Parenting (Family 220)
Week 1: Learning to Love learning
W01 Introduction: Learning to
Love Learning
This week you will be taught the course expectations and become familiar
with the weekly rhythm of the course. Read each week's Introduction page
to learn about the week's learning objectives and what you should focus
on learning.
Learning Objectives
By the end of Week 01, you should understand the following:
1. How to navigate this course.
2. What is expected of you in this course?
3. Why this course focuses on quality learning instead of grades.
4. How discussion boards, zoom meetings, citizenship reports, and
activities run in this course.
Important Course Philosophy
Everyone has had parents, and several of you may already be parents
yourself. Everyone has insights and perspectives about parenting. In this
course, you will be expected to share them with others—both what you
know and what you are learning. Watch this BYU-Idaho Study Skills video
to see the value of teaching one another. You will be expected to
purposefully learn and teach together in this course.
NOTE
Review the entire module before you begin working. Take note of when
assignments are due so you can organize your schedule to complete each
on time.
It is recommended that you complete the week's activities in order. Don’t
attempt to complete the Citizenship Report until you have finished all the
week's activities.
Potluck Dinner
[One speaker]
[We see couples walking into a room with different foods. They set
the food down on the table.]
Girl: Sarah, Trevor isn’t this potluck amazing?
,Sarah: Gosh it really is. I love seeing what everyone brought!
Man: Yeah, me too! What did you bring?
Sarah: Oh, we brought the green jelly. It’s Trevor’s favourite.
[Trevor looks like he is about to talk but Sarah interrupts him.]
Sarah: So, what did you guys bring?
Girl: Oh, we didn’t bring anything, we just come to feast off everyone
else.
[We transition into a room and there are two students talking
about how one of them didn’t do the reading.]
Narrator: Just as it would be taboo to show up to a potluck dinner
without a dish, so it would be taboo to show up to class or a study group
without being prepared. Expecting to feed off the teacher or fellow
classmates without contributing to the feast of learning.
[We then see students sitting in a common area]
Female narrator: The BYU-Idaho learning model suggests that
students prepare before class so that they can better benefit from and
contribute to in class learning and teaching experiences.
Boy: “As learners, you and I are to act and be doers of the word and not
simply hearers who are only acted upon. Are you and I agents who act and
seek learning by faith, or are we waiting to be taught and acted upon? We
are all to be anxiously engaged in asking, seeking, and knocking.” - David
A. Bednar
[We now see people at the potluck enjoying the food]
Girl: There is a Chinese proverb that states “The difference between
Heaven and Hell is that in Hell people are mournfully sitting around a
magnificent feast with three-foot chopsticks manacled to their wrists, not
knowing how to get food into their mouths. In Heaven they feed each
other.
Narrator: So, here’s your challenge, show up to every class or group
meeting with a “dish”. Come prepared by completing the readings and
assignments and come with questions and insights to share with your
classmates. Don’t hold back, share your dish!
[It then shows “BYU Idaho Study Skills Centre”.]
[End of video.]
W01 Study: Understanding
FAML 220
Overview
Watch a series of introductory videos. This will help you
understand the course organization and the rationale behind certain
course activities.
,Instructions
Watch the following videos which explain the structure and key
expectations of this course.
To view a video, click on the arrow in the middle of each frame. If you are
having trouble getting the video to play, try enlarging the frame by
clicking on the diagonal arrows in the bottom right corner of each video.
Click on the download button in the top right corner if you want to
download the video.
Video 1 - What is the parenting paradigm of this course?
What is the Parenting Paradigm of this Course?
[One speaker]
Video begins with a purple screen containing the course code (FAML 220)
towards the top with a line underneath. In the centre of the screen, it
says, “Video 1 - What is the Parenting Paradigm of this Course?” in all
caps.]
