Hosai Mojaddidi – Raising Children Dignity, Devotion & Deen Parenting Workshop (Part 5)

Hosai Mojaddidi
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The speakers stress the importance of understanding oneself and their children in order to be effective in parenting. They recommend learning about social media and the role of parents in protecting children from harm, as well as learning about parenting and being a good leader. The drive is a magic number, and the number that corresponds to it is a magic number. The number is a combination of magic numbers, and the success of parenting depends on the number.

AI: Summary ©

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			This may learn you more
		
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			often the better him. Al hamdu
lillah wa Salatu was Salam ala I
		
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			should have an MBA will more
studying, say, than our Mowlana?
		
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			How have you been a Muhammad
sallallahu alayhi wa salam, why
		
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			that he was I was having a sudden
this lemon Katie. And I said, I
		
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			want to, first of all, welcome,
everybody. Thank you for joining
		
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			us. This is our fifth and final
session for these parenting
		
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			workshops that we've been doing.
The other four are available
		
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			online, on the MCC Facebook page
and on their YouTube page, you can
		
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			access those installs, just by
going I think, to the left bar
		
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			videos, and there's a whole
library actually have all their
		
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			videos there. So if you wanted to
kind of catch up, you can watch
		
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			those there. So I usually start
out with going over the last
		
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			session just doing a quick review,
because I want everybody to follow
		
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			along from what was discussed in
the previous sessions. So we'll
		
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			just go through a review. And then
we'll talk about today's session
		
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			in shot law. And just for those of
you who are new here, I really
		
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			want audience participation and
engagement. So if you have
		
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			questions, at any point, comments,
please feel free to jump in. It's
		
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			supposed to be a dialogue.
		
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			Inshallah, with that said,
		
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			um, we started off actually
started the outline here, we
		
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			talked last time about leadership
basics in Islam, that's actually
		
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			been something we've been talking
about from the beginning, from the
		
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			very first session on, I keep
reminding people of that, because
		
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			we referenced that. But then we
specifically talked about
		
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			identifying risks and dangers, in
terms of you know, parenting and
		
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			what potential problems we might
come across as parents with our
		
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			kids. So we really focused on that
for the, for the last session.
		
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			So just to review the leadership
basics, we talked about the
		
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			importance, first and foremost of
parents knowing themselves well,
		
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			you know, parenting, often I think
is, is understood as a focus on
		
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			the child's behavior. And you
know, and that's where people
		
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			usually concentrate, but you
actually really do have to start
		
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			with yourself. And that's a
constant theme that we brought up
		
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			time and time again, in these
sessions, the importance of
		
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			parents to do exactly what we're
doing here, which is really
		
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			talking about, first what we need
to do for ourselves in order to be
		
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			effective in our parenting style.
So we have to understand ourselves
		
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			well understand our own needs,
then you understand the needs are
		
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			those in your care and the needs
of those in your care. So you have
		
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			to understand your children, you
have to understand your spouse,
		
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			you have to understand everybody
in your household and their needs.
		
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			If that's the starting point, then
you have to understand obviously,
		
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			the potential dangers and threats,
and then take preventative
		
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			measures, right of how to protect
your household. And you have to
		
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			also know when to seek counsel.
Okay, this is a big problem in our
		
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			community, unfortunately, a lot of
people, they suffer in silence,
		
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			and they often tend to try to
figure things out on their own.
		
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			And sometimes the problem just
gets too big for them. And then
		
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			they are overwhelmed. And you
know, it's almost like, you know,
		
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			major, you know, damage control
where they're trying to reach out
		
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			at that point to someone. And it's
sometimes it really is too far.
		
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			And so you have to really know
when to seek counsel. And then of
		
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			course, to rely on a law somehow
that I just submit to his wall,
		
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			these are the things that every
parent needs, if they want to be
		
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			effective. We talked, especially
this last point a lot throughout
		
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			the series about the mindset,
which we'll get to inshallah soon,
		
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			about submitting to the fact that
we cannot control outcomes, we
		
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			just simply cannot. And if you
start off your parenting with that
		
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			mindset, really clear, it's a lot
healthier than thinking that by
		
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			your good intentions, and all of
your good efforts and everything
		
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			that you do, you can control
what's going to happen in your
		
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			household and with your children.
This is not correct, we just
		
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			simply can't control that. And
there's plenty of you know,
		
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			examples in history of prophets of
saints of people who obviously put
		
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			in every effort to to do the best
by their children, but their
		
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			children turned out and not like
the way they wanted to. So we have
		
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			to accept that that Allah's
pattern is the only one who
		
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			determines outcomes. So all we
have to focus on is what we can
		
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			control which are our actions and
our reactions. So those are the
		
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			two things that if we focus on in
sha Allah, it will make for more
		
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			effective parenting. Okay, so the
the dangers and threats that we
		
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			identified last time,
		
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			we'll just go ahead and jump right
into it are from a spiritual
		
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			angle, obviously we're going to
approach it first from there
		
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			because that is the most
fundamental place to start from
		
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			shaitan and knifes. These are two
threats that every single one of
		
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			us not just our children have to
face every single day and we have
		
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			to be very well versed in what
what
		
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			was mean, what does it mean to to
have shaitan as a threat or your
		
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			knifes as a threat? So this
language we have to introduce into
		
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			our households is, you know, as
soon as possible or when the age,
		
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			you know, when it's appropriate,
you know, young children should
		
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			not be introduced to concepts of,
you know, shaytaan or hellfire,
		
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			you know, those things are not
ready when they're two, three
		
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			years old. You don't need to scare
children into obedience, you know,
		
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			don't that's, that's a real big
mistake, unfortunately, that I've
		
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			seen in a lot of
		
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			examples. So but you do want to
introduce that concept when it's
		
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			time and really identify how
shaytaan works, right? How does he
		
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			threatened us? What are his what
powers does he have and what Where
		
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			are his limitations, and then your
own knifes, to be able to
		
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			distinguish, for example, what is
something that shaytaan inspires
		
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			versus something that the knifes
inspires? This is a big thing that
		
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			a lot of people don't know?
Because we are very easy on
		
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			ourselves, right? We often
scapegoat shaytaan for pretty much
		
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			everything, right? When we falter
and we make mistakes. It's like,
		
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			you know, shaitan made me do it.
And children can sometimes fall
		
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			into that trap, too. But we have
to be able to distinguish what
		
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			isn't, what is something that you
can legitimately say okay, it was
		
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			definitely what was said you fell
into a trap? Or it was your own
		
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			knifes, who knows? What's the
answer? How do you distinguish?
		
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			What's the shape? onic? Thought or
satanic inspired action? And what
		
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			emanates from your own weak, bad
habits and knifes?
		
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			How do you distinguish? Anybody?
No?
		
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			Very good. Mashallah, yes. And
then shaytaan is the opposite,
		
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			right? So your knifes, it
habituates To bad behavior. So if
		
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			you've been doing the same thing
over and over again, you cannot
		
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			blame shape on for that right?
years, you've been falling into
		
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			the same pattern pathology
behavior, you can't blame it on.
		
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			But whenever you escalate in
something like you do something
		
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			that's worse than you've done
before, then that was likely one
		
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			of the traps right that you fell
into. So it's important to know
		
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			that and to teach your children
that and we'll get to a few more
		
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			specifics. But then another, you
know, a bad company, this is a big
		
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			issue that we as parents have to
feel really confident and in solid
		
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			about in terms of making sure that
our children have good company, I
		
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			think there's this attitude, and
maybe it's a Western thing about,
		
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			you know, especially when your
teens get to I mean, your children
		
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			get to the teenage years, a lot of
parents worry so much about losing
		
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			their children, that they want to
be their best friend and let them
		
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			do everything and anything, and
then often includes allowing their
		
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			children to have friends who are,
you know, maybe not the best
		
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			company? Because they're afraid
that oh, if I don't, if I put too
		
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			many boundaries, or you know, or,
you know, conditions that I'm
		
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			gonna get resent, you know, does
that make back and maybe, you
		
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			know, there will cause problems.
But if you start from a very early
		
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			age monitoring, and being very
well aware who your children's
		
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			influencers are, it's going to
help you and why I say that is
		
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			because parents need to understand
prior to the adolescent age, we
		
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			have the most influence over our
children, generally speaking,
		
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			parents are the main influencers.
But as soon as they hit the
		
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			adolescent age, it completely
switches and friends actually end
		
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			up having a lot more influence
over children. So if you're not,
		
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			you know, if you have no idea who
they talk to at school, because
		
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			you drop them off, and you pick
them up, and they you know, you
		
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			usually with children anyway,
especially when they hit those
		
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			preteen years, they don't really
offer a lot of information, right?
		
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			You ask them a question, and it's
like one word response. So if
		
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			you're just kind of like, okay,
well, I guess that's all I'm gonna
		
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			get. And you let it go from that
perspective, and you have no clue
		
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			who they spend their time with at
school. I mean, we're talking
		
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			about eight hours sometimes. And
if they have, after school
		
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			programs, maybe 10 hours of their
day, who are they spending it
		
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			with? And what are they teaching
them? What are they learning from
		
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			them? Are they exposing them to
things that you don't want them
		
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			exposed to, and a lot of times,
especially now, with these
		
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			devices, this is very common.
Children learn a lot from this.
		
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			And I think I mean, I did a
workshop yesterday, too, but I was
		
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			mentioning that I truly believe
this is more dangerous than a
		
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			vehicle. Okay. And if we take if
we consider how much preparation
		
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			we take to, you know, get our kids
behind the wheel and how much
		
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			effort we put, we get them you
know, trained to make sure we I
		
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			mean, parents freak out, right, as
soon as those years the 1516 year
		
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			old, you know, years, those years
come parents kind of get a little
		
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			anxious, because it's like, oh,
no, I have to let them move an
		
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			operating vehicle. And so there's
a lot of preparation right
		
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			beforehand. And even then it's
hard to just let go and just
		
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			completely but so many parents are
willing to give their kids this
		
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			without any monitoring at all. And
just kind of like oh they begged
		
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			for the a wine for they ask for
it. I don't want them to be upset
		
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			with me. So here you go on your
12th 13th birthday. Here you go.
		
