personality been a blessing or a curse to you?
(^) Being concerned with character will move you from dealing with
your school-age children like they are toddlers. I hear people
responding to school-age children as if they were 3-year-old kids.
They bark commands. Their children are hearing the same old orders
but not growing in discernment and understanding. They are not being
equipped for the next stage of development—the teenage years.
Application Questions for Chapter 17
(^) 1. Can you think of situations in which there is a significant
character issue at stake in your child’s development, but you are not
sure what to do with it?
(^) Make a project of these situations. Seek to determine what
the long-term issues are and how to address them in terms of the
issues discussed in this chapter.
(^) 2. Can you identify situations in which you have been tempted
to give your child a keepable standard because it made things easier?
(^) 3. Have you been willing to accept behavior that you required
even though you knew the child was not behaving from the heart?
(^) 4. How would you articulate the difference between the
“when,” the “what,” and the “why” of behavior?
(^) 5. Which is the most significant?
(^) 6. Can you give an example of appealing to the conscience?
(^) 7. If you were to name five character-training objectives for
your son or daughter, what would they be?
(^)