad you did it.
Be sure you're getting ourweekly email newsletters.
(16:51):
Every Tuesday.
We send an email in the morningthat includes helpful tips.
We have free printables that goout to you that you're welcome
to forward on to other friendsand share with people in your
community, and then we also havelinks to these podcasts.
So go to familiesofcharactercomand sign up for our weekly
(17:13):
email newsletter today.
We'll also have a link in ourshow notes as well.
Parents, you've got this.
Dial it up just a notch, just1%, today by implementing these
three simple steps in your homethis week and, if you like what
you heard today, text it to yourfriends and family.
(17:35):
Help us spread the word andjoin our movement to really
raise the bar in parenting andfamily life.
Listen, we are so glad you'repart of our community and I want
you to remember we are alwaysin your corner.
Hey friends, welcome back to our show.
Thanks for hanging with us.
We absolutely love the gift ofgiving out free content on the
airwaves just on the regular.
This is just awesome and I'mtelling you I laugh about it and
share with our team that itseems like something happens
(00:20):
every day, either in my ownfamily life or when I'm out and
about in the community orhanging out with friends.
That offers content for ourpodcast, and so I'm always happy
to share my own experiences andhelp others through my own life
and my family's life, just tobring the real, true living of
(00:41):
family life right to the surfaceand relate to everyone out
there.
So I have to share with youtoday that I was over at a
friend's house last week and wewent over for a play date and
she said, man, before you gothere, I got so frustrated with
my son because we were rushingaround and I was barking out
orders to him and kind oftelling him he needs to hurry up
(01:03):
and help me clean up this houseand, you know, make it look
like we clean this place on aregular basis.
She kind of joked about it andshe said you know, it was
causing him anxiety and it wascausing me anxiety and she said
Jordan, I just, it just dawnedon me.
She said when I realized mytechnique wasn't working, I
remember this message about howto handle a situation like this.
(01:25):
And she said I immediatelythought about that and thought
you know what, let me try thisteam style.
So she tried that, instead ofcontinuing to bark out orders to
, you know, line up the shoesand kind of make sure that you
vacuum where the dog was.
And she made it more of achallenge for the two of them to
(01:46):
work together as a team and shesaid that was so much more
effective.
So we're sitting around and thekids are playing and we got into
a deeper conversation aboutgetting kids to do what we want
them to do and, in general, justto get them to take on
responsibilities, like cleaningtheir room and doing a chore,
(02:08):
like emptying the dishwasher orcleaning up their own bathroom.
And we talked more about howthe team concept is super
helpful, especially when you'reintroducing something new to
your kids for the first time,because they feel a sense of
support when their parents arehelping them or alongside, and
of course, they love thatsomebody's helping them, it's
(02:31):
not just them doing something ontheir own.
But we realize we can'tcontinue to do these things for
our kids like I used to do, justdo it for them or continue to
work alongside them forever,every week when they clean their
bathroom, or every other daywhen they're tidying up their
room, because we have our ownresponsibilities too.
(02:51):
So that's what we're talkingabout today Moving beyond just
barking out orders and commandsto our kids to instead taking a
three-step team approach, togetting kids to take on a new
responsibility, like cleaningtheir room or helping with
household chores.
(03:12):
And you know, I have to tellyou that interaction with my
friend made me think about justhow often in parenting we expect
our kids to do what we tellthem to do, many times when
we've never properly taught themhow to do it in the first place
.
We holler out, clean up theliving room, and yet we have
(03:33):
never even shown them what ourexpectation of clean in the
living room really is.
It's like we have thisexpectation that, because we
know what a clean living roommeans to us, that they'll
automatically, by osmosis, getthat same message and just know
it.
So we bark out commands andthen we become disappointed when
(03:55):
they don't meet ourexpectations.
And I have to tell you, a friendof mine shared his own
experience as an adult with thisvery thing just last week.
So he's working on alandscaping crew this summer and
he had finished mowing aclient's lawn and his boss
called him a couple hours laterand said oh my gosh, our
(04:17):
customer was so disappointed.
He called back and he wascomplaining because the corners
of his yard didn't look like hewanted them to look.
You're supposed to do a proper90 degree turn with the mower on
each corner.
That's what he asked for.
And my friend said Jordan, Ihad no idea that was the
(04:38):
expectation.
No one told me before I went tomow his lawn that there were
specific requirements of how Ido that.
So I just mow the lawn like Imow my own lawn.
Friends, this happens all thetime.
We have expectations of our kidsthat are unrealistic because we
too haven't given them whatthey need to succeed, and as
(05:02):
adults, we too fail or fallshort every single time.
Isn't that right If we're notgiven the tools we need to
succeed?
