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Christian Ministry.com: Gives Ideas for Classroom Management

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Christian Ministry.com: Gives Ideas for Classroom Management

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-Loved the specific idea of detaching from the deed not the child.
-It is hard to show love when you are in a hurry; I don't ever recall Jesus being in a hurry, but I he always demonstrated love.

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Although rules need to remain consistent, it's also important to factor personalities into the equation. Children often hear rules through the grid of their God-given personalities.

For a strong-willed child who may evolve into a discipline problem without guidance, preface a desired behavior in words that empower; for example, "You can be in charge of cleaning up the block center." Fun-loving children may be busy talking with their friends and forget the rules. They usually respond well to warm, loving words about something enjoyable. You might say, "I wonder if we can get our centers all cleaned up by the time I count to 10? Then we'll have time to play a game." Otherwise calm, peace-loving children may have problems making transitions between experiences. They respond best when you provide warnings and time to respond. For example, "In five minutes, we'll move on to our centers." Perfectionists may have trouble because they get stuck emotionally or can't do something just right. They usually respond well to encouragement. You could say, "I know you're upset that those colors don't match, but it's a very detailed drawing. I'm sure your mom will want to hang it up when you get home."
4. REFINE YOUR SKILLS
Sometimes the more we use our voices while trying to discipline, the less effective they become. In other words, when we talk too much, children begin to tune us out. Instead, use these techniques.

Offer focused attention. Ever noticed that children seem to act up whenever you're crunched for time, short on help, or expecting a classroom guest? Children are very sensitive to our moods and can tell when we're under the most pressure. If you ignore or isolate them-or, even worse, yell at them-the problems escalate and no one wins. The best solution is to stop and give children your undivided attention or, if they're young, simply hold them.

Move slowly and maintain eye contact. Look into children's eyes and truly focus on them, just as Jesus did. Avoid turning your back on a child you've just disciplined; otherwise, you may inadvertently set yourself up for round two.

Act detached from the deed, not from the children. Don't take children's misbehaviors personally. Pretend you're trying to win an Academy Award in detachment. As you begin acting that way, you'll actually start feeling that way.

When you do speak, pray that God will give you the right words and the right tone of voice. Our voices tend to go up when we're upset, which makes it harder for children to take us seriously. Instead, stair-step your voice down and use visual clues along with your words. As you state what you want children to do, nod your head and smile. As you state what you don't want them to do, shake your head "no."

Close the matter properly. Verify whether children understand you. Then ask kids to apologize to others involved, realizing that they may not. Don't force apologies; repentance is a learned skill. Even so, it's important to set forth the expectation that kids will apologize when they've hurt someone. Train children in the habit of apologizing and trust God to change their hearts.

Keep your sense of humor. Humor is an important principle of discipline because it helps us put things into perspective. Often we have to step back, take a few deep breaths, and pray that God will show us the lighter side of a situation. With little children who are squirmy and inattentive, you could say, "Did you eat wiggle worms for breakfast? I know you must've had silly cereal!" With older kids, you could say, "Is this my life, or am I in a TV show-because I'm ready for a commercial break!" Humor isn't for kids only; it helps us see the funny side, too.

When your ministry has an established, loving discipline strategy, children feel secure and are able to learn more. And teaching becomes a joy, not a chore. cm
Jody Capehart has more than 40 years' experience as a children's minister. She's the coauthor of The Discipline Guide for Children's Ministry and the author of numerous other books.
For loads of great tips and strategies for classroom management, subscribe to Children's Ministry Magazine today.

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4 Essential Strategies for Classroom Management

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Although rules need to remain consistent, it's also important to factor personalities into the equation. Children often hear rules through the grid of their God-given personalities. For a strong-willed child who may evolve into a discipline problem without guidance, preface a desired behavior in words that empower; for example, "You can be in charge of cleaning up the block center."

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Social Scientist: Speaks to all humans on their journey as social beings, struggling to make sense of their emotions and others' behavior. A good read for middle or high school students to increase their social-emotional intelligence and improve conflict resolution/management.

