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A statement made centuries ago may just enlighten us today.

“If he continues to play that way, the organ will be ruined in two years, or most of the congregation will be deaf.” The statement was made by the employer of young Johann Sebastian Bach.

photo credit: via photopin cc

photo credit: via photopin cc

Fortunately, the man was dead wrong about the future of this kid organ player. Bach became a musical leader; he revolutionized how music was perceived by Europeans. Bach simply heard something few others could hear and appreciate at the time. This is true about many emerging leaders. He was, to use a cliché, ahead of his time. He was an “outlier.” Quite often, innovation begins when a new generation swims upstream against the “current” of the current world. They grind away at the patience, the tolerance and the empathy of teachers or leaders. They’re not content to merely fit in. They want to be “thermostats,” not merely “thermometers” reflecting the climate around them. This makes life hard for their educators and parents.

Granted, Bach may have been a lousy organ player in his youth. History tells us he challenged his tutors. Some felt he was a pest. It’s very possible his employer was right—had he continued to play the way he did, he would have ruined the organ. However, if this is true, I wonder if it was simply a case of the proverbial late bloomer. He obviously came into his own at some point, and folks saw it.  Perhaps he was not unlike other late bloomers:

  • It’s common knowledge Michael Jordan got cut from his high school basketball team.
  • As a youngster, Walt Disney got fired by a newspaper because he had no good ideas.
  • Albert Einstein couldn’t speak until he was 4 years old. He didn’t read till he was 7.
  • According to Beethoven’s music teacher: “As a composer, he is hopeless.”
  • As a boy, Thomas Edison’s teachers said he was so stupid, he’d never learn anything.
  • Missile and satellite expert Dr. Wernher Von Braun flunked math as a teenager.
  • A coach said Vince Lombardi, “…has minimal football knowledge. Lacks motivation.”
  • Sir Isaac Newton finished next to the lowest in his class and failed geometry.
  • Eighteen publishers rejected Richard Bach’s bestseller: Jonathan Livingston Seagull.
  • After Fred Astaire’s first screen test, the MGM director said, “Can’t act. Slightly bald. Can dance a little.” (Astaire hung that memo in his Beverly Hills home.)

My point is this. Many—perhaps most—influential thought leaders got off to a slow start. For some, they were simply ahead of their time, but were perceived as slow or simply strange and irrelevant. But they weren’t at all.  What we must do is mold that young person’s perception. We play a huge role in helping them identify their perceived weakness and help them turn it around as a strength.

So how do we lead them?

When you spot irreverence or outlier behavior, pause and consider it. Is it possible this behavior could be transformed into something redemptive? Could this outlier student simply have a gift they don’t yet know how to manage? Can you imagine a way they could monetize it one day? What would happen if you referred to the trait in a positive light and opened their eyes to it? Recently, a woman mentioned to me how a faculty member pulled her aside for talking too much as a young teen. She had done this six times in the same day. But instead of the teacher screaming at her, she said: “You talk a lot. You have the gift of gab. You’ll make a great speaker or writer someday.”  Those words stuck to this young girl. Instead of following in her brothers and sister’s footsteps, she followed her teacher’s words. She told me it was the first time she could envision doing something positive with what her teachers and parents had always treated as negative. Today, she reminded me that her teacher’s words had come true. She now spoke full time and had authored three books. Her words now pay her bills.

Another young man consistently got called into the principal’s office for misbehavior. Once in the office, he would spin the story to make himself look innocent. The principal issued the proper discipline, but pulled him aside and noted, “You have an uncanny way of spinning stories to highlight a certain side. You would make a great attorney one day.” Today, that young man is practicing law in Virginia. His principal found a perceived weakness and helped him see it as a strength. They weren’t late bloomers at all. They just were practicing their strength in a destructive manner. Someone needed to help them perceive themselves correctly.

There’s an old phrase that says, “Don’t count your chickens before they’re hatched.” This means we shouldn’t assume we have something in hand until we actually do. I believe this phrase can be interpreted both ways. We cannot assume we know how a student will turn out (bad or good) by their display early on. Early bloomers may fizzle later, and late bloomers may be the ones who will surprise us all and transform the world.

Is there a student under your nose right now that drives you crazy?  Could it be they’ll one day be a leader? Could their eccentricity really be a leading edge in the future?  Can their weakness really be a strength turned inside out?  What could happen if they saw themselves differently?

