April 1st

Shawn Achor and the science of happiness and potential.

This man is SO funny, and incredibly easy to listen to.  I felt like I was the only one laughing during this video!  I think it's because I was the only one laughing.

I've never heard of positive psychology before, and I found this video to be very informative.  There were many things that I enjoyed about this video:

• "Amy!  Wait!  No human lands like that.  You're a unicorn!"  I had noticed that when you're in different emotional states, pain is also different, but I never thought anything of it.  Achor informed me that the brain is a single-processor and can only devote it's resources and parts to one thing at a time.  I knew that humans were unsuccessful multi-taskers, but I never thought to bring that fact into the world of emotions.  I wish tricks like that would work on my mother-in-law.  To be able to just switch the direction of a conversation with such ease!  

• Being a student, I know about the pressures that they can face.  I obviously don't understand to the degree of Harvard students, but I have certainly felt pressure.  Let's take the middle years program, for example.  There are only 40 seats.  I want one of those seats.  If I don't get into the middle years program, I won't be moving on with a bunch of the friends that I've made.  I also will then be taking a year off because I don't want to move away from my husband or my home, and I don't want to commute. A year behind in school means that I'm a year behind in having kids, as well.  Sometimes I think I'll be okay if I don't get in, and other times not so much.  It would be SO nice to be done school before I start to settle down into my life.  I know this stress isn't at the same level as Harvard students, but it is still stress.

•  So interesting that depression rates are 10 times higher now than they were during the great depression.  I was shocked to hear that.  I think cosmetics companies and the fashion industry need to stop making women feel inadequate so that they will buy their products.  

• the mean age for depression to begin is 14.  Again, I partially blame the fashion and cosmetics companies.  In 1960, the mean age was 29.  That's a better number.  You're approaching your third-life crisis, and there can definitely be some things to cause you stress at that age.  But 14?  That's so terrible.  14 year olds should be enjoying the comforts of living at home and spending time with their families.  I think that the adolescent stage would contribute greatly to this number as well.  It's a time of finding yourself, and losing your childhood innocence (hopefully in a non-sexual way).  

Figure 1 - Self-reported wait times for diagnostic services

• I was recently doing a project on the current state of Canada's health care system, and I borrowed a book from the library called Healthy Canadians.  In this book, I found a table on self-reported wait times for diagnostic services (Figure 1).  The table looked pretty good to me.  I then read the advisory comment, which informed me that individuals that had not yet received diagnostic services were exempt from this collection of information.  They didn't say how many people were yet to receive services, so that could be seriously affecting the information.  Removing the outliers seriously compromises the integrity of the information.  I like to see where those outliers are and as Achor suggests, learn from them. 

• Funniest part of the film:  Achor is talking about the studies that have been done on both children and doctors.  One group of kids were primed to be happy, and they outperformed the other group by 50%.  One group of doctors was primed to be happy through the use of sweets and they outperformed the other doctors in their testing group by 50% again.  When he stated his methods, I laughed out loud for quite some time.  They weren't even allowed to eat the candy!  A strategy of mine for studying is to write a few pages of key notes, and then take them to class with me.  Then I can quiz myself in the hall and check the answers, subsequently inducing fear and stress.  I think next time I'm going to buy a sprinkle donut.  I love sprinkle donuts.   They are happy looking, and exceptionally delicious.  Maybe I'll give that a shot for some of my finals!  Good time to test it out, I think.

March 4th

Today in class we watched a video called, "  How difficult can this be?; The FAT city workshop."  It was teaching people what life might be like for a child with a learning disability.  I have never had the opportunity to work with children with learning disabilities, but I am related to a few.  I have a cousin who has been diagnosed with Attention Deficit Disorder.  I am sure that he had a difficult time trying to make it through the public school system, but as he is quite a bit older than I and we grew up in different provinces, I can't say for sure.  What I do know about the man is that he is absolutely brilliant.  He excels at anything he puts his mind to and he has several degrees from several schools around Canada.  He has an art degree from NSCAD, a carpentry degree from Olds college, and he almost has a film degree from RDC.  He is also thinking about going to school to become an architect.  I have met few people more intelligent than this fellow.  Some of the things I heard in the video I kind of figured, but I was also shocked at how much I didn't know.  I am finding the video incredibly informative and I know it will be beneficial for me and my career.  Following are some points made in the film that I thought were particularly interesting and my thoughts.