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rising strong: how the ability to reset transforms the way we live

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self-help / motivational & inspirational

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self help; motivation; inspirational; power of vulnerability; bravery; motivational books; popular psychology; inspirational books; social science; vulnerability; business self help; self help books; self esteem; psychology; psychology books; personal development books; personal development; self improvement; resilience; personal growth; business books; business; self-esteem; leadership; leadership books; motivational; inspiration; psychology book; graduation gifts; graduation books; graduation; nursing graduation gifts

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Rising Strong: How the Ability to Reset Transforms the Way We Live, Love, Parent, and Lead

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1 NEW YORK TIMES BESTSELLER * When we deny our stories, they define us. When we own our stories, we get to write the ending. Social scientist Brené Brown has ignited a global conversation on courage, vulnerability, shame, and worthiness. Her pioneering work uncovered a prof...

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Organizing, Decluttering, and Using Nature:

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HARVEY, Ill.-To decorate her kindergarten classroom for the new school year, Lori Baker chose cheerful alphabet and number charts featuring smiling children of different races. In the reading corner, she hung three puffy paper flowers from the ceiling and posted dancing letters spelling "Welcome to Kindergarten."

Otherwise, though, the 20-year teaching veteran exercised restraint and deliberately left several walls bare in her room at Whittier Elementary School in Harvey, Ill., a predominately African-American, working-class city about 25 miles south of Chicago.

The latest research suggests she's onto something.

This fall, as teachers nationwide prepared their classrooms for the new school year, many reported being bombarded with a decorations blitz, from educational supply store promotions to classroom design blogs to Pinterest posts on themed classrooms with polka dots, owls and bumblebees.

But a recent study has found that for young children, adopting a more subdued approach, like Baker's, is better. The study, published May 2014 in Psychological Science, was one of the first to examine how decorations impact learning. It found that when kindergartners were taught in a highly decorated classroom, they were more distracted and scored lower on tests than when they were taught in a room with bare walls.

Researchers at Carnegie Mellon University followed a group of 24 kindergartners taught in two simulated classrooms: one with bare walls, the other decorated with commercial materials like presidential photos, science posters and maps, as well as the children's artwork.

During the lessons, children sat on carpet squares in a semicircle facing the teacher, who read aloud from a picture book. They participated in six lessons of five- to seven-minutes each in which the teacher read aloud on topics such as plate tectonics, the Solar System and bugs. After each lesson, the children took multiple-choice picture tests. Lessons were observed and videotaped to monitor how often the children were focused on the teacher or "off task," distracted by themselves, other students or the visual environment.

In the sparse classroom, the kindergartners got distracted by other students or even themselves. But in the decorated one, children were more likely to be distracted by the visual environment and spent far more time "off task."

Anna V. Fisher, the study's lead author and an associate psychology professor, said the findings showed that the classroom environment can be distracting and negatively impact learning. But, due to the study's small size and controlled setting, further research is needed.

In a highly decorated classroom, children were more likely to be distracted by the visual environment.

Fisher and her team at Carnegie Mellon are now observing students in kindergarten through fourth-grade classes. She suspects that what's on the walls is less significant in the upper grades because concentration improves as children age. Older children are also less likely to be placed in highly decorated classrooms.

For Gillian McNamee, director of teacher education at the Erikson Institute in Chicago, the new study affirms what many educators knew intuitively about classroom design: Too much visual stimulation can negatively impact learning.

"When I walk into a classroom, often they are almost wallpapered with materials from head to toe. And for an adult, let alone a child, it can make you dizzy and lose focus," McNamee said.

Some early childhood experts say the study highlights the need for more teacher guidance on classroom design.

She advises new teachers to be wary of "the shopping mall effect" in decorating their rooms. "When you go to a shopping mall, after about an hour and a half, it's just too many people, too much visual stimulation, noise," she said. "It can wear a person down."

At Whittier Elementary, a school surrounded by several foreclosed homes that has seen its enrollment plunge amid a housing crisis, Lori Baker faces a particularly delicate balancing act to make her kindergarten classroom look inviting while keeping kids on task. She believes in waiting to post material until she covers it in class.

"My personal approach is you don't put anything up if the children have not made some sort of prior connection to it," she said. Nearly 98 percent of Whittier's 200 students come from low-income homes and are eligible to receive free or reduced-price lunches. The school has been underperforming on Illinois Standards Achievement Tests, but scores have been improving faster than the rest of the state.