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			stuff a lot of big mistake. But
aside from that, even
		
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			exposure. You know, at school,
every single child has a cell
		
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			phone now that it's like you
cannot escape it. So if you don't
		
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			know, the children that you're,
you know, the children that your
		
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			children are hanging around with
and whether or not they have these
		
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			devices. And what they're looking
at, this is also a gamble. So
		
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			that's why it's very important to
be very connected from at a very
		
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			early age, and have these
conversations openly know exactly
		
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			who your children's best friends
are. Know them, who are they who
		
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			are their parents, let me talk to
them, take the time to meet them,
		
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			if you want to invite them over,
especially if they're really close
		
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			friends, invite them to your home,
seek them out during you know,
		
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			school events, go and gauge, you
know who they are, but the company
		
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			that our children, you know,
subhanAllah This is, I think,
		
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			probably an area that a lot of
parents just don't seem to focus
		
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			on. And then they wonder why their
kids have learned to lie, to
		
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			deceive, to do all these things,
when they're like, this is just
		
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			not what we you know, we've never
allowed this behavior, where are
		
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			they learning this from? Likely
from the their friends, so huge
		
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			threat media and pop culture,
obviously, we're bombarded with
		
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			this everywhere we go, but
especially teens, and that's, you
		
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			know, it's that's always been the
way that way I think even our
		
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			generation, most of us, I'm sure
can relate to the time when we
		
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			were also, you know, caught up in
the pop culture media scene, but
		
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			we should know who these
influencers is, word has become
		
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			very popular with social media,
but it's a term that we should be
		
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			very familiar with, because there
are people who are influencing our
		
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			children. And they are, you know,
whether they're pop icons,
		
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			celebrities, athletes, whoever
they are, if you see that your
		
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			child has a preoccupation with a
certain person, a singer, an
		
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			actor, an athlete, you should know
more about those people than your
		
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			children, and be well versed in
theirs, you know, you can go look
		
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			up anybody now Wikipedia is a huge
resource, know about them, so that
		
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			you can, you know, if there's
certain behaviors that your kid
		
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			wants to fall fall into, like I
had a parent recently talked to me
		
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			about, you know, their child
getting into the golf scene. And,
		
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			you know, and she was really torn
about this, because he just
		
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			completely changed, he went away
to school. And he's now dressed in
		
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			all black and wants to wear studs
around his ankles and neck, and
		
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			earrings and possibly tattoos. And
she's just like, I don't we've,
		
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			there's nobody in our family that
even has anything anywhere near
		
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			that, what do I do. And so, you
know, we talked about the
		
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			importance of actually
understanding that culture, being
		
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			literate in what it means to be a
golf and, and not as a, you know,
		
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			just to be informed so that when
topics come up, what teens do
		
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			oftentimes is they think that we
don't know anything, that we're so
		
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			disconnected. So we discredit
ourselves when we don't understand
		
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			their world, right. And we don't
understand the world that they're
		
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			exposed to, we discredit
ourselves, because they're not
		
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			gonna think they're not going to
want to listen to anything, we
		
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			have to say if they don't, if they
think that we don't know about
		
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			their world, and about anything
that they find important. So it's
		
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			important to be ahead of them. And
this is going back to the very
		
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			first, you know, workshop we did,
we talked about the Hadith, right
		
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			on our Kulu camera and Oklahoma's
Odin anre Yeti, every one of you
		
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			is a shepherd, and is responsible
for those under your care or your
		
00:13:11 --> 00:13:15
			flock. This is a huge, you know,
Hadith that we should all be very
		
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			familiar with. But it's a hadith
that really talks about, you know,
		
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			the the role of, you know, the
responsibility that we all have.
		
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			And for parenting, it's ideal,
because the analogy of a shepherd
		
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			really makes sense. When you think
of a shepherd, they're always
		
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			ahead of the flock, they protect
the flock, right? They know, the
		
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			dangers before the flock has any
idea that there's dangers. So we
		
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			have to, that's the role that we
fill, we have to be the shepherd.
		
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			So that's part of understanding
these things. And so you have to
		
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			look in to where your kids are
preoccupied with the singers or
		
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			whatever it is that they're caught
up. And then internet and social
		
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			media, same thing. A lot of
parents have no clue what their
		
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			kids are doing online, because
they themselves don't care about
		
00:13:57 --> 00:14:00
			it. I've heard this time and time
again. I'm not into social media,
		
00:14:00 --> 00:14:03
			I can't stand it, I hate it. Okay,
that's good for you. But if your
		
00:14:03 --> 00:14:10
			kid is on it, and you don't know,
how Instagram works, or about the
		
00:14:10 --> 00:14:13
			Explore page, you know, on
Snapchat and Instagram, and that
		
00:14:13 --> 00:14:17
			is pretty much, you know, a portal
for *. I mean, it really
		
00:14:17 --> 00:14:20
			is, because what they do, and this
is how, you know, this is what we
		
00:14:20 --> 00:14:23
			should know about Instagram and
Snapchat, especially Instagram,
		
00:14:23 --> 00:14:26
			from what I thought about things
have changed, but whoever your
		
00:14:26 --> 00:14:30
			child is following, okay, so let's
say your child has friends and
		
00:14:30 --> 00:14:32
			they're all you know, you've
vetted them and you think, okay,
		
00:14:32 --> 00:14:35
			they're all good. It's all you
know, friends and family, okay?
		
00:14:36 --> 00:14:39
			Nobody else it's a private
account. So I've done all my, you
		
00:14:39 --> 00:14:42
			know, homework on this and I've
given them in their account, they
		
00:14:42 --> 00:14:45
			can do Instagram, okay, that's
fine. But did you know that the
		
00:14:45 --> 00:14:49
			Explore page on Instagram, they
have, you know, I don't know
		
00:14:49 --> 00:14:54
			again, how it works, but it's
somehow set up where the pages
		
00:14:54 --> 00:14:57
			that their friends or other people
are following actually can come
		
00:14:57 --> 00:14:59
			onto your your Explore page
		
00:15:00 --> 00:15:02
			So it's not just what you're
looking at, and what you're
		
00:15:02 --> 00:15:06
			interested in that you get that
they, you know, put together. For
		
00:15:06 --> 00:15:10
			you, it's actually what other
people are also looking at. And so
		
00:15:10 --> 00:15:13
			that's pretty scary if you think
about it, because your child might
		
00:15:13 --> 00:15:16
			be like, okay, not into certain
things. But if one, it just takes
		
00:15:16 --> 00:15:19
			one person that they are
following, if they're looking at
		
00:15:19 --> 00:15:23
			inappropriate images, those
somehow get, you know, again, put
		
00:15:23 --> 00:15:27
			onto your child's page, you should
know these things. So knowing how
		
00:15:27 --> 00:15:32
			social media works, and what, you
know, how protective measures you
		
00:15:32 --> 00:15:35
			can take what those are as a
parent, whether it's in your own
		
00:15:35 --> 00:15:39
			home, or you know, or otherwise,
but having a handle on that. So
		
00:15:39 --> 00:15:41
			these are, you know, how we again,
can get some control, and then
		
00:15:41 --> 00:15:45
			societal pressures, expectations
to conform, all that kind of, you
		
00:15:45 --> 00:15:49
			know, blends together. But, you
know, we do have a lot of
		
00:15:49 --> 00:15:52
			expectations when it comes to
gender roles, right, boys are
		
00:15:52 --> 00:15:55
			pressured into certain behaviors
and things and girls are pressured
		
00:15:55 --> 00:15:58
			in certain things in behaviors, we
should be well versed on that, and
		
00:15:58 --> 00:16:02
			then be able to have open dialogue
with our kids about the dangers of
		
00:16:02 --> 00:16:06
			falling into those traps, where
they feel like, for example, hyper
		
00:16:06 --> 00:16:08
			masculinity, you know, a lot of
boys are pulled into that, you
		
00:16:08 --> 00:16:11
			know, that they have to be
aggressive in their behavior, and
		
00:16:11 --> 00:16:16
			you know, it's all about, you
know, just proving your manhood in
		
00:16:16 --> 00:16:19
			every single way. And if that
means being disrespectful to
		
00:16:19 --> 00:16:22
			people, especially women, uh,
well, you know, it's kind of
		
00:16:22 --> 00:16:25
			celebrated, unfortunately, in this
culture. And then with women the
		
00:16:25 --> 00:16:27
			same way it's all about image,
right, girls, young girls are
		
00:16:27 --> 00:16:31
			pressured into putting so much
focus on their image. So these
		
00:16:31 --> 00:16:33
			things, again, we have to be well
versed in, we have to be well read
		
00:16:33 --> 00:16:36
			in so that when we talk about
these things with our children, we
		
00:16:36 --> 00:16:38
			actually sound like we know what
we're talking about. And we're not
		
00:16:38 --> 00:16:43
			just, you know, complaining or
putting arbitrary rules. And
		
00:16:43 --> 00:16:46
			without any context, context is
very important for children, I
		
00:16:46 --> 00:16:49
			think this comes back to a point
that we've made in previous
		
00:16:49 --> 00:16:52
			sessions to about respecting your
children, especially when they hit
		
00:16:52 --> 00:16:54
			those teen years, respecting the
fact that there are individuals
		
00:16:55 --> 00:16:59
			that they're going to, you know,
eventually, completely separate
		
00:16:59 --> 00:17:02
			from you. And these are the
beginning years of that process.
		
00:17:02 --> 00:17:06
			But if you talk down to them, if
you talk at them, right, you're
		
00:17:06 --> 00:17:11
			not establishing, you know, this
rapport of I respect that you have
		
00:17:11 --> 00:17:14
			your own mind. And I want to
actually help you, because it's
		
00:17:14 --> 00:17:17
			my, I'm still your parent, it's
still my job to help you, you
		
00:17:17 --> 00:17:20
			know, navigate this world. But if
you don't have that rapport of
		
00:17:20 --> 00:17:24
			respect, and you just speak down
to your kids, and, you know, the
		
00:17:24 --> 00:17:27
			authoritarian model, you know,
there's a difference,
		
00:17:27 --> 00:17:31
			authoritative, and authoritarian
models of parenting are very, very
		
00:17:31 --> 00:17:34
			different. Authoritarian is where
it's just like, I'm gonna give you
		
00:17:34 --> 00:17:37
			the rules, and you're just gonna
listen and obey. And you know,
		
00:17:37 --> 00:17:40
			we'll talk about this about how
dangerous that is when you are
		
00:17:40 --> 00:17:43
			someone who just demands respect
all the time. And that's your
		
00:17:43 --> 00:17:48
			tone. And that's where you parent
versus authoritative, which is
		
00:17:48 --> 00:17:50
			commanding respect, right? You
actually know what you're talking
		
00:17:50 --> 00:17:53
			about. You speak from a place of
authority, you know, and and
		
00:17:53 --> 00:17:57
			knowledge and wisdom and you
impart that onto your child.
		