- 69% of American children (in 1989) had been diagnosed with a learning disability.  That was shocking for me to hear!  I had no idea that they were so common.

- The man in the video has a slight speech impediment.  I really enjoy listening to people with lisps talk.  My thoughts strayed seldom during the film.

- One thing that the fellow said was, "using sarcasm with children creates a victim".  I think it's really good for me to hear that.  I find myself to be a very sarcastic person sometimes, and I would hope that it wouldn't come out with my future students.  It makes complete sense that it would create a victim, but I had never before seen it that way.  For younger kids, sarcasm is like a slap in the face, and it happens in front of all of your classmates.  I can imagine how traumatizing that would be, and I have seen it with some of my teachers.  When I was in grade four, I had the unfortunate opportunity to be taught by a mean spirited, stout woman.  One day there were a few students that hadn't completed their assignment the night before and it involved some coloring.  The way that this teacher dealt with that was to have the kids write her a letter explaining themselves.  One young man named Shaun wrote that he had "forgotten his colors".  Instead of speaking to Shaun about this in private and possibly giving him some one on one instruction, she decided it would be appropriate to read it aloud to the whole class.  I still remember the sarcasm, and I remember everyone laughing at him.  The actions of this teacher was borderline abusive, and I look back on that teacher with utter disgust.  There was nothing that I found admirable about that woman, and she stands out in my mind as a great example of what not to do.

- Children with learning disabilities hold to the belief that "if I can't see the teacher, the teacher can't see me".  I'm quite certain that I don't have a learning disability, but I certainly agree with this statement.  I find it to work fairly well in certain situations, as well.

- The man in the wonderful haircut also mentioned the difference between distractibility and attention spans, which I thought was bang on.  Children that have short attention spans pay attention to nothing, while children that are easily distracted pay attention to everything.  Everything in the room catches their attention and draws them away from the teacher and the lesson.  I can relate to these types of students, because I think that I am a very easily distracted person.  Quite often what a teacher says will spark my memory and I am off.  Usually I catch myself after a few moments and try to return my attention to the teacher and the lesson.  While I am speaking, I often am reminded of something more interesting that I wanted to share, so I'll take a break to tell that story, and then try to remember the first story and return to it.  Cleaning my house is quite challenging as well.  I always think that I'm going to start in one room, finish it and then move on to the next.  It just seems to be the most logical route for me to take.  I start with one room and I find something that takes me to another room.  Perhaps there is a cup in the living room.  I take the cup to the kitchen and then get distracted by the mess there.  This usually happens more than once per cleaning, and I am constantly surprised to enter different rooms, see my half finished work, and continue on.  I'm not sure whether this is normal, but my husband assures me it isn't.

- I found it quite interesting that when he accepted "I don't know" as an answer, it was immediately used by the next three people he called upon.  I can completely understand this.  I was in a kinesiology class last semester, and for a component of the lab we had to run a track.  I am not an extremely active person, and I certainly don't enjoy running.  My husband has forced me to run the trails with him, and that I enjoyed.  There's so much to distract you from the toiling of your body.  That day on the track, we were to run two laps and then pause to take a reading of our heart rates.  I was doing spectacular!  I didn't stop anymore than was required, and I was sure getting tired.  This went on for about 15 minutes, and I was doing well tricking my mind into continuing.  The only time I stopped was when I saw two others walking.  The second I saw them, my resolve shattered and I walked a quarter lap.  People tend to follow examples provided for them.  I hadn't realized how this was relevant inside the classroom before.

- The man also noted the difference between vision and perception.  Vision is simply seeing something, while perception is the meaning that you attach to that vision.  If a child is having trouble with perception, then there is no amount of bribery or punishment that can help them sort it out.  They need to be taught, oddly enough.

February 18th

1.  Gender Ideal Activity
2. Gender - a learned behavior

1.  I must say that I really enjoyed this activity!

Julie Andrews
I picked this woman to represent the female gender, because I think she is just amazing!  She is an incredibly talented woman, and she seemed to be morally upright.
    sidenote:  I just realized that the beliefs I have about Julie Andrews personality are based off of her famous character, Frauliene Maria.  I googled her and found nude pictures.  I think I need to read an extensive bibliography on this woman before I talk about how great she is again.


