Rather than multi-tasking being a sign of intelligence or evidence of productivity, what if it’s something else? It might be evidence we multi-process, are easily distracted, and avoid boredom or hard things by changing course midstream. What do you think? In this video, I’ll share a more accurate definition of what we’re actually doing when we think we’re “multi-tasking.” I’ll also mention why it’s more dangerous and unproductive for young people. Intrigued? Good! Listen and share if you think others would benefit. Thanks.

The Delight of Intentional And Recreational “Smarts”


Soccer3_Cropped_jpg45 minutes on Friday night. 70 minutes on Saturday morning. Another 50 minutes on Saturday morning. Two hours on Saturday afternoon.

The young adults sat and listened intently. They wrote things I said and insights the Holy Spirit gave them. They asked questions and willingly answered mine. They interacted comfortably with each other during the breaks.

When I sent them off by themselves to think more deeply about something, they did it. They did it well. Several told me later that the insights they received were very meaningful. I was grateful. I remain grateful.

We spent the last hour of our time together playing soccer in a large cage. Well that’s what some of the people did. A few of us watched. These men and women who had sat still for hours, even on uncomfortable chairs, became very body smart right before my eyes.

Many clearly had physical skills. They all had joy while in the cage. One jumped in the air and deftly kicked the ball in ways I couldn’t imagine even attempting. Many used their entire bodies well. Some were able to keep the ball between their feet, protecting it from someone on the other team. Others were able to kick it hard and straight right at the goal.

The men who took turns as goalies were also very body smart. They quickly maneuvered themselves into the path of the ball. They often caught it and tossed it into the playing field.

Two things strike me as being very important.

One, we should never assume people don’t have a particular smart simply because we don’t see them using it. I never would have guessed these young adults had the body-smart joy and ability they had based on the way they sat and listened to me. They hadn’t fidgeted, played with their pens, crossed and uncrossed their legs over and over again, or done anything but respectfully listen.

Second, I’m inspired and reminded that we don’t have to use an intelligence we have just because we have it. The reason I didn’t know these men and women were as body smart as they were is because they had not demonstrated it during the learning times of our retreat. They instead chose wisely to use the intelligences most relevant to the learning encounters we had. We can encourage people to use the intelligences most relevant to the activities they find themselves engaged in as they develop their self-control, self-respect, and respect for others.

What do you think? Can you remember something from your past that points to the same two insights? Whether you can or can’t, how about observing in the days that follow to see if an encounter with people supports these same points?

Who do you know who will benefit when you interact with these two points in mind? Do it.

Imparting Life To Those Raised In Negative Environments

friends serious

I was recently asked, “If people are raised only hearing negative things about themselves will they always only know their weaknesses? Can anything help them? Is there anything I can do to help them believe in themselves and their strengths? Is it too late?”

I’m grateful for this woman’s passion for someone she loves. It’s never too late. We will need to be persistent and extremely patient.

People raised with criticism who only had negatives pointed out to them will usually have a hard time believing compliments. They may verbalize we’re wrong or they may just reject our praise internally. They’ll deny it before our affirmations have a chance to influence them for good.

Are you wondering if you could or should homeschool? Doing it, but have questions about curriculum, schedules, motivation, or anything else? Dr. Kathy and Tina Hollenbeck want to answer your questions.

You are invited to attend our online seminar that will address YOUR questions. Send an email to online@celebratekids.com with your questions and listen for the answer while you listen during the seminar. Just give us 30-minutes of your time. We’ll add 15 more if questions keep getting submitted.

The on-demand replay will be available after the event is over if you can’t listen live. The seminar must still be purchased.

Date: October 15, 2014
Time: 2:00 - 2:30/2:45 p.m. Central
Event: Home Schooling Questions and Answers with Dr. Kathy and Tina Hollenbeck
Location: In your living room, office, or wherever you have Internet access.
Public: Public

One of the best things about today’s young people is their passion to make the world a better place. Do you know apathetic teens and students? Maybe it’s because we don’t know how they want to improve the world and we haven’t helped them relate required assignments to their goals. When talking with them about their goals, also bring up that these are among the reasons you want them to talk with you if they’re depressed and you don’t want them involved in drugs, drinking, etc. We need them to change the world and they need to be alive for that to happen!

Engaging Multiple Smarts to Reveal New Insights


Although it’s helpful to teach and learn about our eight intelligences in isolation, in practice they don’t work alone. For instance, because word smart involves listening, speaking, reading, and/or writing, it’s very rare that we’re not using it. Those of you who are very picture smart probably always have pictures in your mind. They just naturally appear to help you.