At Erie Elementary Charter School in Chicago, kindergarten teacher Gloria Taylor hangs few wall decorations, but she uses tall lamps, strings of leaf-shaped green lights, lime-colored window sheers and several large mirrors to brighten her classroom. Her school, in the city's diverse Humboldt Park neighborhood, serves a predominantly Latino, low-income population, with 19 families in living situations so unstable they are considered homeless. Like Whittier, Erie has been showing steady growth but remains underperforming in Illinois state standards

Taylor's approach to decorating stems from her training in a Montessori classroom, which encourages teachers to have sparsely decorated classrooms with elements of the natural environment. Now a five-year veteran of kindergarten classrooms, Taylor believes the look conveys a calming effect that improves children's learning.

"When I came to Erie, I wanted my classroom to have the same feel," she said. "Maybe it would have been different if I would have been in a classroom with decorations."

Susan Pryor, another Erie kindergarten teacher who has a dual-language classroom, uses some visual wall displays to help Spanish-speaking students communicate phrases for "Can we play together?" or "Can you help me?" However, she steers away from commercial, store-bought decorations, which she says are often irrelevant to learning.

"Kids need environments that are not over-stimulating, especially in preschool and kindergarten," said Pryor, who has taught little ones for six years. "They need environments that they help to create so that there is a sense of ownership." But Pryor did confess that she worries about kindergarten parents visiting her class and not understanding why her classroom is so plain.

"All the promotional stuff is more for the teachers and parents than it is for the kids," she said. "What's on the wall should only be useful and helpful to kids."

Regardless of how they decorate, many kindergarten teachers said they received little information on classroom design in graduate school and more guidance is needed.

"What's on the wall should only be useful and helpful to kids."

Erikson's McNamee also said more discussion on classroom design should occur within schools, so teachers can create a continuity of experience for children as they move from grade to grade.

Baker, the kindergarten teacher in Harvey, recalled buying two big bags of decorations out of excitement before she began her first year teaching. Her purchases included a set of bumblebees, each listing a rule such as "Be polite" and "Be nice." Baker proudly posted the bees on the wall, but at the end of the year, she realized she had never referred to them. Her thinking on decorations has since evolved.

"Don't buy stuff for your walls unless it's something that you are going to use in that classroom," she said. "Otherwise it's just taking up space."

Still, Baker said she couldn't imagine teaching in a classroom with bare walls for a full school day. She said children need some educational displays to engage them.

During the first week of school as Baker was working with a small group, she noticed a boy reading a number chart she had made counting by 10s to 100. He whispered quietly to himself, "10, 20, 30, 40..."

"Now, did he learn his numbers by looking at that chart? No," she said. "He already knew them. But he was still noticing things in the environment that he was in, and that's important."
This story was produced by The Hechinger Report, a nonprofit, independent news website focused on inequality and innovation in education.

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The Bare Walls Theory: Do Too Many Classroom Decorations Harm Learning?

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HARVEY, Ill.-To decorate her kindergarten classroom for the new school year, Lori Baker chose cheerful alphabet and number charts featuring smiling children of different races. In the reading corner, she hung three puffy paper flowers from the ceiling and posted dancing letters spelling "Welcome to Kindergarten."

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Robert B. Cialdini' book Influence: The Psychology of Persuasion

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Robert B. Cialdini' book Influence: The Psychology of Persuasion

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Six Principles Summary
1. Social Proof 2. Commitment 3. Reciprocity 4. Likability 5. Authority 6. Scarcity

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Conversion optimization is really about influence. You are influencing people to convert. And is really about psychology. You are understanding how the mind works. And there's nobody better to teach us about influence and psychology than Robert Cialdini.

Prepare to be blown away.

Before you choke on the name, flutter off to Buzzfeed, or look for a more compelling source of morning entertainment, listen to two influential appeals from me, Jeremy Smith.

If you read this and do what I tell you to, your conversions will increase.

If your conversions increase, you will become wealthier, more famous and better looking. (I'm at least 84% sure about the better looking part.)

My goals for this article are pretty simple:

I'm going to tell you who the heck Cialdini is.

I'm going to tell you what he said.

I'm going to tell you how to unleash influential awesomeness on your website.

Result: You win with a higher conversion rate.

Introducing Cialdini and His Genius

Cialwhat? Who is this guy, and why does he matter?

With his Italian last name and super smart intellect, what does this Ronald Reagan/Arnold Schwarzenegger doppelgänger have to do with conversion optimization?

A lot.