Dick Van Dyke
I picked this man as an ideal representative of the male gender because there are a lot of things that I admire about him.  He came from a time when courtesy and respect were high on the list of priorities.  He played wonderful roles in some amazing movies, and he is an incredibly talented man.  I won't fully back this guy either, until I read a biography on him too.

One of the views on gender development discussed in the next class was the 'gender schema theory'.  This is not a developmental theory, but an information processing approach.  A child learns schemas that are passed down form family, friends, and society.  There are a few general categories for people in this theory.

• In the first situation, the individuals schema and society's schema partially overlap.  There are some things that the individual and society have in common, but there are also many differences.
• Second, the individuals schema and society's schema are completely separate.  There are no similarities between the individual and society.  
• Lastly, the individuals schema and society's schema perfectly align.  Apparently, these people are the most confident.  I would have to argue with that, though.  I believe that society is used as a giant marketing scheme.  There is always someone out there who is wanting to get rich quick, and they will do anything for it.  A tactic that I particularly dislike is when they try to make you feel inadequate.  They make you feel that you are less of a person, or that you literally need what they are offering in order to be a whole, healthy person.  I think that individuals can remain happy with this schema so long as the listen to and cater to what society is telling them.

I was asked by my professor about which of these categories I would place myself in.  I quickly put myself into the second category, stating that the shared qualities are limited.  Then something happened.  A classmate mentioned that it was unrealistic of him to expect to find a woman that stays at home, cooks and cleans.  I realized then, that I don't fit into this societies schema for women at all!  I am a married woman.  I only ever dated one boy.  I have never gotten drunk.  I have never smoked anything.  I dress modestly.  I don't spend money on hair cuts and colors (partially due to the fact that I am related to many hairdressers).  I love the hair color that God gave me!  I am in school now and pursuing a career, but that is not what I want to do for the rest of my life.  I want to be a mom and a wife.  I was stressing about the middle years program not too long ago.  I was sitting on my bed and thinking to myself, "what if I don't make it and I never become a teacher?"  I was surprised that after that thought passed through my mind, I wasn't met with unbearable grief.  I was surprisingly okay with that.  (I think this was partially because the unofficial 'plan b' is to have babies earlier than we had originally planned.  Yay!).  Sometimes when I think about the possibility that we may not be able to have kids, I feel like crawling into a hole and crying.  I wouldn't be okay if I was never a mom.  I honestly feel like I was designed for that job.  I also feel like I was designed to stay at home!  There is nothing I love more than spending my day at the house, cooking, cleaning and working with yarn.  (This love also contributes greatly to my hatred of school.  It drags me away from home and I don't have time to do any of those previously listed things.)  I can confidently say that I share no similarities with society's ideal woman.  Especially if it is Kim Kardashian...

Painfully arrogant fellow - Kim Kardashian?  Seriously?

February 14th

Which multiple intelligence do I most identify with?  I think there are a couple:

• Verbal
• I am literally captivated my speech impediments.  I hang on people's every word when they have a lisp of some sort, and I love trying to figure out how the different sounds are made by their mouths.  My mother noticed this in me when I was younger, and she encouraged me to get into speech pathology.
• I love reading out loud, and just reading in general.  I feel so enriched.  I also love the way that a good book improves my writing abilities.  
• Musical
• I love to sing!  I do it whenever I can (weddings, church and the like), and I have a good ear for music as well.  I love to whistle, and I typically listen to music while I study or do homework.  The song I am currently listening to is Africa, by Toto.  80's music is incredible!  

Sir Ken Robinson is an incredible speaker!  I particularly enjoyed that he didn't step or move his feet through the whole presentation!  That was nuts.  I found his talk to be so inspirational!  I disagree with diagnosing and medicating children as frequently as happens.  I have a cousin that has an intense case of ADHD.  He is in his later 20's now, and he is brilliant!  He is an artistic genius, he has incredible carpentry skills, he is a wonderful writer, and he is a daring explorer.  He hitchhiked across the country 5 or so years ago, and he always has an interesting story to tell.  I can't imagine him being on medication.  All it would succeed in doing is stifle his creative genius.  I think that there's just so much inherent brilliance inside of him that it is continually flowing forth.  This of course causes problems for teachers, and he had a hard time getting through elementary and high school. But I am so excited to see what that man ends up doing in his life.  It's going to be just amazing.  Let's say that a farmer has a horse that is astoundingly energetic.  He could build bigger fences so that the horse doesn't jump them, and he could make the size of it's environment smaller so that it stops running around so darn much, but this would kill the horses spirit.  The farmer needs to alter the environment to best suit the needs of the horse in order for the beast to truly flourish.  I think that students who go against the grain in such incredible ways should be placed in environments that allow them to flourish.  I think we need to nurture those gifted individuals, not medicate them.  (Talk to me a year or two after I've taught in a classroom, and I may have changed my mind on that one, but hopefully not).  If that woman from his story (the dancer) hadn't been placed in a school for dance, there would have been one more unhappy, overmedicated woman in the world.