00:17:57 --> 00:18:00
			That's that's more ideal. And
that's more the Islamic model. Did
		
00:18:00 --> 00:18:02
			you have your hand raised brother
I'm sorry. Yes, please.
		
00:18:07 --> 00:18:08
			Okay
		
00:18:19 --> 00:18:20
			yeah, yes.
		
00:18:24 --> 00:18:25
			Right.
		
00:18:31 --> 00:18:32
			Exactly.
		
00:18:37 --> 00:18:38
			Exactly.
		
00:18:50 --> 00:18:51
			Right.
		
00:18:56 --> 00:18:56
			Right.
		
00:19:00 --> 00:19:01
			Right.
		
00:19:11 --> 00:19:13
			Now, just like go ahead, and
that's
		
00:19:16 --> 00:19:19
			very valuable advice. And I agree
with everything, I think, you
		
00:19:19 --> 00:19:22
			know, yes. In addition to putting
a certain apps like I think
		
00:19:22 --> 00:19:25
			there's net nanny, there's other
ones they don't come to mind right
		
00:19:25 --> 00:19:29
			away. But there's a website that
you can go to, I think it's called
		
00:19:29 --> 00:19:33
			Careful parent.com. And that kind
of gives you all these different
		
00:19:33 --> 00:19:37
			tools and gives you some insight
on how to, again, take protective
		
00:19:37 --> 00:19:39
			measures for your children when it
comes to devices and other things
		
00:19:39 --> 00:19:43
			as well. But I agree 100% That,
you know, being proactive, we
		
00:19:43 --> 00:19:47
			talked about that too, in previous
sessions, being parenting, if it's
		
00:19:47 --> 00:19:50
			passive, you're just going to do
what was done to you and kind of
		
00:19:50 --> 00:19:53
			not really put much effort into
it. But innovative and proactive
		
00:19:53 --> 00:19:57
			parenting is actually thinking
ahead. So the brothers idea about
		
00:19:57 --> 00:20:00
			actually using you know, if you're
going to allow your child
		
00:20:00 --> 00:20:03
			I want your team to have, you
know, a social media account to
		
00:20:03 --> 00:20:07
			actually help them follow
individuals that are good
		
00:20:07 --> 00:20:10
			examples, you know, and there are
mashallah, you know, I don't like
		
00:20:10 --> 00:20:14
			to make sweeping generalizations
about anything. And so this isn't
		
00:20:14 --> 00:20:17
			a, you know, a total, you know,
thing against social media there.
		
00:20:17 --> 00:20:20
			I'm myself, I'm on social media,
so it'd be hypocritical for me to
		
00:20:20 --> 00:20:25
			say that, but there are positive
people and influencers on social
		
00:20:25 --> 00:20:27
			media that are doing a lot of
great work. So if you can help
		
00:20:27 --> 00:20:31
			your child identify those people,
and then help them learn how to,
		
00:20:31 --> 00:20:34
			you know, follow those people,
then obviously, you're you're
		
00:20:34 --> 00:20:35
			protecting Yes.
		
00:20:44 --> 00:20:46
			Oh, yeah. Oh, yeah. You're
		
00:20:48 --> 00:20:50
			gonna say no, five years?
		
00:20:54 --> 00:20:55
			That's a long, long.
		
00:20:59 --> 00:20:59
			Right.
		
00:21:01 --> 00:21:01
			All
		
00:21:02 --> 00:21:03
			right.
		
00:21:05 --> 00:21:05
			I can't find
		
00:21:07 --> 00:21:09
			everybody else. Exactly.
		
00:21:11 --> 00:21:14
			What is the actual age?
		
00:21:17 --> 00:21:18
			Right.
		
00:21:23 --> 00:21:24
			I agree. 100%.
		
00:21:25 --> 00:21:27
			Right. And I think
		
00:21:28 --> 00:21:31
			I think this question came up
yesterday, too, I think the the
		
00:21:31 --> 00:21:35
			answer to that is being proactive,
you cannot wait for your child to
		
00:21:35 --> 00:21:37
			go and be around cousins and
friends. And then they come
		
00:21:37 --> 00:21:41
			running to and go Mommy, Mommy,
can I have this device, you have
		
00:21:41 --> 00:21:45
			to establish that from the
beginning, you are never going to
		
00:21:45 --> 00:21:49
			get a device until you are,
whatever age you have. Because if
		
00:21:49 --> 00:21:53
			the child knows that ahead of
time, then they they're not going
		
00:21:53 --> 00:21:55
			to come to start whining and
complaining for it. It's only when
		
00:21:55 --> 00:21:59
			they think, ooh, I can maybe you
know, negotiate this, because so
		
00:21:59 --> 00:22:03
			and so has it and you know,
children learn over time, how to
		
00:22:03 --> 00:22:06
			manipulate us emotionally in their
own ways, you know, and they'll
		
00:22:06 --> 00:22:08
			wait, you know, when we're in
certain situations or states to do
		
00:22:08 --> 00:22:12
			that. But I think establishing
rules ahead of time can remedy
		
00:22:12 --> 00:22:17
			that. And I'll use my own example.
And with my children, I have 10,
		
00:22:17 --> 00:22:21
			and seven year old and hamdullah.
From a very early age, I set
		
00:22:21 --> 00:22:26
			limits on media and social media,
I mean, devices particular, they
		
00:22:26 --> 00:22:29
			do not ask for it Al Hamdulillah
sugar lab, we're gonna actually
		
00:22:29 --> 00:22:32
			leads into the next part of the
discussion. But why because I let
		
00:22:32 --> 00:22:36
			them know very clearly, our house
our rules, I don't care what
		
00:22:36 --> 00:22:39
			anyone else is doing. Even your
first cousins, even the people
		
00:22:39 --> 00:22:41
			that are closest to you, and you
consider them like siblings.
		
00:22:42 --> 00:22:46
			That's not our house. That's not
our rules, our rules, say, limits
		
00:22:46 --> 00:22:51
			on all devices all screen time.
And especially with with your
		
00:22:51 --> 00:22:53
			owning a device. I mean, that's
not that's not even up for
		
00:22:53 --> 00:22:56
			discussion. And when that this is
authoritative parenting, you're
		
00:22:56 --> 00:23:00
			letting letting your children know
with authority, that you that
		
00:23:00 --> 00:23:04
			discussion isn't open, and don't
even bring it up so that it's not,
		
00:23:04 --> 00:23:07
			you don't have to wait for the
knifes to respond because that's
		
00:23:07 --> 00:23:10
			what happens when they see their
friends doing something and they
		
00:23:10 --> 00:23:13
			think everybody else is doing it,
that is a very Nuptse reaction.
		
00:23:13 --> 00:23:16
			Because it's like I want want
want, I want it I have to have it,
		
00:23:16 --> 00:23:21
			but you set the limit right away
early that don't even you know,
		
00:23:21 --> 00:23:24
			just basically suppress that
knifes because it ain't going to
		
00:23:24 --> 00:23:27
			happen, then hulless that's not a
battle inshallah that you should
		
00:23:27 --> 00:23:31
			have to fight. So for example, you
know, we talked about, and we'll
		
00:23:31 --> 00:23:35
			get actually get go ahead and move
on to the next slide. self
		
00:23:35 --> 00:23:39
			regulation, this is one of the
ways that we can help our children
		
00:23:39 --> 00:23:41
			what is self regulation? First of
all, we have to understand this
		
00:23:41 --> 00:23:45
			term, all of us for ourselves, and
then also for our children. self
		
00:23:45 --> 00:23:48
			regulation will go on to read is
the ability to manage your
		
00:23:48 --> 00:23:52
			emotions and behavior in
accordance with the demands of the
		
00:23:52 --> 00:23:56
			situation. It includes being able
to resist highly emotional
		
00:23:56 --> 00:24:01
			reactions to upsetting stimuli, to
calm yourself down when you get
		
00:24:01 --> 00:24:04
			upset, to adjust to a change in
expectations and to handle
		
00:24:04 --> 00:24:08
			frustration without an outburst.
It is a set of skills that enables
		
00:24:08 --> 00:24:13
			children as they mature, to direct
their own behavior towards a goal,
		
00:24:13 --> 00:24:17
			despite the unpredictability of
the world and our own feelings.
		
00:24:17 --> 00:24:21
			Okay. I mean, this is our
objective, all of us, we should
		
00:24:21 --> 00:24:24
			all be working towards this
process of self regulation. But as
		
00:24:24 --> 00:24:27
			parents we should especially be
teaching our children how to self
		
00:24:27 --> 00:24:32
			regulate, and this is why as was
mentioned in previous, you know,
		
00:24:32 --> 00:24:37
			sessions, when you tailor
parenting per child, you will do
		
00:24:37 --> 00:24:41
			this effectively, one size fits
model of parenting doesn't work,
		
00:24:41 --> 00:24:45
			okay? Every child is unique. Every
child is special. They were
		
00:24:45 --> 00:24:48
			created with a certain disposition
with certain temperament. And as
		
00:24:48 --> 00:24:53
			parents we have to in a multi
child household, learn how to read
		
00:24:53 --> 00:24:56
			our children and how to
communicate effectively with them
		
00:24:56 --> 00:24:59
			and to be able to take the time to
teach them this skill set. And
		
00:24:59 --> 00:25:00
			that's why no
		
00:25:00 --> 00:25:04
			Knowing your child's temperament
is a core aspect of self
		
00:25:04 --> 00:25:07
			regulation, which is explained
here. Because temperament as we,
		
00:25:07 --> 00:25:10
			as we discussed in previous
sessions is measured by how
		
00:25:10 --> 00:25:14
			reactive you are, and how long
your reaction, the duration of
		
00:25:14 --> 00:25:17
			your reaction. Okay? Those are
that's how those are the simple
		
00:25:17 --> 00:25:20
			it's a simple way of, of
explaining what your temperament
		
