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What are we teaching our children about money? Hopefully something!

I remember when I was growing up, our family did not discuss money. Money was a taboo subject, discussed by the parents and handled by the father.

This is one thing that I wish that was discussed more openly when I was younger. Just a little guidance such as “save 10% of your income” and I would have been fine!

How I wish I could turn back the clocks of time. How I wish I was encouraged to save even 1% of my income. When I look back at the year I started working until this year 2003, I’m not saying I would be a millionaire but I certainly would have been much better off!

Now a grown woman I have acknowledged and accepted the past and moved on to a great future. My bank account is increasing each year, I am currently purchasing rental properties and I am feeling incredible being and doing what I love-a Prosperity Coach!

Now I don’t necessarily encourage parents to show the kids your mortgage statements but I think it is vital that children know that (while the subject of money may be a tad embarrassing for some parents) it IS a necessary part of life. As you start teaching your child, start slow and encourage them to believe in themselves and their future.

Here are some tips to help your child attain prosperity even at a young age:

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1. Buy a piggy bank for your younger children. Allow them to choose whatever color shape or size they desire. Invite them to put their pennies into their piggy bank. Once in a while they may count their pennies and reward themselves if they desire.

2. When your children have proved themselves to handling their pennies, take them to open their own bank accounts. Encourage them to save at least 10% of what they receive as gifts (I know I used to receive money as gifts when I was young!  )

3. Your child should be encouraged to donate or contribute another 10% of their savings. Donate to the church, to the homeless, to the depressed, or to a charity of their choice. This would help the youth become more rounded, become more respectful of others regardless of the situation and become more appreciative of their own lives and their own prosperity.

4. Many young children think that “money grows on trees”. I applaud this abundance in them (although they may not know that the Universe is in fact limitless) and think we should encourage and nurture this to some extent!

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5. Talk to the kids and let them know that this paper and metal stuff called money is brought about by YOU working. Whether or not you work or you have inherited a large fortune, don’t encourage laziness in your child. They need to be able to work for free sometimes to learn the value of hard work.

6. Money101 is not taught in schools. Where your child’s future is heading depends on what you want your child to know. Prepare your child for their future.

7. When your child is old enough encourage your child to purchase a journal or a diary where they can record their dreams and desires. This allows them to dream big and look forward to their lives ahead-filled with prosperity.

8. If they can manage and understand the budgeting process I’m all for it. When grandma gives them money for their birthday, after they have put aside 10% each for savings and for donation to a charity, allow them to budget for the remainder.

9. I’m sure there are loads of chores around the house, washing the dishes, cleaning the rooms, etc. Give your children an allowance but let them work for it.

10. Let the kids participate in the family’s money decisions. They may not understand everything but their minds will open up to the energy that money has and will prepare them for their lives ahead.

The kids are our future. I know it may sound a little clich but the fact is they are. If you truly interested in your child’s future prepare them and trust that the process will work and they will be A-okay! I guarantee it!

About The Author

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Sandra Baptist works with persons who desire to attract, enhance and increase a more prosperous life. She empowers brilliant highly motivated men and women to transform their negative beliefs about money so as to attract more wealth, more success and more prosperity into their lives. For free consultations contact her at tel: 1-800-666-4754 or at http://www.EliteCoachingGroup.com
Sandra@EliteCoachingGroup.com

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When the Teacher Becomes the Student

 by: Joe Martin

A relationship expert once said that during an argument, there s usually three sides to every story: his side, her side, and of course, the truth.

This is something we must definitely keep in mind as teachers. As educators (especially professors), we have been accused of having the biggest egos on this side of Mount Rushmore. One of the quickest ways to burn out in education is to refuse to embrace change. Whether we want to admit it or not, life moves and changes constantly.

Students are constantly exposed to material we once never dreamed existed. Ironically, although students are exposed to more, they typically know less and are less mature than the generations before. However, that does not discredit the fact that students still bring a unique perspective to our classroom; it s through their eyes that we can become better teachers.

One of my best strategies for maintaining a high level of motivation in the classroom came as a result of a technique I learned as a stockbroker and sales trainer. Rule #1 in sales is that in order to bring the customer to where you are (your level of understanding), you must first go to where they are (they re current level of understanding). In simple terms, you must know your customer (in this case, your student). This simple principle recharges and rejuvenates my batteries every semester; because the more I know, the more I grow.

Relating this concept to the education arena, you must simply and clearly define your objectives and what you would like to see happen over the course of a semester (or even a brief interaction) with a student, and then you help your students to do the same. In other words, know where YOU want to go, help them find out where THEY want to go, and then come up with a strategy for both of you to get there. In negotiating terms, they call this a win-win solution. Obviously, this strategy can only work if you value the student, and you believe he or she can make you a better teacher.

For instance, during my first three years in education, I quickly realized that what I wanted and what students believe they needed were diametrically opposed to each other. However, after many personal talks with former students, I soon discovered that students weren t as concerned with the subject matter itself as they were with how the subject matter was being taught. They were more concerned with my attitude than the answers I would give them. This was a revelation.

I came to the conclusion that, like a parent, my experience and education dictated that I was qualified to teach them what they needed to know to succeed. However, when it came to how they received the information, I was totally at their mercy. Because, regardless of how good or important the subject matter is, if no one is listening, then no one is learning. It was at that point that I decided to go to where they were in order to bring them to where I was.

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I met individually and collectively with students to get their perspectives on the class. I asked them about what worked in class and what didn t? I asked them about what they would like to see more or less of? What would they like to see changed (about myself and/or the class)? I asked them if whether or not they would recommend this class to another student, why or why not? I asked them what would make the class more productive and more interesting? These questions can be asked in almost any work environment, for almost any department, not just in the classroom. I asked similar questions of my clients when I was in Corporate America.

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All of the input I received, except for the individual meetings, were done anonymously. I can t begin to tell you how important this information has been to my career. But in less than a year after implementing this idea, I was nominated twice for the distinguished teaching award at my school (the youngest ever nominated).

If you want to become a more productive educator in or outside of the classroom, the key is student input you must seek it. They say that the definition of insanity is doing the same things over and over again, but expecting different results. If you listen to and solicit feedback from your students, you won t have to repeat the mistakes of the past. So value your students and their input; trust me, they hold the keys to your success.

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