May I challenge you to be the first to see them differently. Then, spend time with them in casual, informal conversation. Tell them what you see. Find out what fuels their passion. Help them see themselves as a leader, and see if this doesn’t positively impact their self-esteem.  You might just have the next Bach, Beethoven, Jordan, or Einstein on your hands.

Who knows?

Looking to develop leaders? Check out

Habitudes: Images That Form Leadership Habits and Attitudes


Did you know that 84% of preschool-aged children have already been online and know how to use a tablet or smart phone? Did you know this number has climbed 43% over the last five years?

 facebook kids

In 2011, 38% of children under 8-years-old had ever used a mobile device. By 2013, that number climbed to 72%, meaning just 28% said they “had never used” a mobile device, according to Common Sense Media. Wow. That’s a measurable jump.

As a leader who works with young people, you already know technology will play an increasingly large role in your life, as well as in the lives of the students you lead. What I am not sure we realize is what it will do to them as workers, students and humans. No matter what you call them—Homelanders, Generation Z, the Touch Screen Kids—these children are already thinking about their future.

What’s Trending?

A new study of children suggests that when it comes to thinking about “work,” they are poised to accelerate a trend that started with Generation Y. I believe employers would be wise to start preparing for it now. There is another workplace “tsunami” coming—like the one we saw as Millennials entered the marketplace—and it’s potentially as disruptive, says Jamie Gutfreund, Chief Strategy Officer for the Intelligence Group. Here is the bottom line:

  • To begin with, 60% of the young teens surveyed said “having an impact on the world” will be important to them in their jobs. That’s a sharp increase from the 39% of Gen Y who expressed this sentiment at that age.
  • Next, when compared to Gen Y, they are more biased toward getting “real world experience” than going to college. At one time, college was very important to prepare for a career. With the younger kids, however, they’re betting on jumping into work. In 2010, 71% of Gen Y planned on earning an advanced degree as one of their life goals. By 2013, that number had fallen to 64% for today’s new teens.
  • Thirdly, 50% of Gen Y teens said in 2010 they wished they had a hobby that would turn into a full-time job. The number has soared to 76% for today’s young teens. They are wondering: How do I monetize what I love to do?

“There really are a lot of these younger kids who are figuring out much earlier what they want to do,” says Shara Senderoff, the Co-founder and Chief Executive of Intern Sushi, which set out a couple of years ago to reinvent how students apply for internships (“the new entry-level job,” in Senderoff’s words) by giving them a platform to tell their stories in more creative ways.

Both Senderoff and Gutfreund say that this inclination to dive quickly into a work setting and spend less time in the classroom, as well as the inclination to focus on frivolous outside pursuits, makes perfect sense in the wake of endless stories about unemployed college grads and the anxiety they face over accumulating mountains of student-loan debt. Everyone—including kids—is adjusting to the current troubles.

Peter Drucker, the father of modern management, saw this coming. In fact, the last time he spoke before his death in 2005, he said, “In the knowledge society, clearly, more and more knowledge, and especially advanced knowledge, will be acquired well past the age of formal schooling and increasingly, perhaps, through educational processes that do not center on the traditional school.”

For employers hoping one day to recruit and retain the cream of this younger population, a real chance exists to develop a whole new model of lifelong learning—a combination of hands-on experience, training and mentoring.

How Do You Prepare to Lead Them on the Job?

  1. Emphasize that your workplace is a place for growth and lifelong learning.
  2. Explain that your workplace is a place people have fun doing their job.
  3. Communicate you can help them reach their goals in practical ways.
  4. Underscore how your young team members gain real world experience.
  5. Describe how your workplace improves the world around us all.

In Peter Drucker’s final university lecture, he also pointed out that this was the last generation of people in business “who measured their value entirely by experience” instead of by the amount of education and knowledge they’d attained.

How ready are you for these young people?


Looking to develop leadership skills in your kids? Check out

Habitudes: Images That Form Leadership Habits and Attitudes


photo credit: cinderellasg via photopin cc

photo credit: cinderellasg via photopin cc

You probably saw the news report this week. Rachel Canning, a high school senior in New Jersey who claims her parents “threw her out of their home” when she turned 18, now plans to sue her parents to force them to pay for her college tuition.

Wow. We live in a whole new day today, don’t we?