Cialdini is to the science of modern persuasion what Henry Ford is to automobiles. He basically invented it. Technically, Aristotle probably did most of the real invention of persuasion, but Cialdini helped everyone out by writing this blisteringly awesome book. You need to read it yesterday.

( Image from Amazon.com)

Robert Cialdini was a brainy dude who was the Regents' Professor Emeritus of Psychology and Marketing at Arizona State University. You don't get to be professor emeritus by just graduating from high school. Cialdini did graduate from high school, but then he went on to graduate from college, graduate from college again, and graduate from college again (he has more than one doctorate), giving him more degrees than a thermometer, and invitations to teach other smart people at smart places like Stanford.

Basically, Cialdini is not dumb. And he proved it by writing some smart books. People liked the books so much that Bob sold more than 2 million copies, got them translated into more than two dozen languages, and hit the New York Times bestseller list. Fortune magazine put his book on their Smartest Business Books list, and Harvard Business Review called it "breakthrough." Those are all pretty good indications that you wrote something pretty epic.

If you want to sound smart, just throw around Cialdini's name. Just make sure you pronounce it correctly: chal (rhymes with "pal") - DEE - nee.

There. Go win friends and influence people at cocktail parties.

And speaking of influence, that's why were talking about this guy to begin with.

Cialdini wrote this great book. It's called (wait for it), Influence.

His greatest intellectual superpowers were released in the publication of a book called Influence: The Psychology of Persuasion(Harper Business, rev. 2006).

In order to research and write 336 pages of raw genius, Cialdini did something pretty cool. He went undercover, posing as a job applicant, as a used car salesperson trainee, as a fundraiser, as a telemarketing observer, and other fascinating roles.

He wasn't just doing in-the-trenches discovery. He was also doing research, testing theories, talking to smart people, and digging deep into the psychology of influence.

What he came up with was six key principles of influence.

These six principles have formed the basis of conferences, workshops, books, businesses, and billions of dollars in sales. The grounding principle is that people can be influenced, and they will be influenced. You just have to know what creates that influence.

Here are the six principles:

1. Reciprocity

Think of this as "You scratch my back; I'll scratch yours." If you do something nice for someone, they'll do something nice for you - return the favor, tit for tat ... you get the idea.

People are wired this way. If you give someone a favor, they tend to feel indebted to you. They want to pay you back somehow.

So, if you mow your neighbor's lawn while he's on vacation, maybe he'll watch your pets while you're visiting family at Thanksgiving.

It works on a granular level, and it works on a big scale. Cialdini's example was the 1985 earthquake in Mexico. Ethiopia, themselves dealing with crushing famine and internal strife, gave generously to aid Mexico's recovery process. Why? Well, if you track back to 1935, you'll discover that Mexico loyally defended Ethiopia when Italy came trouncing into their territory.

Tit. Tat. Reciprocity.

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2. Commitment and Consistency

Everyone has a self-image - a way of thinking of themselves. When people are presented with an idea or appeal that fits their self-image, they are very likely to convert. This phenomenon is called consistency.

In a similar vein, people who make commitments tend to follow through with those commitments. They have decided, through consistency, that a certain action coheres with who they believe themselves to be. Thus, they make commitments - small but definitive actions - that advance this ideal.

This is how Cialdini put forth his point on commitment and consistency. It has everything to do with a person's self image.

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3. Social Proof

The idea of social proof is already quite common in the online world. When Cialdini wrote about it in the 1980s, though, nobody had even thought of Facebook testimonials or Amazon reviews.

In the experiments that Cialdini reported on, "social proof" was simply the idea that people will do what other people around them are doing. You've probably given into this kind of influence. You see a group of people looking up into the sky. What are you going to do? You're going to look up into the sky, too.

It's that simple. Monkey see. Monkey do.
(Image credit: businessmanagementdaily.com)
4. Authority

The vast majority of the human population is made up of followers. They will respect authority figures who have an important message, an effective style, and a platform from which to speak.

Whether for good or ill, authority figures wield enormous influence. They can tell people to kill themselves or kill others. It's happened before. They can tell people to donate to charity and clean up city streets. Influence by authority is an incredible source of power.

5. Liking

The people most likely to buy from you are people that like you. If you train children to be salespeople, they should first try selling to friends and family. Why? Because they have established relationships with them. The friends and family love them, and they will probably make a purchase. Kid salesperson feels happy, and goes and sells to other people.