February 4th

Today in class we learned about Heinz' dilemma, something that I had never before heard about.

"Heinz' wife is dying.  One special drug, discovered by a local druggist, might save her, but the druggist is selling it at an exorbitant price.  So Heinz, after failing to borrow the money he needs, pleads with the druggist to sell the drug cheaper, or let him pay later.  But, the druggist refuses.  Should Heinz steal the drug for his wife?  Why?"

It was an interesting class and I quite enjoyed the discussions.  My initial thought was that the answer depends on the type of wife he has.  I thought this was a good answer, but I didn't realize how true I found it until after class ended.  I have known some people in my life who have been part of truly terrible marriages.  I look at them and I think to myself, "what could have possibly persuaded them to get married in the first place?"  It can be quite terrifying seeing how drastically things can change for some people.  I will focus on only one couple to make my point.  The husband of this couple was an odious man.  He was treated his daughter-in-laws with disdain, only being kind to one in order to hurt the others.  When he died, his wife and children were literally free.  His wife joined clubs and began to travel the world, taking a grandchild with her on each trip.  His family no longer had to endure him.  For a person like that, the family will be less likely to go to such lengths to save them.

Later in the class, we examined Kohlbergs levels and stages of moral development.

I. Preconventional.
Our text defines this as:
   -lowest level of moral development
   -no internalization of moral values
   -moral reasoning is controlled by external rewards and punishments

Young children are found here, and this is why they're taught and trained in the ways that they are.  They can't reason and so they have to be manipulated.

a.  Punishment.
The primary goal of individuals is to avoid punishment, or other unpleasant things.
      When I was growing up, my little brother and I shared a room.  We had the same bed time, and neither of us ever wanted to go.  What we would do is smuggle crayons into our room and color, or listen to tapes until we were ready to sleep.  We were caught a few times, and I still remember the surge of fear hearing my fathers foot steps coming down the hall.  We tried our hardest to avoid punishment.

b.   Hedonism.
In this stage, an individuals intense desire for something out weighs the negative repercussions that will ensue.
      Growing up, my grandfather had a dairy farm.  My cousins and I loved to go there on Sunday afternoons after church to play.  There were tricycles that we could drive around the cow barn, and then there was the hay loft.  The farm was a dirty place, and so my grandfather had a set of children's coveralls that we would sport before heading out.  We tucked our sunday dresses into the coveralls, and booked it for the hay loft.  We discovered something truly amazing that day.  There was an area in one corner of the loft where there was a massive pile of chaff.  There also happened to be a rope hanging from a rafter in just the perfect place.  We had a pretty good idea of what the consequences would be, but it didn't hinder us in the least.  I still remember the sheer delight of swinging from the old, worn rope, landing softly in the chaff, and watching the dust plume.  We walked, quite uncomfortably, away from the barn that day feeling truly fulfilled.

II.  Conventional.
Our text defines this as:
   -Internalization of moral values is intermediate (locus of control begins to move inward)
   -Standards are still imposed by others

a.   "Nice girl/boy!"
The main motivator of individuals found in this category is the opinions of those around them.  I definitely know this feeling!
   One evening, I was spending time with my oldest brother, Josh, and his new wife.  Josh had made burgers, and they were no small burgers either.  They were massive, and wonderfully delicious.  Josh had eaten two burgers, I was stuffed full with one, and there were two left over.  They had been cooked, and so they would've been thrown out.  For starters, I don't really like to see food wasted, especially such delicious food.  Secondly, I saw an opportunity to impress my older brother.  It took me a long time, but I managed to eat another two burgers.  Needless to say, my brother was impressed.  I was not acting out of hunger, but out of a desire to please my brother.

b.   Law and Order
Individuals found in this level make decisions based on the law, and only the law.
   I'm not going to lie to you.  I don't often find myself in this category.  There is a part of me that gets a rush from breaking the rules sometimes.  I try to keep this unruly part of me under control, but sometimes I just don't want to.  I worked at a summer camp where there was a strict curfew of 11 pm.  I would wait in the pool building until I thought no one was there, and then I would try and sneak up the stairs without setting off the motion sensing lights.  I also have been known to hop golf course fences and go for a dip in a beautiful little pond.  I stopped doing this when I learned what they put into the water to make it that lovely blue.  I didn't do this because I enjoyed swimming in tiny, chemically maintained ponds, but because I enjoy breaking rules.