So let's just jump right intothis three-step formula.
This is something I want you toplan to do with your child
before you expect it to be done,so not when the company is
(05:25):
already on their way over, butsomething you need to block off
about 30 minutes for so that youcan truly be intentional about
it.
Step one show your child how todo what you're asking them to do
.
Show them how to do what it isyou're asking them to do.
I want you to take the time todemonstrate what it looks like
(05:49):
to tidy up their room, to sortout their toys and to put their
clothes in a hamper and maketheir bed.
And remember, just like mowingthat lawn, be sure to show them
and tell them what's expected.
I remember years ago when I wasteaching our oldest son how to
clean his room.
(06:09):
I even took a picture of myson's bedroom when it was a mess
, and then I took a picture,after showing him how to clean
it up, when it was all tidy.
And then I printed the pictureof the clean room off and I
simply had him put it up on hisbedroom wall right by the door,
so that he could reference thateach time I asked him to clean
(06:31):
up or it was his day of the weekto clean up his room.
He has a very clear picture ofwhat's expected of him in that
room.
So step one is show,demonstrate how you want your
child to do what you're askingthem to do.
Step two explain why it'simportant to do whatever you're
(06:54):
asking them to do.
Many times we just bark out acommand and say because I said
so, come on.
Isn't it true that you and Iaren't inclined to do something
just because someone in aposition of authority tells us
to do it?
Right?
All of us are resistant to someextent.
We have a deeper yearning toknow the purpose, the why behind
(07:16):
it.
So if you're asking your kid toclean their room or tidy up a
room in the house, explain whythat's important and necessary.
And I'll just give you apersonal example.
At our house we have a simplefamily mission statement and the
piece about our homeenvironment says this.
It says we work together tomaintain an orderly and
(07:39):
welcoming home.
So we're prepared to serveanyone who visits us and we
treat other environments as wedo our own home.
So the piece in there why formaintaining, you know, a clean
bedroom and maintaining a cleanand tidy household.
Our purpose is because we wantto be prepared and ready to
(08:03):
engage with anyone that comesover to our house.
We want to be able tospontaneously invite another
family over or invite someone infor dinner, that, without
feeling anxious or beingdistracted about the mess that
we have going on, we want to beable to be free of that worry
and that anxiety and to be readyfor opportunities.
(08:25):
So that statement, that purposestatement, that mission
statement about our environment,that works for us, that's our
why, knowing the why behind whatyou're asking your kids to do,
whatever that is for you andyour household.
It not only gives kids a deeperunderstanding for what they're
(08:46):
asked, but it gives you, theparent, a quick reference point
when your kids whine andcomplain about you asking them
to clean their room.
Because, let's face it, theywill.
It's their nature to want to dosomething other than cleaning
their room.
They'd all rather do somethingmore enjoyable and so, instead
(09:09):
of getting tangled up in theargument about it, you can
simply restate that purpose orthat mission statement, and that
keeps you from getting involvedand engaged in the back and
forth.
You may need to just continuesaying hey, buddy, remember we
work together as a family tomaintain an orderly and
(09:31):
welcoming home so that we'reprepared for anyone who wants to
come over, prepared for yourfriends to come over as well, so
you can go back to that.
It gives you a deeper meaningto go back to every time with
patience and love.
It's so important to restate themission or the purpose of
(09:51):
something with love and kindness, just telling them we do this
because we want company over andwe don't want to feel anxious
about our house and we want tomake sure that no, no, no, this
is not going to work right.
So just go back to it with loveand just confidence that we
understand what we want as afamily and so these are things
(10:13):
that we have to do on a regularbasis to meet that need, to meet
that want, that we have thatdeeper meaning.
And listen, don't stress, youdon't have to have your own
complex family mission statement.
If you want, you can simply usethe same statement that we use
in our family, with yours if itfits, or take a minute to think
(10:35):
about a task that you're goingto hand on to your child and
think about it, or talk about itwith your spouse, your partner,
and say what is the real deepermeaning behind why we want to
do this on a regular basis, orwhy we want our child to
practice piano 30 minutes everyday or why we want our kid to
(10:56):
clean their room or be part ofcleaning up dinner every night,
and figure out, craft a simplestatement and write it down.
Post it somewhere where thefamily can see it.
Write it on your whiteboard oryour calendar somewhere so that
it's top of mind.
And here's the deal when we askour kids to do something but we
(11:18):
don't take the time to show themhow to do it and what that
picture of success looks like,they really don't understand
when they've actually achievedsomething, and so they fizzle
out and they don't want torepeat whatever it is you asked
them to do.