But instead of taking a cursory look at this story and assuming too much, I decided to dig a little before making any evaluations. Take a journey with me.

Rachel has taken up residence with a friend, whose father is helping her file the lawsuit. She claims her parents tossed her out, and now, she has no money to do all the things she wants to do. Judge Peter Bogaard has scheduled a hearing for Tuesday but has already asked the parents to pay for an outstanding $5,306 bill for her Catholic high school tuition. What’s more, Rachel is now asking for her mom and dad to pay for her college tuition (wherever she decides to go), her current living and transportation costs, and the legal fees for her lawsuit. This totals another $12,597.

Her parents tell a different story. Her father, Sean Canning, is a retired Lincoln Park police chief who now works as Mount Olive’s township administrator. He says that when Rachel turned 18, she left home on her own volition because she didn’t like the simple household rules, which required her to to be respectful, keep a curfew, return “borrowed” items to her two sisters, manage a few chores, and reconsider or end her relationship with a boyfriend the parents believed to be a bad influence. Mr. Canning says her representation of the facts is not accurate, and he fears she is being “enabled” by well-intentioned but ill-informed people.

“We’re heartbroken, but what do you do when a child says ‘I don’t want your rules but I want everything under the sun and you to pay for it?'” Mr. Canning said, adding that his daughter’s college fund is available to her and has not been withdrawn or re-allocated, as she has alleged.

This is where our society gets confusing.

According to New Jersey law, the mere fact that a child has turned 18 is not an automatic reason to stop financial support. A key court decision in the state specifies that, “A child’s admittance and attendance at college will overcome the rebuttable presumption that a child may be emancipated at age 18.” Further, attorneys say, “A child is not emancipated until they’re on their own. Even if the child and parents don’t get along, that doesn’t relieve the parents of their responsibility.”

On the other hand, our society sends other messages to 18-year olds confirming that they are, indeed, adults. We let them vote. They have as much say in the election booth as a wise, experienced business leader and homeowner. They can serve in the military. We train them to use weapons and expect them to protect our nation. In many states, an 18-year old can consume alcohol, ready or not. They can participate in consensual sexual activities and serve on a jury to determine the fate of an accused defendant. All of these are important parts of being a grown-up, but it’s confusing to a young adult when they are able to demand the perks of adulthood without the price.

Whenever we give rights to people that are not coupled with responsibilities, we create “brats” in our society. Sadly, it’s our fault as adults. We have failed to lead these kids well, and it’s not a wonder we see it backfiring.

It is essential that parents, employers, coaches, educators, youth workers and especially lawmakers understand something:

Autonomy and responsibility must always be distributed equally.

In regards to the Canning situation, Child Protection Services visited the Canning home and found nothing amiss between Rachel Canning and her parents. They determined Rachel was “spoiled” and ended the investigation. Attorney Laurie Rush-Masuret, who represents the parents, said in court papers that Rachel emancipated herself, leaving her parent’s “sphere of influence” by voluntarily moving out, “as she did not want to abide by her parents’ rules…”. Rush-Masuret and Mr. Canning said that Rachel was seeing a therapist long before moving out and is supposed to take medication. Reports say she had disciplinary problems at school last term, was suspended twice, ignored her curfew at home, and bullied her younger sister. This doesn’t sound like an adult to me. It also doesn’t sound like someone we should fund or allow to experience autonomy. She’s not ready for it, based on the level of responsibility she’s shown.

I fully understand this issue has at least two-sides. I have donated time and money to stop child-abuse. I have counseled many parents against child abandonment. These issues are hot buttons today, and my stance is clear. I believe, however, that this is not a case of abuse. It’s a case of abundance. We’ve raised too many kids today who feel entitled to lots of freedom… but don’t want to pay the freight.

Our nation needs to decide what adulthood means. If Rachel should get all the money she’s asking for, I say she has to put up with the rules of the house. If she doesn’t want to, she’s chosen autonomy, and with it comes lots of responsibility, including bills, tuition and rent. When someone like Rachel is given these kind of rights, what will she look like and how will she live when she’s in mid-life and in charge of something? Will she expect someone to continue funding her lifestyle?

We owe it to our kids to lead them better. We must teach both healthy autonomy and responsibility early on. Only then will we see them grow into healthy citizens who can lead the way into the future.