III. Post Conventional
Our text defines this as:
   -Highest level of moral development
   -Complete internalization of moral values
   -Moral values are not based on external standards
Individuals that are truly in this group are terribly rare.

a.   Social Contract

b.   Universal Ethical
Jesus, Ghandi, Martin Luther King Jr.

February 2nd

What is my main priority in life?

In July, I married a truly amazing man.  He listens to me when I talk to him, he provides for me, and he is my best friend.  Just last week, he came home and told me that he had a surprise for me.  I have, however, learned to approach surprises from my husband with caution.  Once, he had what he called a surprise for me, when it was really something for him.   I was left feeling quite disappointed.  But this time, he took me to the mall to go dress shopping!  I've heard of amazing husbands, but I think mine beats them all.  He is so considerate and kind.  He is my main priority in life.  School is important, but it's definitely not my main priority.  In fact, I hate being in school sometimes.  All I want to do is cook, clean and crochet.  I have to keep reminding myself that this is the only way that I can get to where I want to go.  I am so excited to be a teacher!

We learned about Erik Erikson and his eight stages of human development.  I don't like that he has eight stages because I know I have to memorize them.  But I do think his levels are very accurate.

I.  Trust vs. Mistrust - 0 to 1 years
   In this stage, individuals are completely and entirely dependent on those around them.  If the individuals are well taken care of, then they will continue to trust in those people.  Children in this level need to feel love and warmth.

II.  Autonomy vs. Shame and Doubt - 1 to 2 years
   In this stage, individuals extend themselves out into the world.  There is a bit of independence gained from the parents or parent figures.  They can do a few things on their own, and new elements of their personality and character are being revealed.

III.  Initiative vs. Guilt - 3 to 5 years
   In this stage, children are often overcome with initiative.  There is an endless number of things that need to be done, and they can do it all on their own.  Parental assistance?  Completely unnecessary.  I have a nephew who is about 1.5 years old, but he exhibits behavior that would place him in this category.  The boy loves to swim, but he won't take anyones hand when he is walking around the shallow waters.  My sister is continually watching him, and often stooping to grab his hand before he goes under or falls into something.  He is continually wanting to do things on his own, such as walking up and down the stairs, and my sister has become his shadow to try and keep him from hurting himself too terribly.

IV.  Industry vs. Inferiority - 6 to puberty
   Individuals in this stage are mastered by their curiosity.  I remember being in this stage.  My home growing up backed onto a good sized forest, and I always stared at it imagining what I would find in there.  One afternoon, my cousin, little brother and I went for a walk in the back woods, and we discovered a pond!  There was a little hill on one side, and I remember being so overwhelmed with excitement that we had discovered this amazing thing.  It became ours, in a way.  We would pack picnics and fish algae out of the pond with sticks.  It was so great.  Then my cousin, who has always been quite paranoid, thought she saw a man in a black top hat with a gun walking around the pond.  We never went back.

V.  Identity vs. Identity Confusion - adolescence
   This stage is the one that plagues most teenagers.  At this point in life, individuals are trying to find out who they are, where they fit in, and what they will be like in the future.  This can be a very turbulent time, as most teens suffer from what Piaget calls 'adolescent ego-centrism".  Literally everything that happens to a teen at this stage, is an earth-shattering, huge deal.  They feel as if everyone is as concerned with their issues and concerns as they themselves are, and they are continually under scrutiny.  Every day is a performance.  I have a terribly hard time with people in this category.  I lack sympathy, and they make me want to vomit.  I don't think I'm cut out to teach in middle schools or high schools.