00:25:20 --> 00:25:24
			is. So when it comes to emotional
dysregulation, when you're not
		
00:25:24 --> 00:25:28
			self regulated, how does that what
does it look like? For some kids,
		
00:25:28 --> 00:25:31
			it's instantaneous, okay? These
are highly reactive children who
		
00:25:31 --> 00:25:34
			wind who fight, who get really
upset, angry, start maybe punching
		
00:25:34 --> 00:25:38
			walls, maybe you have kids who are
exhibit really, really, you know,
		
00:25:38 --> 00:25:42
			physically kind of scary and
intimidating reactions, because
		
00:25:42 --> 00:25:45
			they've never learned the skill
set. And then children, parents,
		
00:25:45 --> 00:25:48
			what happens to the parent, you
know, if you feel like, Oh, my
		
00:25:48 --> 00:25:50
			God, my child's out of control,
and all it takes is to quickly
		
00:25:50 --> 00:25:53
			give them what they want to calm
them down. This is how they win,
		
00:25:53 --> 00:25:57
			right? And happens to parents all
the time. It's probably one of the
		
00:25:57 --> 00:25:59
			things I've seen the most of
parents acquiescing and
		
00:25:59 --> 00:26:03
			capitulating to a child's temper
tantrum. And I'm not talking
		
00:26:03 --> 00:26:06
			toddlers, I'm talking like, you
know, adolescence or even teens,
		
00:26:06 --> 00:26:10
			they learn this behavior. And
because they, you know, are
		
00:26:10 --> 00:26:13
			emotionally kind of unstable and
unhinged. The parent thinks, Oh,
		
00:26:13 --> 00:26:17
			my God, I've done something wrong,
and I have to fix it. And then the
		
00:26:17 --> 00:26:20
			fixing is giving them what they
want, which does not help them at
		
00:26:20 --> 00:26:23
			all, it actually increases the
problem for them later down the
		
00:26:23 --> 00:26:26
			line. So we have to know that's
not a solution. But for other
		
00:26:26 --> 00:26:29
			kids, it might be a build up where
they are, you know, they shut
		
00:26:29 --> 00:26:33
			down. And we've seen this also
with some kids who feel like they
		
00:26:33 --> 00:26:35
			aren't getting what they want from
their parents, they learn to
		
00:26:35 --> 00:26:39
			withdraw. And so it's not an
immediate emotional reaction. But
		
00:26:39 --> 00:26:43
			it's kind of like a pulling away
from the parents. And some parents
		
00:26:43 --> 00:26:47
			feel also the same paranoia and
anxiety over that, like, Oh, my
		
00:26:47 --> 00:26:49
			God, my child's pulling away,
they're not talking to me as much.
		
00:26:50 --> 00:26:52
			They're not doing this as much.
And so the same response, I better
		
00:26:52 --> 00:26:54
			just give them what they want.
Because I want my friend back. I
		
00:26:54 --> 00:27:00
			want the jokey child that I had
back. But this is all a result of
		
00:27:00 --> 00:27:05
			not teaching our children how to
self regulate. So here's a quote
		
00:27:05 --> 00:27:09
			from the child MIND Institute, a
child's innate capacities for self
		
00:27:09 --> 00:27:13
			regulation are temperament and
personality based. Okay, some
		
00:27:13 --> 00:27:16
			babies and he was talking
specifically about infants have
		
00:27:16 --> 00:27:20
			trouble self soothing, he adds and
gets very distressed when you're
		
00:27:20 --> 00:27:23
			trying to pay them or put clothes
or clothes on them. Those kids may
		
00:27:23 --> 00:27:26
			be more likely to experience
trouble with emotional self
		
00:27:26 --> 00:27:28
			regulation when they're older,
just to you know, kind of it
		
00:27:28 --> 00:27:32
			starts so early. If we don't look
at our child's or children's
		
00:27:32 --> 00:27:36
			temperaments from even that stage.
And I know, you know, well, it's
		
00:27:36 --> 00:27:39
			just an infant, though all babies
cry. You see temperaments in the
		
00:27:39 --> 00:27:42
			same household, right? You'll see
parents who go, oh, yeah, the
		
00:27:42 --> 00:27:45
			shadows so easy. So Oh, my God,
mashallah had no problems. And
		
00:27:45 --> 00:27:49
			then this one was like this feisty
and difficult. Even twins can
		
00:27:49 --> 00:27:52
			exhibit total different
temperaments. And so it's so
		
00:27:52 --> 00:27:55
			important to be to understand your
child's temperament.
		
00:27:57 --> 00:28:00
			previous sessions, we explained
the importance of studying these
		
00:28:00 --> 00:28:01
			things
		
00:28:05 --> 00:28:09
			that God gave you. And that's a
great book that really will help
		
00:28:09 --> 00:28:13
			you in your yourself. First of
all, everything that we discussed
		
00:28:13 --> 00:28:15
			here, I always, you know,
encourage parents to start on
		
00:28:15 --> 00:28:18
			themselves, and then to look at
your spouses and your children,
		
00:28:19 --> 00:28:22
			but to study this, and then to
realize that there are ways to
		
00:28:22 --> 00:28:27
			help your children to control
themselves in your apps, honestly,
		
00:28:27 --> 00:28:30
			should be our objective, all of
us. This is what we should want
		
00:28:30 --> 00:28:33
			that when we're not around, that
we've done the job that where are
		
00:28:33 --> 00:28:36
			our children 100, I can self
regulate. And I'll go back to my
		
00:28:36 --> 00:28:39
			previous example, children,
because we've had this
		
00:28:41 --> 00:28:45
			Yeah, or I'm sorry, devices over
and over again, they know now on
		
00:28:45 --> 00:28:47
			Hamdulillah, when they have read
		
00:28:50 --> 00:28:55
			in our household, we have a rule
devices are only in certain
		
00:28:55 --> 00:28:56
			situations, long
		
00:28:57 --> 00:29:02
			road trip or somewhere, we'll
allow that. And the other time is
		
00:29:02 --> 00:29:04
			on your mother Gemma. And it's for
a limited time.
		
00:29:06 --> 00:29:10
			They and we try to give treats to
our children and make positive
		
00:29:10 --> 00:29:13
			associations for them. And we know
exactly what they're going to do.
		
00:29:13 --> 00:29:15
			They're usually play, you know,
soccer games or
		
00:29:17 --> 00:29:18
			times where they
		
00:29:19 --> 00:29:24
			now when they have on Friday, this
past Friday, my children got to
		
00:29:24 --> 00:29:28
			play with their devices. And then
I had mentioned something getting
		
00:29:28 --> 00:29:30
			that they had already played with
their devices. I mentioned them
		
00:29:30 --> 00:29:34
			watching something later with
their dad. And then my eldest he
		
00:29:34 --> 00:29:38
			himself, this was his response.
He's like, Mommy, I think that's
		
00:29:38 --> 00:29:43
			going to be too much screentime
This is self regulation. I did.
		
00:29:43 --> 00:29:48
			Thinking about having already
played games, he himself realized
		
00:29:48 --> 00:29:52
			that I don't want to go over my
limit. And Alhamdulillah I was
		
00:29:52 --> 00:29:52
			like,
		
00:29:54 --> 00:29:56
			No, that's that's the object.
		
00:29:57 --> 00:29:59
			How to do these on their own
		
00:30:00 --> 00:30:04
			Modeling being consistent. And
also, like I said, being really
		
00:30:04 --> 00:30:08
			well versed in their temperaments
and knowing to speak to them
		
00:30:08 --> 00:30:12
			individually, instead of just, you
know, randomly giving out rules to
		
00:30:12 --> 00:30:15
			everybody and not really making
those connections, making sure
		
00:30:15 --> 00:30:18
			they understand why, like when it
comes to social media, huge thing
		
00:30:18 --> 00:30:23
			that we can all do is just those
documentaries I did on CBS
		
00:30:23 --> 00:30:23
			recently that
		
00:30:25 --> 00:30:28
			affect the brains of children. I
watched that whole thing with my
		
00:30:28 --> 00:30:31
			children. And Well, luckily, my my
youngest, who's seven years old
		
00:30:31 --> 00:30:31
			goes,
		
00:30:32 --> 00:30:36
			want to phone. This was his answer
to watching that video, because he
		
00:30:36 --> 00:30:40
			himself understood the deleterious
effects of social media and
		
00:30:40 --> 00:30:42
			devices on their brain. And he's
like, I don't want to have that
		
00:30:42 --> 00:30:44
			problem. I don't have a problem
where my brain doesn't work,
		
00:30:44 --> 00:30:47
			right. And I have addictive
behaviors. I mean, there's a quote
		
00:30:47 --> 00:30:51
			from one psychologist that said,
giving your child a device is akin
		
00:30:51 --> 00:30:54
			to giving them a crack, I mean, a
gram of cocaine.
		
00:30:55 --> 00:31:01
			I mean, that's the hazard on our
brains. So when you want children,
		
00:31:01 --> 00:31:04
			and I just watched them, and then
go repeat them what with them,
		
00:31:04 --> 00:31:07
			because they'll see that you're
not just making things up to be
		
00:31:07 --> 00:31:10
			difficult, right? Or that you're
just withholding something they
		
00:31:10 --> 00:31:12
			really love, but you're actually
trying to protect them. So I think
		
00:31:12 --> 00:31:16
			we have to respect children can
understand these things, give them
		
00:31:16 --> 00:31:19
			the benefit of the doubt more
than, yes, even a six, seven year
		
00:31:19 --> 00:31:25
			old, can understand dangerous if
you take the time to respect their
		
00:31:25 --> 00:31:26
			intelligence and explain it to
them.
		
00:31:29 --> 00:31:33
			That model of parenting just is
not effective anymore. So now,
		
00:31:34 --> 00:31:36
			going back to the previous list
about dangers, again, we're just
		
00:31:36 --> 00:31:39
			doing a review. For those of you
who last session what we talked
		
00:31:39 --> 00:31:42
			about, we talked about the dangers
and threats, that we all have to
		
00:31:42 --> 00:31:45
			kind of anticipate as parents
among the
		
00:31:46 --> 00:31:49
			devices and social media, but also
just being really clear about che
		
00:31:49 --> 00:31:54
			THON and how he works, what his
powers are, quote, unquote, you
		
00:31:54 --> 00:31:58
			know, the fact that when we say he
whispers, what does that mean, you
		
00:31:58 --> 00:32:01
			know, children, especially when
they're young, you know, what they
		
00:32:01 --> 00:32:04
			might not understand that it's not
a physical whisper into their ear.
		