Artificial Maturity

In part one of this series, I provided evidence for an increased sense of entitlement in students today – from K-12 education to college. Students have received praise just for making their bed and awards for just being on the soccer team. In the classroom, students feel they deserve a good grade for simply attending class and doing the readings. They feel this way because they are accustomed to being rewarded for participating, not producing. Parents have moved from feeling they should give their children everything they need, to giving them everything they want. It’s the new gauge for family success.


Therapist James Lehman believes “it’s partly instinctual – back in the Stone Age, ‘giving to your child’ might have meant providing food, shelter and protection. Those urges are still there. Unfortunately, if you give in to every little want and need your child expresses, you are really feeding and nurturing a sense of false entitlement – which I believe can lead to problems later on.”

Entitlement in the Classroom

Professors may be enabling “academic entitlement” in their students, according to research by Tracey E. Zinn, associate professor of psychology at James Madison University. Entitled students learn less because they don’t think they need to do the work, notes Inside School Research. Joanne Jacobs says that signs of entitlement include the beliefs that:

  • Knowledge is a “right” that should be delivered with little effort or discomfort on the student’s part: “I deserve it since I am a student on this campus.”
  • A high grade should come not from mastery of material, but in return for non-academic aspects of education, such as showing up to class, or the student or his or her family paying tuition or taxes which go to the teacher’s salary.
  • If a student didn’t perform well on a test, it’s a sign that the test was too difficult, not that the student did not understand the material.

Many schools have given in to the sentiment. In a recent Undergraduate Survey, Dr. Art Levine reports that grade inflation has skyrocketed. In 1969, only seven percent of students had a grade point average of an A- or higher. In 2009, it was 41 percent. In that same time period, students having a C average dropped from 25 percent to five percent. Are kids that much smarter than 40 years ago, or do we just give them higher grades to keep them happy? Sadly, it appears this may hinder their readiness for the real world. In 2012, 80 percent of students said they planned on moving back home after college.

Signs of a Sense of Entitlement 

Entitlement isn’t hard to spot, whether in the classroom or the family room. Listen for words like:

1. I want it now. Kids are impatient and who can blame them? We live in an instant gratification culture. And often we find ourselves living in fear of saying no because our children are used to getting what they want.

2. I don’t want to work for it. Why work for something that will be given to you? When we constantly give to our kids without requiring any work, this fosters a cycle of laziness and poor work ethic. Kids need entry points to contribute to jobs or home chores.

3. I don’t have to clean up my mess. Adults must learn to choose their wars, but responsible living means that if you make a mess, you clean it up. You must live with the benefits or consequences of your actions.

4. I want it because everyone else has it. Society seeps in by telling us we need a gadget or some clothes because “everyone” has it. Instead of deciding if that possession (or grade) is appropriate or deserved, we fall into a comparison trap.

5. I expect you to fix my problems. We all love to help kids, but they often expect mom or teacher to make it right instead of learning to confront challenges on their own. This prevents them from learning about consequences or hard work.

From the self-esteem movement, to our safety obsession, to social media (all of which are good), we have a perfect storm producing offspring that feel entitled to all things good. As a dad, if I create a sense of entitlement instead of a work ethic that’s willing to earn what comes their way, they will be pitiful and miserable adults.

While caring adults naturally want to provide for the young people around them, there is such a thing as “over nurturing.” It happens when we give them what they should earn. Over-nurturing ends up harming kids – they learn to depend on someone else, and don’t experience the satisfaction of accomplishing something for themselves.

Surveys show that while they work less than previous generations, their expectation of success has risen sharply. These false expectations can lead to significant challenges later in life. A 2006 study found that students suffer from “ambition inflation” as their higher ambitions accompany increasingly unrealistic expectations. Many experience “quarter-life crisis.”

Consider this analogy. Statistics show that winning the lottery doesn’t make people rich over the long term. Within a few years, the money is lost or spent, and life is back to normal. In fact, you’re more likely to go bankrupt after winning the lottery than before. It’s an illusion of wealth. Why? If you haven’t learned to manage money before, having a lot of it only delays the inevitable. If we live in a broken situation before, we tend to return to it afterward. Cliché, but true – “Give a man a fish, he eats for a day. Teach him how to fish, he will eat for a lifetime.”