Instructor: Much of parenting advice today, stemming from books,
experts, and even online gurus, [figures are displayed on the screen to
represent each of them.] come from an underlying question, such as,
“How do I get my child to stop or start a particular behaviour?” [An image
is shown of a child with his arms folded, with a dark green background
containing the statement,” I will try harder in class” written several times
on both sides all the way down.] This is a very valid question, to be sure,
however, we may be missing the big picture. [An animation is shown of a
board with the words “the BIG PICTURE” written on it.] Let me give you a
few examples.
How do I get my child to eat their vegetables? Or put their phone down?
Or sleep through the night? [Vegetables, a smartphone, and a sleeping
emoji appear on the screen.] Or to not talk back? Or to practice the piano?
[An image of or to stop throwing a tantrum, whether they’re a toddler or a
teen. I think you get the idea. So, this course will be taking a very different
approach. We will not be discussing “quick fix” strategies [“Quick Fix”
appears on the right side of the screen.] that do more long-term
damage. [A circle is drawn in red around “Quick Fix” with a slanted line
going through it.] We will be trying to focus more on character, rather than
just behaviour; [A dash with the word ‘Character’ appears on the right side
of the screen.] focus more on principle rather than application; [The word
‘Principle’ appears with a dash to the left of it, underneath
‘Character.’] focusing more on working with rather than doing
to. [“Working With” appears as a third item on the list.] This, I believe, will
help our children grow into the people they were designed to be...were
destined to be.
[Instructor’s image is moved back over to the right side of the screen. An
image is shown of a man wearing a white shirt and an orange tie while
looking at himself in the mirror, standing behind the bathroom sink.]
But first we must look at ourselves. We must look at our own character;
our own biases; and our own perceptions that may be flawed. Maybe we
, learned those from our own parents, innocently, but perhaps that’s where
we gained them. So hopefully the approach to this course will mirror the
approach to parenting that we discussed in the content. [Many of the
terms related to parenting fill the screen both horizontally and vertically,
as well as in different-sized fonts.] We will not be exploring every possible
answer to every question you could ask. We’re not going to give every—I
guess they use a scriptural term—every jot and tittle you could possibly
explore, because I think that would be crippling you. Similarly, you
probably wouldn’t want to raise children who, every single question they
asked, you had a quick answer for.
So, we want our children to be able to get answers for themselves. This
makes them more independent and autonomous, or to use a gospel term,
“agents” unto themselves. As one of our authors put it, of the books that
we are going to read, “Very specific suggestions, ‘When your child says
“X,” you should stand at location “Y,” and use “Z” tone-of-voice, to utter
the following sentence…,’ are disrespectful to parents and kids alike.”
Raising children is not like assembling a home theatre system or preparing
a casserole, such that you need only to follow an expert’s instructions to
the letter. [A flat-screen television with accompanying equipment for a
home theatre system is shown on the screen, as well as a dish containing
a casserole.] No one-size-fits-all formula can possibly work for every
family, [A picture of a bolt and an accompanying nut appears on the
screen.] nor can it anticipate an infinite number of situations. [Screen
changes to a picture of a woman reading a book with a cover that
contains a pill that says “cure-all” in all caps.] Indeed, books that claim to
offer such formulas, while eagerly sought by moms and dads desperate
for a miracle cure, usually do more harm than good.
[Video changes to a purple screen with a picture of President Dallin H.
Oaks on the right-hand side.] Elder Dallin H. Oaks put it this way:
“Teachers are commanded to teach the principles of the gospel, and the
doctrine of the kingdom. Once a teacher has taught doctrine, and
associated principles from the scriptures and the living prophets, such
specific applications or rules are generally the responsibility of individuals
and families.”
[The screen becomes black and displays the words, “Copyright 2017 -
Brigham Young University Idaho.]
[End of video.]
Video 2 - What is the Learning and Teaching Paradigm of
this Course?
[Screen opens to show text that says “FAML 220 Video2 - WHAT IS
THE LEARNING & TEACHING PARADIGM OF THIS COURSE?”]
Brother Rarick: So, speaking to the overall approach of this class,
Ponder this question. Would you rather have children do what is right
when there is something in it for them or would you rather have children
that choose the right because they know it is right and because it will
benefit other people and they understand they why?