00:32:04 --> 00:32:08
			But it's more an inspiration into
the thought, you know, that's
		
00:32:08 --> 00:32:11
			embedded into their mind, you
know, out of nowhere, sometimes
		
00:32:11 --> 00:32:16
			you get a negative thought Those
are types of do, and then that he
		
00:32:16 --> 00:32:19
			compels us towards wrong action.
He wants us to miss the mark, he
		
00:32:19 --> 00:32:22
			wants us to sin, He wants us to
fall and falter, he wants us to
		
00:32:22 --> 00:32:27
			disobey. He wants us to do every
bad thing, being very clear that
		
00:32:27 --> 00:32:30
			anytime those negative thoughts
come that they come from him,
		
00:32:32 --> 00:32:36
			uses he angers and he entices us
to elicit behavior, and that his
		
00:32:36 --> 00:32:39
			signature, as we mentioned
earlier, is to progressively
		
00:32:39 --> 00:32:43
			worsen us to make us worse and
ruinous. That's really what he
		
00:32:43 --> 00:32:46
			wants to do. So he's going to
inspire us to do worse than
		
00:32:46 --> 00:32:51
			before. And so that's clear about
shaitan. And now when it comes to
		
00:32:52 --> 00:32:55
			clear about how the neffs works,
and also the weaknesses of the
		
00:32:55 --> 00:32:58
			human neffs. So we focus
specifically on knowing the
		
00:32:58 --> 00:33:01
			diseases of the heart. This is
very important I and highly
		
00:33:01 --> 00:33:05
			encourage you to get the book, The
chicoms, a translated method
		
00:33:05 --> 00:33:12
			group, and he discusses 27 or 28
diseases in there. He mentions
		
00:33:12 --> 00:33:16
			them and you know, it's all, you
know, the remedies are there. But
		
00:33:16 --> 00:33:20
			this would be a great text to
study as a family. Okay, again,
		
00:33:20 --> 00:33:24
			and you can start this when your
children are young in the age
		
00:33:24 --> 00:33:29
			appropriate ways. And mashallah, I
believe, the Kasady project funds
		
00:33:29 --> 00:33:34
			Betye has a web, you know, they
have called the Azadi project, and
		
00:33:34 --> 00:33:37
			it's all to introduce these topics
of the heart and the purification
		
00:33:37 --> 00:33:40
			of the heart to young children.
This is the kind of stuff we
		
00:33:40 --> 00:33:45
			should be, you know, encouraging
our children to learn and to, to
		
00:33:45 --> 00:33:48
			really be well versed in, before
we get them caught up, and all the
		
00:33:48 --> 00:33:50
			other stuff that they eventually
will learn. You know, I know a lot
		
00:33:50 --> 00:33:53
			of parents freak out, I had a
parent yesterday, come up to me
		
00:33:53 --> 00:33:56
			afterwards, after the parenting
workshop I did. And he was like,
		
00:33:56 --> 00:33:59
			you know, I don't I don't allow my
children to have any devices or
		
00:33:59 --> 00:34:02
			screens or anything. And him and
his wife, I think they, they
		
00:34:02 --> 00:34:05
			differ in opinion, because his
wife is worried she thinks that
		
00:34:05 --> 00:34:08
			they're going to fall behind. So
she's telling him, but I want them
		
00:34:08 --> 00:34:11
			to learn how to type and to be
really good on the computer. And,
		
00:34:11 --> 00:34:14
			you know, you see all these coding
classes that are forced down on
		
00:34:14 --> 00:34:16
			children or be so worried about
coding, coding, and stem and all
		
00:34:16 --> 00:34:20
			that, and yet, they're gonna get
it eventually. But if your kids if
		
00:34:20 --> 00:34:23
			you're spending 1000s of dollars,
putting them in specialized
		
00:34:23 --> 00:34:26
			classes, to do all of that techie
stuff, and to just get them
		
00:34:26 --> 00:34:31
			academically ahead, but they've
never learned this, I mean, what
		
00:34:31 --> 00:34:34
			are we doing? What are we? What
are we doing, we're literally
		
00:34:34 --> 00:34:37
			setting them up to fail
eventually. And so we have to be
		
00:34:37 --> 00:34:41
			again, go back to that Shepherd
model and go there's too many
		
00:34:41 --> 00:34:44
			dangers and threats out there. But
if I can get them to know
		
00:34:44 --> 00:34:47
			themselves really well, to seek,
you know, Allah subhanaw taala,
		
00:34:48 --> 00:34:51
			that strong relationship with Him,
when I'm not there. I don't have
		
00:34:51 --> 00:34:54
			to be as paranoid and worried
about them. But if I've done all
		
00:34:54 --> 00:34:58
			the other preparatory work, and
got them to excel in every other
		
00:34:58 --> 00:34:59
			area, but then
		
00:35:00 --> 00:35:02
			spiritually, they're really
behind, then what good? Is that?
		
00:35:02 --> 00:35:06
			Gonna do them? What really? What
good? Is that gonna do them? They
		
00:35:06 --> 00:35:06
			might
		
00:35:08 --> 00:35:11
			jobs out there and make a lot of
money, but spiritually, where are
		
00:35:11 --> 00:35:14
			they going to be at? Right? So our
job has to be to focus on this. So
		
00:35:14 --> 00:35:16
			this is really important study
with your children. And there's
		
00:35:16 --> 00:35:19
			other ones Content of Character.
And I'm sure I mean, we through a
		
00:35:19 --> 00:35:22
			long list, but there these are
things that we can do as parents,
		
00:35:23 --> 00:35:27
			additive measures, pros and cons
about this. I'm sorry about that
		
00:35:27 --> 00:35:28
			Michael keeps?
		
00:35:34 --> 00:35:34
			Yes?
		
00:36:03 --> 00:36:04
			Write
		
00:36:10 --> 00:36:14
			absolutely no 100%, you have got
to be consistent with your
		
00:36:14 --> 00:36:18
			parenting and both mother and
father have to be on the same
		
00:36:18 --> 00:36:21
			page. So these discussions, you
can't have them in front of the
		
00:36:21 --> 00:36:24
			children, you know, you're arguing
back and forth, which
		
00:36:24 --> 00:36:27
			unfortunately, sometimes parents
do. Well, I said, so no, you know,
		
00:36:27 --> 00:36:29
			it's you're undermining your
authority completely. When you do
		
00:36:29 --> 00:36:33
			that, you have to be ahead of
these things. So that's why I
		
00:36:33 --> 00:36:36
			really applaud people who are
single and kind of, you know,
		
00:36:36 --> 00:36:39
			maybe newly married, who are who
are in who are all head, and
		
00:36:39 --> 00:36:42
			actually proactively taking
classes like this, or there's
		
00:36:42 --> 00:36:45
			multiple other resources too, but
they're doing the work because
		
00:36:45 --> 00:36:49
			they recognize I have to do this
before I have children, I can't
		
00:36:49 --> 00:36:52
			wait till I have a child. And then
I see behavior that I'm not happy
		
00:36:52 --> 00:36:57
			about, and I try to fix it, I have
to be well versed in this parent
		
00:36:57 --> 00:37:01
			is away or not present, you see a
difference in behavior. So this is
		
00:37:01 --> 00:37:05
			what unfortunately, we we
inculcate when we're focusing so
		
00:37:05 --> 00:37:08
			much on the you know, on on just
again, that authoritarian model,
		
00:37:08 --> 00:37:11
			and we're just telling them what
to do all the time, it's not
		
00:37:11 --> 00:37:15
			effective. So do as I say, not as
I do is not effective, it's
		
00:37:15 --> 00:37:18
			literally not effective, it's
actually, I think, one of the
		
00:37:18 --> 00:37:20
			worst things you can do to your,
for your relationship with your
		
00:37:20 --> 00:37:24
			child, because the child will
eventually have no respect for
		
00:37:24 --> 00:37:28
			you. And I've seen it, I've seen
teens, who they have zero respect
		
00:37:28 --> 00:37:31
			for their parents, because their
parents all their lives, have been
		
00:37:31 --> 00:37:33
			telling them don't do this, don't
do that don't do this, but then
		
00:37:33 --> 00:37:36
			they're doing the same, the
behaviors are worse. So you have
		
00:37:36 --> 00:37:41
			to model correct behavior. And if
you do that sincerely, and you
		
00:37:41 --> 00:37:44
			really, you know, want your
children the best for your
		
00:37:44 --> 00:37:47
			children, they will inshallah
follow along, just kind of like
		
00:37:47 --> 00:37:49
			the analogy of like a duck, you
know, you see the mama duck, you
		
00:37:49 --> 00:37:53
			know, with her little chicks,
following everywhere she goes,
		
00:37:53 --> 00:37:56
			because she's, you know, very
clear in her path. And she's,
		
00:37:57 --> 00:38:00
			she's, you know, directing them
the proper way. But if you're all
		
00:38:00 --> 00:38:03
			over the place, going this way, in
that way, and this way, in that
		
00:38:03 --> 00:38:05
			way, those you know, your little
chicks are gonna do the same,
		
00:38:06 --> 00:38:08
			they're gonna follow you, you
know, you're gonna exhibit the
		
00:38:08 --> 00:38:12
			same sort of erratic behavior,
because you're not clear in your
		
00:38:12 --> 00:38:18
			path. So we have to, again, start
back with ourselves, and realize
		
00:38:18 --> 00:38:21
			what, you know, what it means to
be an effective leader. So here,
		
00:38:21 --> 00:38:25
			we've identified the five
characteristics of an effective
		
00:38:25 --> 00:38:27
			leader, number one, strong
communication.
		