Eight Ideas to Challenge a Sense of Entitlement in Kids

Ask yourself, “What do I want my student to learn?” Whenever you want to get a message across to your kids, consider what you really want to teach them. Do you want your children to understand about money and success in life? Then, come up with a procedure that will teach them about finances. Some important concepts might be:

  • Money and success don’t come easily.
  • People work hard to earn money; it’s a part of life.
  • If you want something, you need to work to earn it.
  • You are not entitled to things you haven’t earned.

Entitlement will not go away overnight. Instead, teachers and parents should put a process into place to lead them from entitlement to empowerment:

1. Earn the right to be heard.
I know you’re the teacher, but this generation of kids has not been taught to respect the title. You may have authority, but you must earn your influence. Build trust by doing what you say you’ll do, showing up on time if you require punctuality from students, and embodying the attitude and work ethic you demand of them. Often, the best way to earn the right to be heard is to listen to them. We must build relational bridges that can bear the weight of truth.

2. Be extremely clear and consistent in your direction.
Sometimes a student gains a false sense of entitlement because we’ve not been clear with our expectations up front. Communicate clearly the deadlines and guidelines that make for good grades or rewards. Then, stick to them firmly. If you don’t, you can actually create a deepened sense of entitlement as they manipulate your rules.

3. Communicate belief.
Teachers and coaches who win their students over authentically communicate that they believe in them. Make the effort to convince them that the reason you push them is because you believe that they have potential. Every young man and woman needs a caring adult to look him or her in the eye and say, “I believe you have it in you, I am convinced you have what it takes to succeed.”

4. Talk about equations more than rules.
Rules are seen as negative and are imposed by an authority. Equations are statements of fact – if I do this, then that will be the consequence or the benefit. Lay out clear equations and stick to them so that students will learn to live with behavioral consequences.
They also see they are not entitled to good grades or perks.

5. Do an experiment that expands their perspective.
If possible, take a group of students to a place where they can serve others in need, such as a local soup kitchen. In this experience, have them aid the under-privileged. Let them get their hands dirty and allow them to experience poverty first-hand. Fifty percent of the world lives on less than $2.50 a day. I did this with my own kids, as well as with college students serving war refugees in Croatia and Africa. It was life transforming, fostering both gratitude as well as humility.

6. Teach and lead like a mentor.
In our student focus groups, many express how much they want their teacher to also act as a mentor. This requires a connection beyond lectures and grades. When this kind of adult teaches, they do it in the spirit of hope. They want their students to grasp the material, work hard and ultimately – to win. Do a project together that reinforces the fact that they must earn what they receive. Model for them the hard work and satisfaction that comes with working toward a goal.

7. Remove the fear of failure.
When kids don’t try, it’s frequently because they’ve been conditioned to think that failure is unacceptable. Many of them have never failed or struggled; they have trophies in their rooms just for “playing.” If they fail, they fear letting someone down. So they don’t try. They expect others to do it. Adults must relay to them that failure isn’t final or fatal. It’s the way everyone really learns and grows. When they don’t fear failure, they may work harder for what they receive.

8. Challenge them with a hard assignment.
Deep down, we all want to be involved with an important project that challenges us. When we give a tough assignment – at home or at school – and let them know it will take everything they’ve got, it communicates that we actually take them seriously. On a foundation of support and belief, this is a logical way to prove you think they can really do it.

Incentive is the natural result. Students begin to possess incentive to earn what they want. Ambition grows as they wait for things they want, working instead of simply expecting others to give it to them. Over time, a healthy work ethic results, as they gain a vision for their future that energizes them to labor for it. They move from entitled to empowered.

May you lead them on this path.


Looking to develop leadership skills & character in students?
Check out

Habitudes: Images That Form Leadership Habits and Attitudes


Professors from universities across the U.S. have all told me the same story. Their students are increasingly portraying feelings of entitlement toward good grades, adjusted deadlines, class perks and special treatment. One professor said a student told him, “I pay your salary, so you have to do what I want.”


In the response section to a 2012 Chronicle of Higher Education article, educators discussed incidents that are shocking in both their frequency and similarity:

  • “I attend class regularly and do all the readings. I deserve at least a B.”
  • “I had a big stats exam last week, so I should be able to turn in my English paper a week late without a penalty.”
  • “I worked hard, so I should receive an A on this project.”

Young people’s unprecedented level of self-infatuation was revealed in a new analysis of the American Freshman Survey, which has asked students to rate themselves compared to their peers since 1966. Over the last thirty years, narcissism and entitlement has risen sharply among university students.

