16 Quotes Tagged: guidance
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Every strength has a corresponding challenge and every challenge has a corresponding strength. The inattentive child may be a deep thinker. The uncooperative child may be a good leader. The emotionally-charged child may be gifted with exceptional empathy. The rule-defying child may be an out-of-the-box innovator.
When faced with challenging behaviors, look for the corresponding strength, and focus on nurturing that gift while providing gentle guidance and coping techniques for the challenging areas. That is the essence of working with, instead of against, our children.
I understand now that no one else in the world knows what I should do. The experts don't know, the ministers, the therapists, the magazines, the authors, my parents, my friends, they don't know. Not even the folks who love me the most. Because no one has ever lived or will live this life I am attempting to live. Every life is an unprecendented experiment. This life is mine alone. So I have stopped asking people for directions to places they've never been. There is no map. We are all pioneers.
MOTHER IS WATER
I wish I could
Shower your head with flowers
And anoint your feet with my tears,
For I know I have caused you
So much heartache, frustration and despair –
Throughout my youthful years.
I wish I could give you
The remainder of my life
To add to yours,
Or simply erase
The lines on your face,
And mend all that has been torn.
For next to God,
You are the fire
That has given light
To the flame in each of my eyes.
You are the fountain
That nourished my growth,
And from your chalice –
Gave me life.
Without the wetness of your love,
The fragrance of your water,
Or the trickling sounds of
Your voice,
I shall always feel
thirsty.
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A child's reading is guided by pleasure, but his pleasure is undifferentiated; he cannot distinguish, for example, between aesthetic pleasure and the pleasures of learning or daydreaming. In adolescence we realize that there are different kinds of pleasure, some of which cannot be enjoyed simultaneously, but we need help from others in defining them. Whether it be a matter of taste in food or taste in literature, the adolescent looks for a mentor in whose authority he can believe. He eats or reads what his mentor recommends and, inevitably, there are occasions when he has to deceive himself a little; he has to pretend that he enjoys olives or War and Peace a little more than he actually does. Between the ages of twenty and forty we are engaged in the process of discovering who we are, which involves learning the difference between accidental limitations which it is our duty to outgrow and the necessary limitations of our nature beyond which we cannot trespass with impunity. Few of us can learn this without making mistakes, without trying to become a little more of a universal man than we are permitted to be. It is during this period that a writer can most easily be led astray by another writer or by some ideology. When someone between twenty and forty says, apropos of a work of art, 'I know what I like,'he is really saying 'I have no taste of my own but accept the taste of my cultural milieu', because, between twenty and forty, the surest sign that a man has a genuine taste of his own is that he is uncertain of it. After forty, if we have not lost our authentic selves altogether, pleasure can again become what it was when we were children, the proper guide to what we should read.
The belief that children must be punished to learn better behaviors is illogical. Children learn to roll, crawl, walk, talk, read, and other complex behaviors without a need for punishment. Why, then, wouldn't the same gentle guidance, support, and awareness of developmental capabilities that parents employ to help their little ones learn those complex skills also work to help them learn to pet the cat gently and draw on paper instead of walls?