00:38:28 --> 00:38:34
			Okay? Then passion and commitment.
Okay, so you have to be passionate
		
00:38:34 --> 00:38:37
			about, you know, and committed to
everything we're talking about,
		
00:38:37 --> 00:38:41
			you can't just, you know, kind of
get you know, exactly exhausted
		
00:38:41 --> 00:38:45
			after you know, a few efforts and
just kind of give up, and then
		
00:38:45 --> 00:38:49
			positivity, you know, be positive
in your attitude, with your
		
00:38:49 --> 00:38:52
			children, with yourself with
everything that you take on an
		
00:38:52 --> 00:38:56
			innovative, you know, you have to
be innovative, so innovative. When
		
00:38:56 --> 00:38:59
			it comes to really going back to
what I was saying earlier, as far
		
00:38:59 --> 00:39:02
			as you know, looking at your
children as being unique, being
		
00:39:02 --> 00:39:05
			innovative, and how you deal with
your children, every child is
		
00:39:05 --> 00:39:09
			going to require a different way
of communication. So some kids,
		
00:39:09 --> 00:39:13
			you might need to do bonding
experiences with them, you know,
		
00:39:13 --> 00:39:16
			where you actually take them out
on special excursions, just you
		
00:39:16 --> 00:39:19
			and them. And you do a lot of
physical, you know, things where
		
00:39:19 --> 00:39:23
			they really feel like you're
focusing your attention on them.
		
00:39:23 --> 00:39:26
			Other kids might just need, you
know, more affection, physical
		
00:39:26 --> 00:39:29
			affection. And so this is where
knowing things like the love
		
00:39:29 --> 00:39:32
			languages can really be helpful.
And studying those with your
		
00:39:32 --> 00:39:35
			family because we all might know
it for our spouses, and our
		
00:39:35 --> 00:39:38
			significant others, but you have
to know it for your entire family.
		
00:39:38 --> 00:39:42
			Every child has a different love
language, some really appreciate
		
00:39:42 --> 00:39:45
			gifts and feel really special when
you do things for them or when you
		
00:39:45 --> 00:39:48
			offer to help them in certain
things. So you have to know those
		
00:39:48 --> 00:39:52
			things. But that's where being
innovative in your parenting comes
		
00:39:52 --> 00:39:55
			through is that you're not just
doing a one size fits all model.
		
00:39:55 --> 00:39:59
			And then collaboration is really
looking again to mentors, maybe in
		
00:39:59 --> 00:39:59
			your
		
00:40:00 --> 00:40:03
			amongst your friends and family,
parents, who have already kind of
		
00:40:03 --> 00:40:07
			been through phases that you're
about to go through, like Zhi Shan
		
00:40:07 --> 00:40:09
			here, he's in our community
community, him and his wife,
		
00:40:10 --> 00:40:12
			Hannah, they should we believe
people should know that, mashallah
		
00:40:12 --> 00:40:15
			they're their pillars in the
community. And they've done a lot
		
00:40:15 --> 00:40:19
			in terms of this, you know, of
offering great counsel to couples
		
00:40:19 --> 00:40:22
			and families about parenting. But
we should be able to identify
		
00:40:22 --> 00:40:26
			people in our community that we
can go to for help. We have a real
		
00:40:26 --> 00:40:29
			center, we have mashallah scholars
in our, we're very, very
		
00:40:29 --> 00:40:32
			privileged here in the Bay Area.
So we have to know who can we seek
		
00:40:32 --> 00:40:37
			out when it comes. But I highly
encourage people to be proactive,
		
00:40:37 --> 00:40:40
			don't wait for problems to arise,
and then figure out what to do.
		
00:40:40 --> 00:40:43
			Think about everything, I think
about all the scenarios that could
		
00:40:43 --> 00:40:47
			potentially go wrong. And you have
to be really willing, like, what
		
00:40:47 --> 00:40:50
			would I do if this happens, or
that happens? Know who you're
		
00:40:50 --> 00:40:53
			going to reach out to in those
situations? But this is what
		
00:40:53 --> 00:40:55
			again, if you have these
qualities, Inshallah, then you
		
00:40:55 --> 00:40:56
			were on the right track.
		
00:40:57 --> 00:41:02
			So I wanted to today talk about
something that is really tied into
		
00:41:02 --> 00:41:07
			this. How many of you have heard
about the, this, this term called
		
00:41:07 --> 00:41:12
			the growth mindset? Okay, good. So
in education, now, we're seeing
		
00:41:12 --> 00:41:17
			this a lot, okay, this concept
being taught to children, I did a
		
00:41:17 --> 00:41:22
			workshop recently on this for
parents, and educators about this,
		
00:41:22 --> 00:41:26
			this term and what it means, but
in doing it, I realized
		
00:41:26 --> 00:41:29
			Subhanallah, this is something
parents need to hear. And at,
		
00:41:29 --> 00:41:33
			honestly, every individual needs
to hear, because we are all it's
		
00:41:33 --> 00:41:36
			very, there's a lot of, you know,
Islamic, you know, there's a
		
00:41:36 --> 00:41:39
			connection here, you know, with
with principles of our faith, and
		
00:41:39 --> 00:41:44
			this, and we'll get to that. But I
feel like if we understand how it
		
00:41:44 --> 00:41:46
			ties back to temperament and
really knowing yourself, well,
		
00:41:46 --> 00:41:49
			which is a constant thing that
we've been talking about. But if
		
00:41:49 --> 00:41:52
			you really have a solid
understanding of what your mindset
		
00:41:52 --> 00:41:57
			is, and if it's impeding your
ability to effectively parent,
		
00:41:57 --> 00:41:59
			then it's going to help you
because a lot of parents I think
		
00:41:59 --> 00:42:03
			are they're not aware of how fixed
some of their thoughts are. So
		
00:42:03 --> 00:42:06
			let's just get into what, what
this whole term means for those
		
00:42:06 --> 00:42:12
			who've never heard of it. So the
growth mindset is, oh, sorry,
		
00:42:12 --> 00:42:12
			wrong slide.
		
00:42:14 --> 00:42:18
			There we go. Can see that. So it's
a concept that was created by
		
00:42:18 --> 00:42:21
			Carol Dweck, and she's a
psychologist, and she basically
		
00:42:21 --> 00:42:24
			wrote a book called The mindset,
the new psychology of success. And
		
00:42:24 --> 00:42:30
			she identified a mindset as a self
perception or self theory that
		
00:42:30 --> 00:42:33
			people hold about themselves.
Okay, so this can apply to
		
00:42:33 --> 00:42:37
			anything it can apply to your
intelligence, okay? So being
		
00:42:37 --> 00:42:41
			intelligent or unintelligent,
being generous, being, you know,
		
00:42:42 --> 00:42:45
			not generous, you know, there's
certain qualities that if you
		
00:42:45 --> 00:42:49
			accept about yourself, you, you
know, you start to believe that
		
00:42:49 --> 00:42:53
			this is just who you are at your
core, even spiritually speaking,
		
00:42:53 --> 00:42:56
			people do this, you know, I'm just
not very strong spiritually. And
		
00:42:56 --> 00:43:00
			so they kind of give up, right,
and we see this happening a lot
		
00:43:00 --> 00:43:03
			where people become very stagnant
in their spiritual practice,
		
00:43:03 --> 00:43:08
			because they don't think that they
have the potential to do better,
		
00:43:08 --> 00:43:11
			they kind of get locked into this
mindset that this is just who I
		
00:43:11 --> 00:43:16
			am, I'm lazy, I'm not really
strong. I can't. Or when you're
		
00:43:16 --> 00:43:21
			learning, you know, let's say,
Quran, or Arabic or anything. I'm
		
00:43:21 --> 00:43:25
			not good at languages, it's hard
for me. So what do you do, you
		
00:43:25 --> 00:43:29
			basically get locked into thinking
that you can't grow, right? A lot
		
00:43:29 --> 00:43:32
			of people around us walking around
like this thinking that they're
		
00:43:32 --> 00:43:36
			just stunted where they are, this
is just how Allah created me and I
		
00:43:36 --> 00:43:40
			can't move past this. And so
imagine if that's your mindset,
		
00:43:40 --> 00:43:44
			how it's going to affect not only
your relationship, your spiritual
		
00:43:44 --> 00:43:47
			health, right, but your
relationships with other people,
		
00:43:47 --> 00:43:51
			because you kind of get locked
into thinking. So this self
		
00:43:51 --> 00:43:56
			theory, right, this self
perception, and then people can be
		
00:43:56 --> 00:43:59
			aware or unaware. So a lot of
times people might be aware of
		
00:43:59 --> 00:44:02
			their mindsets. A lot of times
they're not. So let's look at what
		
00:44:02 --> 00:44:07
			a fixed mindset is versus a growth
mindset. Okay? A fixed mindset are
		
00:44:07 --> 00:44:09
			people who basically believe that
their basic qualities like
		
00:44:09 --> 00:44:14
			intelligence or talent, are simply
fixed traits. They spend their
		
00:44:14 --> 00:44:17
			time documenting their
intelligence or talent instead of
		
00:44:17 --> 00:44:20
			developing them. They also believe
that talent alone creates success
		
00:44:20 --> 00:44:25
			without effort. How many people
think maybe they were led to
		
00:44:25 --> 00:44:29
			believe that for most of their
lives that by being other family
		
00:44:29 --> 00:44:33
			members, you know, sometimes as
children, some of our parents did
		
00:44:33 --> 00:44:36
			that a lot even why there was
within that same household or
		
00:44:36 --> 00:44:39
			maybe you know, extended family
members, a lot of kids in our
		
00:44:39 --> 00:44:42
			generation I know from just
speaking to people we got compared
		
00:44:42 --> 00:44:46
			a lot right. And so did you ever
think that some people were just
		
00:44:46 --> 00:44:50
			naturally born talented? Right?
How many people have kind of felt
		
00:44:50 --> 00:44:51
			that we were maybe still do
		
00:44:55 --> 00:44:58
			right, but some people it let's
say for example, athletic ability,
		
00:44:58 --> 00:44:59
			right, Joe?
		
00:45:00 --> 00:45:02
			Isn't there this perception that
some people are just naturally
		
00:45:02 --> 00:45:05
			athletic, right? versus people who
aren't? or artistic ability,
		
00:45:05 --> 00:45:08
			right? So people are just
naturally artistic versus non
		
00:45:08 --> 00:45:10
			artistic. So I remember,
		
00:45:11 --> 00:45:15
			I don't know if you've read the
book by Malcolm Gladwell. I always
		
00:45:15 --> 00:45:19
			forget the name of it on the law.
Outliers, how many of you have
		
00:45:19 --> 00:45:22
			read this book, it's an excellent
book, I highly recommend you to
		
00:45:22 --> 00:45:26
			read it. And I recommend you to
read it as a family. Because this
		
00:45:26 --> 00:45:30
			book talks about kind of deep, you
know, it breaks down this whole
		
00:45:30 --> 00:45:34
			myth that people are just born,
you know, exceptional. That
		
00:45:34 --> 00:45:39
			actually, it's effort, right? That
it's putting a lot of sincerity in
		
00:45:39 --> 00:45:42
			your action, which goes back to
the Islamic model of SN and its
		
00:45:42 --> 00:45:45
			plan, when we do things with
sincerity, and we do things
		
00:45:45 --> 00:45:48
			deliberately, and we do things
diligently and we do things with
		
00:45:48 --> 00:45:52
			that right intention that tofield
comes not inherently who where
		
00:45:52 --> 00:45:53
			does that come from?
		