In a survey of corporate recruiters by the Wall Street Journal and Harris Interactive, college students were told that there was an “E-word” that employers felt described them best, then were asked to guess what that word was. The young people guessed a lot of words — excellent, entrepreneur, energetic, enterprising — but none of them guessed the right one: entitled.

Where Does Entitlement Come From?

Obviously, this challenge isn’t limited to college students. It’s in K-12 education, too.
The National Institute on Media and the Family and the Minnesota PTA have even launched a statewide campaign encouraging parents and teachers to start saying no to young people more often. They are begging parents to read David Walsh’s book,No: Why Kids — of All Ages — Need to Hear It and Why Parents Can Say It. The campaign blames DDD (Discipline Deficit Disorder) for students’ inflated expectations and feelings of entitlement. So, where does it come from?
A Sense of Entitlement Stems From a Variety of Factors:

  1. The New Parental Report Card 
    The new gauge says the more you give your kids, the better parent you are.
  2. Over-Praising for Performances
    Ribbons, trophies and excess praise cause them to expect rewards for average, or minimal, effort.
  3. Portable Technology 
    Social media sites enable them to build a me-centered platform — 24/7.
  4. Media and Society
    The message is: be dissatisfied — you deserve more; you need more.
  5. A Celebrity Culture 
    We’re exposed to the Hollywood lifestyle and poor behavior of celebrities, and accept their acts as the norm.

Four Ingredients in the Recipe

So, what can a teacher or coach do? Well-adjusted students emerge most often from a healthy classroom and home. It works like a cake recipe. Several ingredients, mixed together in the right amounts are delicious. It may sound old fashioned, but the recipe for healthy students, who don’t act “entitled,” requires an environment that cultivates the following timeless virtues:

1. Patience — I can delay gratification. 
Patience flies in the face of a sense of entitlement. If I have to wait on something, it forces me to delay my own gratification, to see a larger perspective and to not put myself first. This is why past generations have called patience a “virtue.” It’s a tangible sign of maturity. So — what if teachers talked about the lost art of patience in all of us, and in response, challenged students to initiate a project requiring them to wait on a pay-off, without seeing immediate results. Discuss the results.

2. Gratitude — I am thankful for what I enjoy.
Cicero said, “Gratitude is not only the greatest of virtues, but the parent of all others.” Several high schools have experimented with the art of gratitude and what it does for students. These schools have done experiments asking students to keep a gratitude journal and to express thanks to people in their life. It has been transformational on their satisfaction, health and optimism, and has lowered their sense of entitlement for what they don’t yet possess by changing their focus.

3. Responsibility — I must “own” the outcomes of my conduct.
Consider this contrast. When I feel entitled, I look to someone else for something I want or need. When I take responsibility, I look to myself to earn what I want or need. Discuss this contrast with your class, then for one week, challenge students to hold each other accountable to not blame anyone for what’s gone wrong, nor look to anyone else for their contentment. At the conclusion, discuss the power of refusing to be a “victim” of circumstances. Talk about how liberating it is to not depend on someone else to make you happy.

4. Humility — I don’t see myself as more deserving than anyone else.
Humility is an enemy of entitlement because it maintains perspective: I am no more deserving of special treatment than anyone else. It doesn’t mean thinking less of myself, but thinking of myself… less. Try this experiment. After discussing this truth, challenge students to choose humility in at least one interaction each day. Say in your self-talk: This person is just as important as I am. Then, serve them in some way. Choose to practice servant-leadership with that person.

Ashley was a junior at the University of Georgia when she heard how residents of Athens, her hometown, experienced the third lowest poverty in the state. Immediately, she felt compelled to act. Feeling gratitude and responsibility, she began to save money by riding her bike to class and to work, and going without groceries for a month. Then, she entered the Fuller Center Bicycle Adventure. She raised money to end poverty by riding 3,600 miles from Washington State to Washington, D.C. Incredible. She raised thousands of dollars for the poor by doing so.

When I asked Ashley why she did it, she just said, “I knew my gratitude had to show up in responsible action. Doing this just made sense.”

There was not a hint of entitlement in her. May her tribe increase.


Looking to develop leadership skills & character in students?
Check out

Habitudes: Images That Form Leadership Habits and Attitudes