Week 1: Learning to Love learning
W01 Introduction: Learning to
Love Learning
This week you will be taught the course expectations and become familiar
with the weekly rhythm of the course. Read each week's Introduction page
to learn about the week's learning objectives and what you should focus
on learning.
Learning Objectives
By the end of Week 01, you should understand the following:
1. How to navigate this course.
2. What is expected of you in this course?
3. Why this course focuses on quality learning instead of grades.
4. How discussion boards, zoom meetings, citizenship reports, and
activities run in this course.
Important Course Philosophy
Everyone has had parents, and several of you may already be parents
yourself. Everyone has insights and perspectives about parenting. In this
course, you will be expected to share them with others—both what you
know and what you are learning. Watch this BYU-Idaho Study Skills video
to see the value of teaching one another. You will be expected to
purposefully learn and teach together in this course.
NOTE
Review the entire module before you begin working. Take note of when
assignments are due so you can organize your schedule to complete each
on time.
It is recommended that you complete the week's activities in order. Don’t
attempt to complete the Citizenship Report until you have finished all the
week's activities.
Potluck Dinner
[One speaker]
[We see couples walking into a room with different foods. They set
the food down on the table.]
Girl: Sarah, Trevor isn’t this potluck amazing?
,Sarah: Gosh it really is. I love seeing what everyone brought!
Man: Yeah, me too! What did you bring?
Sarah: Oh, we brought the green jelly. It’s Trevor’s favourite.
[Trevor looks like he is about to talk but Sarah interrupts him.]
Sarah: So, what did you guys bring?
Girl: Oh, we didn’t bring anything, we just come to feast off everyone
else.
[We transition into a room and there are two students talking
about how one of them didn’t do the reading.]
Narrator: Just as it would be taboo to show up to a potluck dinner
without a dish, so it would be taboo to show up to class or a study group
without being prepared. Expecting to feed off the teacher or fellow
classmates without contributing to the feast of learning.
[We then see students sitting in a common area]
Female narrator: The BYU-Idaho learning model suggests that
students prepare before class so that they can better benefit from and
contribute to in class learning and teaching experiences.
Boy: “As learners, you and I are to act and be doers of the word and not
simply hearers who are only acted upon. Are you and I agents who act and
seek learning by faith, or are we waiting to be taught and acted upon? We
are all to be anxiously engaged in asking, seeking, and knocking.” - David
A. Bednar
[We now see people at the potluck enjoying the food]
Girl: There is a Chinese proverb that states “The difference between
Heaven and Hell is that in Hell people are mournfully sitting around a
magnificent feast with three-foot chopsticks manacled to their wrists, not
knowing how to get food into their mouths. In Heaven they feed each
other.
Narrator: So, here’s your challenge, show up to every class or group
meeting with a “dish”. Come prepared by completing the readings and
assignments and come with questions and insights to share with your
classmates. Don’t hold back, share your dish!
[It then shows “BYU Idaho Study Skills Centre”.]
[End of video.]
W01 Study: Understanding
FAML 220
Overview
Watch a series of introductory videos. This will help you
understand the course organization and the rationale behind certain
course activities.
,Instructions
Watch the following videos which explain the structure and key
expectations of this course.
To view a video, click on the arrow in the middle of each frame. If you are
having trouble getting the video to play, try enlarging the frame by
clicking on the diagonal arrows in the bottom right corner of each video.
Click on the download button in the top right corner if you want to
download the video.
Video 1 - What is the parenting paradigm of this course?
What is the Parenting Paradigm of this Course?
[One speaker]
Video begins with a purple screen containing the course code (FAML 220)
towards the top with a line underneath. In the centre of the screen, it
says, “Video 1 - What is the Parenting Paradigm of this Course?” in all
caps.]