Our smarts aren’t always automatically engaged. If we choose to use them anyway, even when we don’t need to, we’ll have richer experiences. (Students will have deeper understanding and a longer memory for what they’ve studied.) For instance, I just spent some time looking out at the ocean and an old lighthouse at York Beach, Maine, using all eight intelligences:

Word – I thought of descriptive adjectives to describe the wave action, such as churning, spraying, dramatic, and sudden, and I recited part of Psalm 46, one of my favorites:

Becoming Who She Was Created To Be

10-7-14 AveryJoyAre you familiar with the song in The Sound of Music in which Julie Andrews, playing Maria, sings a list of her favorite things? She includes raindrops on roses, warm woolen mittens, and snowflakes that stay on noses and eyelashes.

My list would be quite different.

Children being themselves would make my list. So would parents who let them. Our uniqueness is an important part of who we are and children who can celebrate their individuality are truly blessed.

Friends of mine are raising their daughter, Avery Joy, to be who she was created to be. They’re wise. They know her, like her, love her, and want her to genuinely like herself.

Avery Joy recently came downstairs wearing this “jacket” she made from leftover “minky” fabric. She declared she was wearing it to school. Her mom wrote me: “I could argue her on this “jacket,” but instead I chose to let her celebrate being herself. An artsy creative little girl.”


Her mom posted this on Facebook: “She proudly wore her homemade jacket to school so she could show her friends. She was quite excited about it. I however had to stop myself from saying “you cannot wear that to school! You’ll get made fun of!” I love that she truly does not care what anyone else thinks because she’s totally confident in being her joyful little self. I didn’t want to plant a seed of doubt in her mind or make her think she shouldn’t show off something she made and is proud of because someone else might not appreciate it. So many struggle with the “what will people think” mentality and it’s sad. I’m glad she’s confident in herself and doesn’t let others opinions sway her.”

“It’s All Good!” – Sometimes, as I explained in an earlier video, when our children complain because something is challenging, we need to be available to help them. But, I wonder if there are times when we should let them know we heard them, but not do much else. Listen about how my trainer and I interact in the gym and see if it has applications to you and your children or students. I’d love to know what you think.

Know Who You Are

content woman

When we know who we are, it’s easier to be who we are. There’s less doubt. Confusion. Inconsistency. Mediocrity. There’s more freedom. Answers. Contentment. Success. Assurance. Cooperation.

When we understand our behaviors are rooted in our identity, we can live with more integrity. Confidence. Joy. Peace. Excellence.

For example, when I understood I’m a Chatty Kathy because God created me to be word smart, it was freeing. Realizing all the words in me were due to one of my intelligences helped me see my talkative nature as even more of a strength than I had in the past. I realized God chose the strengths He wanted me to have.

Knowing God chose me to be this way was empowering. I think I might have instantly felt more beautiful.

What Does Your Child See?

school student cheat
Does unconditional love matter? Oh, yes! Do children need to know home is a safe place and parents will accept them for who they are? Should they think the best of them? Oh, yes! Does it matter if children can be honest with their parents? Oh, yes!  Today, I’m glad to share this thought-provoking piece with you from Tina Hollenbeck, the Celebrate Kids staff writer. Every-other-Tuesday, we send out a newsletter to thousands of parents and teachers. This is her column for tomorrow’s issue; part of a series related to perfectionism. After reading this, you may want to subscribe to get more of her insights. We hope you will.

What Does Your Child See? by Tina Hollenbeck

I loathed sixth grade.

Each day when the other students and I walked into our math/science class, we found that Mr. Dizon had scrawled the page number and problem numbers for the math assignment in the upper left corner of the chalkboard. The rest of the space – which covered one complete wall of the room – was filled from top to bottom and end to end with notes and study questions for science. Our job was to jot down the math assignment for homework and then get to work copying the rest of the information. Mr. Dizon either sat at his desk behind us or leaned on a stool near the door. He rarely spoke and never instructed. We were simply supposed to learn and understand by copying the notes and doing the math problems.

By the third quarter, I could only muster D’s in both classes. I’d previously been a good student and continued to do well in other classes, but my inability to manage Mr. Dizon’s methods ate away at me. My father scolded me for my poor grades, wondering aloud what was “wrong” with me. He never thought to question why my performance had taken a sharp turn for the worse in just those two classes; it was just a foregone conclusion that I needed to “do better.”