00:45:54 --> 00:45:58
			Where does it come from? Allah
subhana wa, tada. People aren't
		
00:45:58 --> 00:46:02
			just born with, you know,
privilege and talent, Allah, yes,
		
00:46:02 --> 00:46:07
			he will give he distributes these
things, to whoever seeks it right
		
00:46:07 --> 00:46:10
			to whoever He wills, first of all,
but also to those who seek it. And
		
00:46:10 --> 00:46:13
			that's why you have much more
amazing stories of people in their
		
00:46:13 --> 00:46:18
			90s who have completed heaps of
Quran, you know, when we would
		
00:46:18 --> 00:46:22
			think that's impossible, because
oh, you know, my memory is bad. I
		
00:46:22 --> 00:46:24
			have a bad memory of mommy brain.
I mean, I've been caught saying
		
00:46:24 --> 00:46:28
			that, Oh, my memory, really
plummeted after kids, you know,
		
00:46:28 --> 00:46:33
			but if you believe that, you get
locked into this fixed mindset,
		
00:46:33 --> 00:46:38
			guess what, next time a program
comes around to teach him or to
		
00:46:38 --> 00:46:41
			teach a particular subject that
maybe you have an interest in
		
00:46:41 --> 00:46:45
			shaytaan is gonna come and might
not, you know, basically thwart
		
00:46:45 --> 00:46:48
			you from even thinking about it,
right? You're never you're never
		
00:46:48 --> 00:46:52
			gonna do it, why even bother? You
can't do it, you're 40 Plus,
		
00:46:52 --> 00:46:57
			you're 50. Plus, you're 30 Plus,
your time, you hit your prime
		
00:46:57 --> 00:47:00
			early, right, you're over your
prime. This is a fixed mindset,
		
00:47:00 --> 00:47:04
			right. But so many people get
caught up in that. So if you
		
00:47:04 --> 00:47:09
			believe that your talents are
either born gifted or not, then
		
00:47:09 --> 00:47:12
			homeless, give up, you're not
going to try anything, a lot of
		
00:47:12 --> 00:47:15
			people walking around like that.
But this book, you know, he
		
00:47:15 --> 00:47:19
			basically goes through history and
pulls out, select, you know,
		
00:47:19 --> 00:47:22
			individuals that mastered whatever
field they were in, whether it's
		
00:47:22 --> 00:47:28
			music, or you talks about, like,
Steve Jobs, and Bill Gates. And I
		
00:47:28 --> 00:47:30
			remember Bill Gates kind of stuck
out to me, because I said, Subhan
		
00:47:30 --> 00:47:34
			Allah, and that's just clear, you
know, planning of almost, you
		
00:47:34 --> 00:47:38
			know, when, when the supercomputer
came about, I guess there's just a
		
00:47:38 --> 00:47:40
			few of them right in the world, in
the country here in the world,
		
00:47:40 --> 00:47:45
			possibly. But he just happened to
live school in the city, where
		
00:47:45 --> 00:47:49
			they had one in the, in the
university that he was at all the
		
00:47:49 --> 00:47:52
			other people who were interested
in computer science at that time,
		
00:47:52 --> 00:47:54
			because it was kind of exciting,
you know, this new concept of
		
00:47:54 --> 00:47:58
			computer science, he, um, like all
the other students, they were
		
00:47:58 --> 00:48:02
			given access to this computer had
to pay for it. So they had these
		
00:48:02 --> 00:48:06
			cards that they had to use, and
they would get charged every time
		
00:48:06 --> 00:48:11
			they used to get a computer to his
card. There was a glitch with his
		
00:48:11 --> 00:48:16
			card. So he could he didn't have
to pay. So he got to go, like 10
		
00:48:16 --> 00:48:23
			times, maybe 100. All the other
kids who had the same passion.
		
00:48:24 --> 00:48:28
			That opened up all the opportunity
in the world for him, he learned
		
00:48:28 --> 00:48:30
			and he mastered, he got really
ahead of it. And then next thing,
		
00:48:30 --> 00:48:35
			you know, he's Bill Gates, right?
But this how, you know, we believe
		
00:48:35 --> 00:48:37
			that Allah is the one who's in
charge of these things. And he
		
00:48:37 --> 00:48:40
			gave him that opportunity. But the
point is, is we when we think of
		
00:48:40 --> 00:48:42
			someone like Bill Gates, a lot of
people think well, he's just a
		
00:48:42 --> 00:48:46
			genius. You know, he just ahead of
us in so many ways. He had
		
00:48:46 --> 00:48:47
			privilege.
		
00:48:48 --> 00:48:52
			He also had the determination,
though, right? The drive, he was
		
00:48:52 --> 00:48:55
			going every day he was doing it.
So anyhow, just to summarize,
		
00:48:55 --> 00:49:00
			Gladwell says that there's a magic
number. He says, if you can commit
		
00:49:00 --> 00:49:05
			yourself to doing something 10,000
hours, you will be a master of
		
00:49:05 --> 00:49:10
			that, whatever it is. That's what
how much it takes. put the effort
		
00:49:10 --> 00:49:12
			in 10,000 hours. So you see all
these athletes and all these
		
00:49:12 --> 00:49:15
			singers and all these people who
know that they're, you know,
		
00:49:15 --> 00:49:18
			specific talent. It's because
yeah, they've been practicing
		
00:49:18 --> 00:49:22
			since they were 5678, gymnasts,
whatever they are, you know,
		
00:49:22 --> 00:49:26
			soccer players. They've been doing
it for so long, that the numbers
		
00:49:26 --> 00:49:29
			add up. They've put in that time.
So the point is, is it kind of
		
00:49:29 --> 00:49:34
			again, debunks this whole idea
that talent is just inherited. But
		
00:49:34 --> 00:49:37
			if you are locked into this
mindset, you don't grow and you
		
00:49:37 --> 00:49:41
			likely aren't going to, you know,
see potential growth in your
		
00:49:41 --> 00:49:44
			children. So you have parents who
sometimes just believe what they
		
00:49:44 --> 00:49:47
			believe about their children. Oh,
he's not very good at this.
		
00:49:48 --> 00:49:51
			And then they prevent growth from
with their children because of
		
00:49:51 --> 00:49:54
			their safe. Just their mindset
onto their children.
		
00:49:56 --> 00:49:59
			It's sad, it's tragic, because we
don't encourage our
		
00:50:00 --> 00:50:04
			children into things, or whatever
reason, but will you have a
		
00:50:04 --> 00:50:05
			question? Please?
		
00:50:14 --> 00:50:14
			Write
		
00:50:17 --> 00:50:17
			it in
		
00:50:22 --> 00:50:22
			all
		
00:50:25 --> 00:50:29
			right, well, we're talking, you
know, this is, if it comes down to
		
00:50:29 --> 00:50:31
			something you're passionate about
right, then I think you have to
		
00:50:31 --> 00:50:35
			zone in on one thing particular,
obviously, all these people aren't
		
00:50:35 --> 00:50:37
			doing this for everything that
they have an interest in. So it's
		
00:50:37 --> 00:50:41
			really a matter of honing in on
what your particular passion or
		
00:50:41 --> 00:50:44
			interest in is in, and then doing
that type of dedication, it's
		
00:50:44 --> 00:50:48
			going to take time. But I think if
we're trying to do it, apply it to
		
00:50:48 --> 00:50:50
			all the different areas and
interests that we have. Yeah,
		
00:50:50 --> 00:50:53
			that's where it's going to be very
difficult to do, because there's
		
00:50:53 --> 00:50:56
			just simply not enough time to do
that. So I think this is again,
		
00:50:57 --> 00:51:00
			the importance of really being in
touch with yourself and knowing
		
00:51:00 --> 00:51:03
			yourself, well, knowing your
temperament, knowing how, you
		
00:51:03 --> 00:51:07
			know, the gifts that maybe almost
that has facilitated for you, and
		
00:51:07 --> 00:51:12
			seeing who can I maybe, you know,
do you know, excel at this, you
		
00:51:12 --> 00:51:14
			know, for example, you see, I
mean, I used to teach Porter and,
		
00:51:14 --> 00:51:17
			and I would have, you know, my
fellow students, I mean, there was
		
00:51:17 --> 00:51:21
			one particular student who blew my
mind, he just was naturally very
		
00:51:21 --> 00:51:24
			good at memorization, we would
work on him, he was a first
		
00:51:24 --> 00:51:29
			grader, we work on, you know, the
shorter Sutras of JAMA, and he
		
00:51:29 --> 00:51:34
			would have, we would I would do
two or three is with you to come
		
00:51:34 --> 00:51:37
			back the next day, I'm not joking,
have the entire sort of memorized
		
00:51:37 --> 00:51:41
			and the next the sort of after it.
So I told his parents, I said,
		
00:51:41 --> 00:51:44
			this is a child that most likely
should be like in a hips program,
		
00:51:44 --> 00:51:48
			because he's already displaying
this natural gift for
		
00:51:48 --> 00:51:51
			memorization. And if he has a love
for it, he really enjoyed doing
		
00:51:51 --> 00:51:53
			it. So it wasn't that they were
forcing him I didn't expect that
		
00:51:53 --> 00:51:56
			as his teacher, but he I could
just see mashallah, he had a gift.
		
00:51:56 --> 00:52:01
			And I believe he did go on to do
hips. So sometimes, yes, there are
		
00:52:01 --> 00:52:04
			always part that I facilitate
certain things for certain people.
		