Instructor: Much of parenting advice today, stemming from books,
experts, and even online gurus, [figures are displayed on the screen to
represent each of them.] come from an underlying question, such as,
“How do I get my child to stop or start a particular behaviour?” [An image
is shown of a child with his arms folded, with a dark green background
containing the statement,” I will try harder in class” written several times
on both sides all the way down.] This is a very valid question, to be sure,
however, we may be missing the big picture. [An animation is shown of a
board with the words “the BIG PICTURE” written on it.] Let me give you a
few examples.
How do I get my child to eat their vegetables? Or put their phone down?
Or sleep through the night? [Vegetables, a smartphone, and a sleeping
emoji appear on the screen.] Or to not talk back? Or to practice the piano?
[An image of or to stop throwing a tantrum, whether they’re a toddler or a
teen. I think you get the idea. So, this course will be taking a very different
approach. We will not be discussing “quick fix” strategies [“Quick Fix”
appears on the right side of the screen.] that do more long-term
damage. [A circle is drawn in red around “Quick Fix” with a slanted line
going through it.] We will be trying to focus more on character, rather than
just behaviour; [A dash with the word ‘Character’ appears on the right side
of the screen.] focus more on principle rather than application; [The word
‘Principle’ appears with a dash to the left of it, underneath
‘Character.’] focusing more on working with rather than doing
to. [“Working With” appears as a third item on the list.] This, I believe, will
help our children grow into the people they were designed to be...were
destined to be.
[Instructor’s image is moved back over to the right side of the screen. An
image is shown of a man wearing a white shirt and an orange tie while
looking at himself in the mirror, standing behind the bathroom sink.]
But first we must look at ourselves. We must look at our own character;
our own biases; and our own perceptions that may be flawed. Maybe we
, learned those from our own parents, innocently, but perhaps that’s where
we gained them. So hopefully the approach to this course will mirror the
approach to parenting that we discussed in the content. [Many of the
terms related to parenting fill the screen both horizontally and vertically,
as well as in different-sized fonts.] We will not be exploring every possible
answer to every question you could ask. We’re not going to give every—I
guess they use a scriptural term—every jot and tittle you could possibly
explore, because I think that would be crippling you. Similarly, you
probably wouldn’t want to raise children who, every single question they
asked, you had a quick answer for.
So, we want our children to be able to get answers for themselves. This
makes them more independent and autonomous, or to use a gospel term,
“agents” unto themselves. As one of our authors put it, of the books that
we are going to read, “Very specific suggestions, ‘When your child says
“X,” you should stand at location “Y,” and use “Z” tone-of-voice, to utter
the following sentence…,’ are disrespectful to parents and kids alike.”
Raising children is not like assembling a home theatre system or preparing
a casserole, such that you need only to follow an expert’s instructions to
the letter. [A flat-screen television with accompanying equipment for a
home theatre system is shown on the screen, as well as a dish containing
a casserole.] No one-size-fits-all formula can possibly work for every
family, [A picture of a bolt and an accompanying nut appears on the
screen.] nor can it anticipate an infinite number of situations. [Screen
changes to a picture of a woman reading a book with a cover that
contains a pill that says “cure-all” in all caps.] Indeed, books that claim to
offer such formulas, while eagerly sought by moms and dads desperate
for a miracle cure, usually do more harm than good.
[Video changes to a purple screen with a picture of President Dallin H.
Oaks on the right-hand side.] Elder Dallin H. Oaks put it this way:
“Teachers are commanded to teach the principles of the gospel, and the
doctrine of the kingdom. Once a teacher has taught doctrine, and
associated principles from the scriptures and the living prophets, such
specific applications or rules are generally the responsibility of individuals
and families.”
[The screen becomes black and displays the words, “Copyright 2017 -
Brigham Young University Idaho.]
[End of video.]
Video 2 - What is the Learning and Teaching Paradigm of
this Course?
[Screen opens to show text that says “FAML 220 Video2 - WHAT IS
THE LEARNING & TEACHING PARADIGM OF THIS COURSE?”]
Brother Rarick: So, speaking to the overall approach of this class,
Ponder this question. Would you rather have children do what is right
when there is something in it for them or would you rather have children
that choose the right because they know it is right and because it will
benefit other people and they understand they why?
