| Teaching children responsibility is the goal of | | | | can work on their own and times where they can |
| education whether it takes place in a regular | | | | help the other children of the family. |
| school setting or through home schooling. Many | | | | |
| parents feel that the regular school can do this | | | | Parents that admit when they make a mistake |
| much better than they can, but this is not so. | | | | and take steps to correct it show their children |
| Parents are the child's first and most important | | | | that they are willing to take responsibility for their |
| teachers and it is through the parents that | | | | actions. They should not try to hide their faults |
| children learn the quality of responsibility. This | | | | from the children and if there is something that |
| means that all parents are responsible for | | | | they cannot do or do well, they should say so |
| providing this education for their children. | | | | and find another person that can help the children. |
| | | | | |
| In order to teach responsibility to their children, | | | | Even as toddlers, children should learn right from |
| there are certain things that parents must do. | | | | wrong. They should have rules set and know that |
| These include: | | | | when they break these rules, there will be |
| | | | | consequences. Toddlers can learn to put away |
| - create an environment where responsibility is an | | | | their toys when they are finished playing with |
| expectation | | | | them. Children can learn to speak politely at home |
| | | | | and to ask for help when they need it. Teenagers |
| - become in role models for the children in the | | | | usually have an allowance that they can spend as |
| area of responsibility | | | | they wish. They will learn quickly that if they |
| | | | | waste it or spend it all at the same time, they will |
| - teach children to be responsible for their own | | | | have to do without until the time of the next |
| actions at an early age | | | | allowance. |
| | | | | |
| - let the children know that responsibility is the | | | | By breaking large expectations of responsibility |
| norm | | | | into small manageable chunks, children can |
| | | | | comprehend the concept better. Instead of |
| - reinforce any responsible behaviors with praise | | | | assigning a large chunk of material to be |
| rather than rewards | | | | completed by a certain date, parents can divide |
| | | | | the material in manageable sections with a date of |
| - provide consequences for irresponsible behavior | | | | completion for each section. Then as the child |
| to deter any future episodes | | | | gets older, the sections can become larger. |
| | | | | |
| How can parents create an environment where | | | | Every time a child shows responsibility, the parent |
| children know they are expected to be | | | | should recognize it with praise. Praise is it s own |
| responsible? In a home schooling situation, the | | | | reward by making the child feel good about |
| parents demonstrate responsibility by making sure | | | | himself/herself. When you provide rewards for |
| they pay attention to the children's needs in | | | | showing responsibility, the child may get the idea |
| education and have times when children are | | | | that he/she should be paid to act in this way and |
| expected to complete their schoolwork as well as | | | | may not do so when there is no tangible reward |
| their regular chores around the house. They | | | | presented. |
| should provide the children with time when they | | | | |