But when they know they'veachieved something, that they
did what you asked them to do,how you asked them to do it,
(11:40):
they start building thatfoundation of confidence and
courage to do it again.
So helping our kids understandthe why or the purpose behind
what we ask them to do helpsthem succeed, and when they
succeed, it builds up thatreservoir of courage and
confidence that they need todraw from later on in their life
(12:03):
three years, five years, 10years down the road when they
need that confidence and courageto say no to bigger things that
are going to have badconsequences or to continue
doing those good habits thatyou've.
So once they know the why andcan understand the measurable
goal they're striving for, theirmotivation also increases.
(12:27):
And this too, guys, is a bigdeal moving forward in their
life.
So just to recap step one you'regoing to show them how to do
what you're asking them to do.
Step two explain the why behindwhat you're asking them to do.
Give them the deeper meaningand the purpose.
And step three, very mostimportant to wrap this up, is do
(12:51):
the job with your child andthen hand it off to them.
So once you've done it for themand explained the why, now
you're going to kind of puteverything back in the room as
it was and then have the childrepeat what you just did.
To kind of put everything backin the room as it was, and then
have the child repeat what youjust did to tidy up, while you
watch, and you'll see them mimicwhat you did, and you're going
(13:13):
to encourage them positivelyalong the way.
Right, and then offer help whenthey get frustrated, because
they will.
They'll, they'll whine andthey'll complain about oh I
can't do this or this is toohard.
Offer help.
You know, get back in there,help them pull the covers up on
their bed, help them sort theirtoys and give them a bin that is
(13:33):
clearly labeled, so that theycan succeed.
Listen, this may take a fewtimes to do this with your child
until they're really proficientat what you're asking them to
do.
But once they finish the job, Iwant you to get excited, praise
them for it, let them know thatthey are ready, they are
(13:54):
prepared to take this onthemselves.
Hand it off parents, pump themup about how this is a next step
for them, a new responsibility.
And then the next time you walkby their room and they're doing
it on their own man, stop andget excited for them about that
(14:14):
and listen.
Don't be afraid to reward theirbehavior.
I know there's differenttheories about whether you
should or shouldn't kind ofoffer rewards for tasks that
some people consider part of achild's normal daily routine or
household chores, but you knowyour kids best If they are
(14:34):
motivated by stickers or $5 or atrip to the zoo, if they tidy
their room seven days in a rowon their own, reward the
behavior.
You'd like them to continuethis habit.
So if a reward system helpswith that, go for it.
You and I like rewards too, fornew things we're taking on.
(14:57):
So this is normal.
You don't have to continue theway you've been doing things.
I'm giving you permission totry something new that's going
to be transformational.
Don't just continue barking outcommands and orders to your kids
.
That's actually easy, you know.
It's easy to just bark out acommand, but the result of that
(15:20):
is so negative Everybody getsfrustrated.
Okay is so negative.
Everybody gets frustrated, okay.
So I want you really to justtake a little bit of intentional
time with them using thisthree-step process, because it's
going to yield some really bigresults for you and for them.
And remember, we're all aboutthis team concept.
(15:42):
And remember we're all aboutthis team concept, teaching the
how, explaining the why anddoing it with them and then
passing the torch, handing itoff.
I'm telling you, thisthree-step process works.
So my challenge to you is tojust spend a minute or two just
(16:08):
thinking about that one thingyou'd like your child to take
over.
Contemplate that a little bit.
Think about one thing thatyou're doing for them that they
can actually do for themselves.
They're capable of it, butyou've just continued to do it
for them because maybe it'seasier for you, or it's quicker,
or you just don't feel like youhave the patience for you, or
it's quicker, or you just don'tfeel like you have the patience.
But I want you to take that onething that comes to your mind
and be intentional about thatright.
(16:31):
Be intentional about planningjust a short window of time this
week or this weekend to use thethree-step process and get that
positive momentum going.
I'm telling you it will beworth your time and effort.
You'll be so glad you did it.
Be sure you're getting ourweekly email newsletters.
(16:51):
Every Tuesday.
We send an email in the morningthat includes helpful tips.
We have free printables that goout to you that you're welcome
to forward on to other friendsand share with people in your
community, and then we also havelinks to these podcasts.
So go to familiesofcharactercomand sign up for our weekly
(17:13):
email newsletter today.
We'll also have a link in ourshow notes as well.
Parents, you've got this.
Dial it up just a notch, just1%, today by implementing these
three simple steps in your homethis week and, if you like what
you heard today, text it to yourfriends and family.
(17:35):
Help us spread the word andjoin our movement to really
raise the bar in parenting andfamily life.
Listen, we are so glad you'repart of our community and I want
you to remember we are alwaysin your corner.
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