VI.  Intimacy vs. Isolation - early adulthood
   This stage is a particularly exciting one.  At this point, individuals are moving away from their families of origin, and looking for a spouse.  I am very thankful that I found my spouse fairly early in life.  I had actually met him once when we were both 14, which he doesn't even remember.  I still like to bring this up sometimes in good fun.

VII.  Generativity vs. Self Absorption - middle adulthood
   At this point in life, individuals are wanting to contribute in some way to the younger generations.  My parents are in this stage, and they have recently been blessed with a few grandchildren.  I have never seen my father do the things he does with his grandkids.  He loves to spend time with them, and he is so excited about the two new arrivals in March.  Both of my parents just love their grandkids, and they invest into them all the love they can manage.  Those children are so loved.

VIII.  Integrity vs. Despair - late adulthood
   Individuals in this stage

January 26th

Today we watched a very interesting video in class called 'how great leaders inspire action', by Simon Sinek.  I looked forward to this video, knowing that any good teacher is one that inspires action and learning in students.  Although, I was slightly troubled when my instructor turned out the lights. I couldn't see at all, and there were so many things I wanted to write down!  Here are some of the things that I particularly enjoyed from his TED talk:

Why?

What?

How?

• Imagine, if you will, that these circles are stacked beautifully on top of one another.  Due to my lack of technical know-how,  I was unable to illustrate this image properly.   The largest circle, entitled 'what', being on the bottom, and the smallest circle, 'why', being on the top.  'How' rests peacefully between the two.  What Sinek was saying was that most people think from the outside in.  They figure out the 'what', the 'how', and then finally the 'why'.  Sinek argued that inspired people think from the inside out.  They start with the 'why', and everything else falls into place.  The 'how' and the 'what' become simpler, or are at least provided with more direction.  

          I found this point to be particularly interesting.  As has been discussed in previous blogs, I am a crocheter.  There is little I enjoy more than sitting down with a lovely ball of yarn and a good idea.  I find myself continually designing things in my mind.  I see a need for something, and I think about how I could fill that need with some yarn and determination.  Typically, these projects are finished quickly.  

What?:  I will make something.

How?:  I will crochet the structure using my previously acquired skills.

Why?:  there is an immediate and direct need.

The 'why' is sitting right in front of me, and the project is done before I know it.  There are also times when I just think of things to make right out of the blue.  I don't fully know where these little inspirations come from, but I do enjoy them.  I've also got a few projects on the go that I was interested in to keep me busy, but then I lost my desire.

What?: I was making something.

How?:  I was crocheting it.

Why?:  No reason in particular.

I have many a project, sitting in a heap near my buckets full of yarn, that have come to a halt.  The reason that they have stopped, is because I either didn't have, or lost track of my 'why'.  When there is no obvious reason, the production slows and eventually ceases.  I feel that the same will go for students.  I can tell them what to do and teach them how to do it, but until they understand the 'why', they will not become inspired to finish the task on their own.  They will need continual encouragement.  

   Another example is that of my younger self.  When I was young, I was never told to clean my room.  My parents had five children, I was number four, and they had enough things occupying them that the state of my room was insignificant.  I would look at it sometimes.  I knew it was dirty.  I knew what I had to do.  I knew how to do it, but I just couldn't understand the why.  Because of this conundrum, I rarely cleaned my room.  Also when I was young, I would look at my bedroom door sometimes and think to myself, "something must be done about this door".  I still remember the wave of inspiration that came over me.  I was going to cover that unsightly door with candy wrappers.  I had an overpowering 'why'.  The door was ugly, and candy wrappers were, and still are, beautiful!  It was a logical sequence of thought for me.  It took me a little while, but I eventually collected enough candy wrappers to carefully cut them out, and tape them to my door.  I never had to talk myself into working on this project.  I loved working on it, because I saw the reason behind it.  It made sense to me.

• Don't tell people what, but tell them why.

If you have a pack of robots following you, all you have to do is tell them what to do.  They won't understand any reason why.  They are machines.  They will do exactly what you tell them to do, and the product you had in mind will be achieved exactly.  If you have a pack of children following you, all you need to do is explain the reason you would like something to be done.  They hopefully will be as inspired as you by this objective, and then you just sit back.  People that are inspired require less leadership.  They have the goal in sight, and they each have a unique way of getting to it.  The beauty of people is that they can surprise you.  I have been taken aback more than once by an amazing thing a child has done when I gave them a set of simple instructions.  Let them be creative and try things out for themselves.