Mastering The Art Of Success

(^) Mastering the Art of Success
sp eech and I talk about that the whole r oom gets so quiet you could
he ar a pin drop—I can tell people are really getting value.
Then I’m going to do a series of books on the principles of success.
I’ve got about 150 of them that I’ve identified over the years. I have a
book down the road I want to do that ’s called No More Put-Downs,
which is a book probably aimed mostly at parents, t eachers, and
managers. There’s a culture we have now of put-down hum. Whe theror
it’s Married... with Children or All in the Family, ther e’s that
characteristic of macho put-down humor. There’s research now showing
how bad it is for kids’ self-esteem when the coaches do it, so I want to
get that message out there as well.
WRIGHT
It ’s really not that funny, is it?
CANFIELD
No, we’ll laugh it off because we don’t want to look like we’re a
wimp but underneath we’re hurt. The research now shows that you’re
better off breaking a child’s bones than you are breaking his or her
spirit. A bone will heal much more quickly than their emotional spirit
will.
WRIGHT
I remember recently r eading a survey where people listed the top
five people who had influenced them. I’ve tried it on a couple of groups
at church and in other places. In my case, and in the survey,
approximately three out of the top five are always teachers. I wonder if
that’s going to be the same in the next decade.
CANFIELD
I think that ’s probably because as children we’re at our most
formative years. We actually spend more time with our teachers than
we do with our parents. Research shows that the average parent only
interacts verbally with each of their children only about eight and a half
minut es a day. Yet at school they’re interacting with their teachers for
anywhere from six to eight hours depending on how l ong the school
day is, including coaches, chorus directors, etc.