Likability is a huge form of influence. Successful salespeople are those who are likeable. They smile. They say nice things. They establish likeability in order to get the sale.

Physical attractiveness plays into this, too. Often, successful salespeople are those who are favored with good looks. Whether or not this bias toward attractiveness is justified, it still has an undeniable impact.

6. Scarcity

If people think that something is going to run out, they will rush to buy it. The "Limited Time Only" sales and "While Supplies Last" phrases are overt evidence of this method of persuasion.

(Google image screenshot)

That was what Cialdini said. Now, how can we turn what Cialdini said into real actionable stuff that will make money pour into our coffers?

I'm going to go through each one of the six principles and tell you how you can springboard from the principle to an action.

1. Reciprocity

To put reciprocity into action, give people something for free. Regardless of your industry or business, there's probably something you can give away:

Your time. Offer consulting - a half-hour phone call, some advice.

Your expertise. Tell them things that they need to know - things that will help them.

An estimate. People want information before making big purchases. Tell them how much something will cost.

A gift. Do you sell physical goods? Then give people a little something for free - a sample, a useful household item, etc.

Content. Content is one of the most common forms of establishing reciprocity. You can find a bajillion free e-books, free webinars, and other forms of free content.

(Google image)

These are all ways to create feelings that will lead to reciprocity.

2. Commitment and Consistency

If you, as a digital marketer, can understand someone's self image, then you can create a pitch that resonates with your target audience's self image. In addition, you can create a small commitment that will invite further commitments.

There are two specific set of approaches that could work here.

Create consistency:

Understand exactly who your customer is. Create a persona if that helps. Then, craft headlines and value propositions that speak directly to that person's desires and self image. This forms the basis of your messaging and branding. You're establishing influence by creating consistency.

Invite commitment:

Next, you need to ask for some action. One small action will pave the way to future bigger actions. Here are some little actions that you can ask for:

Follow on social media. If a person follows you on Facebook, Twitter, or Google+, they will not only be exposed to your brand more, they will be making a commitment in your direction. If they follow you on Twitter, they will be more likely to make a larger conversion commitment later.

Watch a video. If someones invests their time in watching your video, they have made a commitment. This is a great way to coax someone into a small commitment.

Fill out a form.When someone provides an email address, a name, a phone number, or other information, they are creating a small series of commitments that can lead them to greater commitment later on.

(Image Credit: Wider Funnel)

3. Social Proof

Social proof is a crucial ingredient in online marketing. People will buy, see, do what other people buy, see and do.

Use testimonials. Testimonials are one of your greatest weapons in marketing. Use them freely and powerfully. This is influence at its finest.

Show Facebook likes and Twitter followers. Assuming you have some level of social following, display your numbers. If people know that your brand has some real following, they will be likely to respond to the social proof.

Create content that gets commented on. If you're doing content marketing (and you should be), then strive to write content that gets people's feedback. Strong discussion around your content marketing pieces will create even greater social action.

(Image source MarketingCharts.com)

4. Authority

In the online world, it is possible to construct your own authority through content marketing.

In the words of marketing expert Don Draper:

If you have a well-defined niche, then it is possible to become the authority in that niche. With more content, more presence and more information, you will begin to grow your platform, assert your expertise and gain the recognition and respect of others within that niche.

The next logical step is recommending, advising or telling people what to do and how to do it. Conversions will follow.

5. Liking

Online relationships are not completely absent of the chemistry and likability that comes from offline relationships. In fact, you can create an even more likable persona online, because you don't have to worry about people catching you in a bad mood or on a bad day. You can intentionally put forth the likable image that you want.

Here are some ways to make people like you:

Use people pictures. People like to see other people. Studies show that high-converting images are those that show people's faces.

Use a normal human voice in your writing. Stay away from formal speech and jargon-laden content. Just sound normal. Use the first-person voice when you write your blogs, and be a person on social media, not a strained "corporate" voice.

Create a positive and active social presence. People interact online. It's the virtual watercooler of today's workforce. Be there, be active and be friendly.

Cialdini discussed physical attractiveness in his book. In the online world, we can use the idea of "attractiveness," even if it's not the idea of human, physical attractiveness, to gain customers and conversions. Create an attractive web design, a good logo and smart graphics. This kind of attractiveness will help enhance your likability.

