Is your child quitting everything they start? Need a Commitment Overhaul?
Here is a letter from a parent to Dr. Robyn Silverman asking about why her child keeps quitting his activities. What’s interfering with her child’s commitment level?
Dear Dr. Robyn,
I hate to admit it, but my child is a quitter. Knowing the Powerful Word of the Month at our school this month is commitment, it seemed that now was the perfect time to ask what’s going on here. I don’t want to raise a quitter. Have any ideas on why a child quits everything they start?
–Jan K, Baltimore, MD
The question of commitment and quitting comes up every time our Powerful Words schools present Powerful Words like commitment, determination, attitude, or goal-setting. As Powerful Parents, we want our children to show commitment and determination. So what’s making them quit?
Children quit for all different reasons. Some children feel bored while others feel overwhelmed. Some children have unrealistic expectations that they are going to be performing the kind of martial arts, gymnastics, swimming, or other sport that they see “in the movies” or in the Olympics on the first day that they attend. Other children see “today’s activity” simply as another activity that they do—easily interchanged with football, basketball or dance lessons– so why stick with one thing? Still other children feel invisible to the instructor, picked on, misunderstood or scared when they take class.
The first major reason for quitting is the instance of a curriculum-based clash. Simply put, when children feel overwhelmed or under-challenged, they will want to quit. After all, when something is too difficult or too easy, it isn’t fun anymore! The over-challenged child may feel as though he cannot keep up, catch up, or otherwise progress at the pace that the other children in class are progressing. The under-challenged child may feel uninterested, disinterested, or just plain bored. You can determine this if your child would rather play with friends than go to class or fights you on practicing when they used to find it exciting to do so. Whatever it is, there is clearly a clash between the child’s learning level and the curriculum they’re learning at this time. These children will surely start looking for other ways, whether it is in football, hockey, dance or marching band, to fill their time and hold their interest– sometimes, they just keep moving from activity to activity looking for something to hold their interest. It’s important that we delve into this issue with our child because it’s easy enough to move our children to a different class, get them extra help, or have them take some extra classes to address this issue.
The second major reason for quitting is the case of the value-based clash. If you, as a parent, don’t value what the child is learning at their current activity, the child will often sense it and want to quit. For example, if you regard their current activity, like martial arts or gymnastics, as “just another stop on the way between football and piano,” the child will too. After all, a child will want to quit something if it has little or no perceived value to the parent. Children tend to take their cues from their parents—so when Mom and Dad don’t care, neither will they. As parents, we need to make sure to check our own attitude when determining why our children might be quitting. If we can adjust our own behavior and attitude, our children will too.
The third major reason for quitting is the often elusive personal-based clash. When children or parents feel uncomfortable at an activity, uncomfortable around a coach or teacher, uncomfortable around another child or another parent who is there at the same time, or undervalued by staff, they will likely want to quit. Perhaps there has been a misunderstanding or a miscommunication. Boundaries may have been breached or buttons may have been pushed in some way. Perhaps the most common personal clash is when the child perceives that the teacher or coach doesn’t “like him” or “care about him”. It’s vital to find out if something happened between your child and another person in the class so that the issue can be addressed and any misunderstandings can be cleared up.
The fourth major reason for quitting is the instance of the situational-based clash. While the above reasons have a negative undertone causing a “falling away” or a “falling out,” situational clashes are due to an actual lack of money, resources, or ability to continue. When families do not have the money to pay for lessons, the car to get their children to your class, or the person to bring the child to your school, they will likely need to quit. There may have been a divorce or a death, a new job opportunity, and illness or a lay-off that caused this situation to arise. Schools and sports facilities are often very sorry to see these students leave, given that they would stay if they could.
Finally, the fifth major reason children might quit is…because they can! We want to make sure that children aren’t creating a pattern of quitting that is being supported by their parents. Sometimes, we are just too overprotective or too easily swayed by our children’s attempts to get out of fulfilling their promises. While it is easier to have children quit something that making them stick it out til the end, children learn their patterns early. If they see that they can quit without consequence, they will learn this as a fact and quit whatever feels uncomfortable, challenging, frustrating or boring to them as they develop and become teens and adults. It may not seem like a big deal when they are 8 years old but it certainly becomes so when they become 18 or 28 years old! Set positive patterns now so that they learn commitment and the benefits of seeing goals and promises through to the end.
Make sure to ask questions rather than lecture. Why do they want to quit? Did anything happen in class? Are they bored? Overwhelmed? How do they feel about their friends in class? Their teachers? Is the curriculum too hard? Too easy? And also, remember, to watch what you say and you do. If you are quitting your activities, or someone else of influence in your home or family is doing so, children will learn volumes about the loop holes in commitment. Take your cues from your child’s Powerful Words instructors this month and expand on what they are talking about in class with your children. Discuss it at the dinner table and in the car. Tell stories about your own triumphs and how you stuck with something even when it was difficult. Talk about the importance of seeing the end and setting goals. And of course, set the precedent that your family always finishes what they start– everyone should have that “no quit, go-for-it attitude!” that helps each member to lead with commitment– and your children will surely learn to follow suit.