6. Scarcity

The scarcity technique is pretty easy to implement online. Make your offer, but then pull it back a little bit with a "oh-but-we're-running-out" message. Here are some ways:

Put a timeline on it. If it's a webinar, for example, tell users that signup is closing on Friday at noon. If it's a sale, put an expiration date on it.

Put a number on it. Alternately, you can declare that your webinar will be capped at 500 attendees. Your sale is limited to the first 200 buyers.

Scarcity doesn't need to be a reality. People simply need to think that something is scarce in order to be compelled to act.

Cialdini's principles can and should affect every area of our digital marketing experience. From landing page design, to branding, to social interaction - we have a lot to learn from this brainy psychology professor.
What principle of influence do you think is the strongest? What action will you take?

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How to Apply Cialdini's Six Principles of Influence to Your Website

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Conversion optimization is really about influence. You are influencing people to convert. And is really about psychology. You are understanding how the mind works. And there's nobody better to teach us about influence and psychology than Robert Cialdini.

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This is a great auditory book. It is a great balance of neuroscience, psychology, and sociology.

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5 Lessons from "The Power of Habit" by Charles Duhigg

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When to use fear: How to get students to verbalize the reasons why?; Use social proof-demonstrate social cues;

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Daniel Pink: Fear, Shame, Empathy & More Ways to Change Behavior | Interactive 2015 | SXSW

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This approach encourages educators to take the time to hear what students are trying to communicate through their behavior.

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autism behaviour strategies communication special needs education teachers

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Strategies for effective behavioural intervention. Teachers or carers of children or adults with autism, ADHD, communication difficulties, intellectual disabilities may find these strategies useful.

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Positive behavior management that focuses only on the positive. Absolutely no attention is given for negative behavior. The video game analogy is used in conjunction with the word "reset" to signal the loss of privileges until compliance begins.

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The mission of the Children's Success Foundation, a 501(c)(3) non-profit educational organization, is to advance the work of the Nurtured Heart Approach ®, a dynamic relationship-focused methodology that builds Inner Wealth ™ in children, empowering them to channel their intensity in productive ways, ensuring their successful future.

To nurture success, the Children's Success Foundation trains and certifies parents, educators, treatment professionals, foster parents and communities in the Nurtured Heart Approach.

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Children's Success Foundation - Nurtured Heart Approach

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The mission of the Children's Success Foundation, a 501(c)(3) non-profit educational organization, is to advance the work of the Nurtured Heart Approach ®, a dynamic relationship-focused methodology that builds Inner Wealth ™ in children, empowering them to channel their intensity in productive ways, ensuring their successful future.

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SCM: A blend of traditional and contemporary theories.

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Hi! I'm Michael Linsin, the founder of Smart Classroom Management.

Here at SCM, we believe in two principles thought by many to be on contradictory ends of the classroom management spectrum.

On one side we believe in faithfully following a classroom management plan.

This allows you to hold students accountable without yelling, scolding, lecturing, or using any other stressful or hurtful method.

On the other side we believe in creating a classroom that students love being part of, that they're excited to come to every day.

This combination of strength and joy holds the key to effective classroom management.

Week after week, using simple strategies and techniques, we'll show you exactly how to use these principles to get your students to want to behave.

We'll show you how to influence them and inspire them and how to tap into their intrinsic motivation.

We'll show you how to make teaching more fun and less stressful. And most important, we'll show you how to create the teaching experience you really want.

My promise to you is that if you put the advice you learn from our weekly articles into practice, you will transform your classroom.

If you haven't signed up for email updates yet, it's easy and it's free. Just click the green button at the top right-hand corner of the page and enter your email address.

Also, when you get a chance, check out our archive (bottom right sidebar) where you'll find over 450 articles covering nearly every classroom management topic imaginable.

Welcome! I hope you'll join us.

-Michael

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About Smart Classroom Management - Smart Classroom Management

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Hi! I'm Michael Linsin, the founder of Smart Classroom Management. Here at SCM, we believe in two principles thought by many to be on contradictory ends of the classroom management spectrum. On one side we believe in faithfully following a classroom management plan. This allows you to hold students accountable without yelling, scolding, lecturing, or ...

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From a Parent's perspective; Focusing on the humanity of the child rather than content or task achievement.

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Letting Go...To Grasp What Really Matters