00:52:04 --> 00:52:07
			And that's where, again, being in
touch with those things, but to
		
00:52:07 --> 00:52:10
			get into this locked mindset,
where you are, who you are, and
		
00:52:10 --> 00:52:16
			there's really no potential to
change is, it can be, you know, it
		
00:52:16 --> 00:52:19
			can it can prevent us from growth.
And that's why we have to really
		
00:52:19 --> 00:52:23
			revisit that and make sure that
we're not preventing that for
		
00:52:23 --> 00:52:26
			ourselves or for our families. So
a growth mindset, which would be
		
00:52:26 --> 00:52:29
			the opposite of a fixed mindset
actually believes that their most
		
00:52:29 --> 00:52:33
			basic abilities can be can be
developed through dedication and
		
00:52:33 --> 00:52:38
			hard work, brains and talent, our
starting point, this view creates
		
00:52:38 --> 00:52:41
			a love of learning and a
resilience that is essential for
		
00:52:41 --> 00:52:44
			great accomplishment. I mean, one
area, for example, that I can
		
00:52:44 --> 00:52:45
			speak about is writing
		
00:52:46 --> 00:52:49
			on Hamdulillah. And I've written
for a long time, I remember
		
00:52:49 --> 00:52:54
			writing poetry when I was in, you
know, elementary school. And I
		
00:52:54 --> 00:52:57
			just wrote a lot, you know, so I
used to have journals, and I would
		
00:52:57 --> 00:53:00
			write cards for my friends. And
I'd write from a lot of people
		
00:53:00 --> 00:53:02
			that I'm not a writer, I can't
write, I'm not a writer, I can't
		
00:53:02 --> 00:53:05
			write I don't know how you do it,
how do you do it? I'm like, Well,
		
00:53:05 --> 00:53:08
			I think I think everybody can
write, I think you just have to
		
00:53:08 --> 00:53:11
			want to do it. But a lot of
people, you know, just don't want
		
00:53:11 --> 00:53:14
			to so over the years, I mean, when
I was in high school, especially a
		
00:53:14 --> 00:53:16
			lot of people would ask me to do
their, you know, writing
		
00:53:16 --> 00:53:19
			assignments for them, because I
can't do it. Can you help me out?
		
00:53:19 --> 00:53:21
			You know, can you fill this out
for me? And you know, sometimes,
		
00:53:21 --> 00:53:24
			you know, happen even later than
that, but people would ask me to
		
00:53:24 --> 00:53:27
			do writing assignments for them,
because I'm not a writer.
		
00:53:29 --> 00:53:33
			So, you know, again, an example of
getting locked into this thinking,
		
00:53:33 --> 00:53:33
			but
		
00:53:34 --> 00:53:37
			I think you can't you just have to
take some classes, take some
		
00:53:37 --> 00:53:40
			creative writing classes or public
speaking, you know, people think
		
00:53:40 --> 00:53:43
			oh my god, it's the biggest fear
ever. No public speaker has ever
		
00:53:43 --> 00:53:46
			just walked up on stage and just
did an amazing job. That's not how
		
00:53:46 --> 00:53:50
			it works. You have anxiety because
yeah, it's terrifying to sin. But
		
00:53:50 --> 00:53:53
			the more you do it, guess what,
like anything, you're gonna get
		
00:53:53 --> 00:53:56
			better at it. So a lot of people
are so afraid. And they just think
		
00:53:56 --> 00:54:00
			nope, that's not for me. Totally
fixed mindset. Okay, so can you
		
00:54:00 --> 00:54:05
			have something other than a fixed
or growth mindset? According to
		
00:54:05 --> 00:54:09
			one? Psychologist, his name was
James Anderson. He actually took
		
00:54:09 --> 00:54:11
			Carol Dweck X, you know,
		
00:54:12 --> 00:54:13
			my
		
00:54:14 --> 00:54:18
			mind sets and he said, there's
actually more potential because he
		
00:54:18 --> 00:54:22
			calls it the mindset continuum.
Okay, so we can actually have
		
00:54:22 --> 00:54:27
			different mindset. So let's look
at this. And this is really small,
		
00:54:27 --> 00:54:29
			don't worry, I'm gonna go through
each one. But I just wanted you
		
00:54:29 --> 00:54:34
			get the full picture of what this
measure is. The mindset continuum
		
00:54:34 --> 00:54:38
			measures a few different things
and just to see how your mindset
		
00:54:38 --> 00:54:43
			can really affect your life. It's
it can affect your worldview.
		
00:54:43 --> 00:54:48
			Challenges how you face
challenges, how you encounter
		
00:54:48 --> 00:54:49
			difficult challenges and
obstacles.
		
00:54:50 --> 00:54:52
			You're the effort that you put,
		
00:54:53 --> 00:54:54
			how you take feedback,
		
00:54:56 --> 00:54:59
			how you perceive the success of
people, making mistakes,
		
00:55:00 --> 00:55:03
			How you react to when you make a
mistake.
		
00:55:05 --> 00:55:09
			You're offered help and support.
So again, we're going to examine
		
00:55:09 --> 00:55:12
			this a little bit more in depth.
So if you look at the continuum,
		
00:55:12 --> 00:55:15
			you have fixed any growth, and
then in between, you have low
		
00:55:15 --> 00:55:21
			growth, mixed and growth, okay? So
understanding where you are in the
		
00:55:21 --> 00:55:25
			continuum is very important. You
have a very fixed mindset, which a
		
00:55:25 --> 00:55:30
			lot of do especially let's parents
and our grandparents generation,
		
00:55:31 --> 00:55:35
			you that you can, sometimes to do
anything, right, they're like, I'm
		
00:55:35 --> 00:55:39
			not doing it, I'm not having it.
Because it's natural as you
		
00:55:40 --> 00:55:45
			get very fixed and who you are,
and you don't want to explore and
		
00:55:45 --> 00:55:48
			try new things. And it's just
like, nope, do it. No, it's not
		
00:55:48 --> 00:55:53
			for me. So a lot of people will
see that and people who are older,
		
00:55:53 --> 00:55:55
			but it actually can start a lot
earlier. So
		
00:55:57 --> 00:56:00
			you have a fixed mindset, you just
see yourself as unchanging and
		
00:56:00 --> 00:56:04
			unchangeable. Like I'm not, I'm
not going to change who I am. And
		
00:56:04 --> 00:56:04
			sometimes
		
00:56:06 --> 00:56:10
			this is who I am, take it or leave
it, you know, we hear this, take
		
00:56:10 --> 00:56:12
			it or leave it not going to
change. My bad habits are just
		
00:56:12 --> 00:56:16
			part of me. This is is this part
of I mean, would you think this
		
00:56:16 --> 00:56:20
			would be acceptable from Islamic
perspective? Right, you have bad
		
00:56:20 --> 00:56:23
			habits. And I've seen this with
couples counseling, you know, one
		
00:56:23 --> 00:56:26
			or two are just kind of done,
they're sick and tired of having
		
00:56:26 --> 00:56:29
			to defend their behavior. So they
just kind of get to the point
		
00:56:29 --> 00:56:32
			where it's like, I am who I am,
they can take it or leave it. But
		
00:56:32 --> 00:56:37
			from a spiritual perspective, this
is totally incorrect. Because our
		
00:56:37 --> 00:56:42
			whole objective on Earth is to
develop to be better. So we don't
		
00:56:42 --> 00:56:47
			accept, you know, like, just
stagnation. And this is just where
		
00:56:47 --> 00:56:51
			I am at. No, we're, we have to
have a growth mindset, right and
		
00:56:51 --> 00:56:55
			everything. But, and so you can,
again, there's, there's variation,
		
00:56:55 --> 00:56:58
			and you should see for yourself
where you are in this continuum,
		
00:56:58 --> 00:57:02
			if you have a low growth, then
there might be certain things that
		
00:57:02 --> 00:57:05
			you think, okay, you know, I can,
you know, develop or
		
00:57:06 --> 00:57:11
			do but it's very limited. A mixed
mindset is, there's a number of
		
00:57:11 --> 00:57:15
			things that you're willing to, to
do and other things, absolutely
		
00:57:15 --> 00:57:19
			not. So you can again, see, it's
just gradually getting more and
		
00:57:19 --> 00:57:22
			more expansive as you go into the
continuum. And this applies to
		
00:57:22 --> 00:57:25
			everything challenges. If you're a
fixed mindset, you avoid
		
00:57:25 --> 00:57:27
			challenges altogether, you're not
going to and I've heard people say
		
00:57:27 --> 00:57:31
			this, if I'm not if I know I'm not
going to succeed at doing it, I
		
00:57:31 --> 00:57:32
			won't even try.
		
00:57:33 --> 00:57:36
			But does that logically make
sense? How can you know if you're
		
00:57:36 --> 00:57:41
			going to succeed at anything if
you don't try? Right? But because
		
00:57:41 --> 00:57:44
			in their minds, they don't think
they can succeed at something?
		
00:57:44 --> 00:57:47
			What's the point of not even going
to try? So they'll they'll just,
		
00:57:47 --> 00:57:51
			that's it, there's no even
potential to get them to, you
		
00:57:51 --> 00:57:54
			know, to open their mind. And then
if you have a high growth mindset,
		
00:57:54 --> 00:57:57
			you embrace challenges, you
actually are like, hey, if someone
		
00:57:57 --> 00:58:00
			tells me I can't do something, I
am going to prove them right or
		
00:58:00 --> 00:58:04
			wrong. Excuse me, right? I'm gonna
prove them wrong. So this is what
		
00:58:04 --> 00:58:07
			a growth mindset has. It's like, I
don't think so you tell me, you
		
00:58:07 --> 00:58:11
			know that I'm not good enough. Or
I, you know, I didn't, you know, I
		
00:58:11 --> 00:58:14
			don't have this talent, or I don't
have that talk. I'll prove you
		
00:58:14 --> 00:58:18
			wrong. So again, you look at
challenges, not as something to be
		
00:58:18 --> 00:58:22
			afraid of encountering
difficulties and obstacles, if you
		
00:58:22 --> 00:58:26
			have a difficult situation that
you're in, if you have a fixed
		
00:58:26 --> 00:58:29
			mindset, you give up easily,
quickly. And I've seen this, let's
		
00:58:29 --> 00:58:32
			say, again, with marriages, you
have some people who throw in the
		
00:58:32 --> 00:58:36
			towel very early. You know,
they're just like, I'm done. They
		
00:58:36 --> 00:58:39
			don't want to consider you know,
what, maybe this is an opportunity
		
00:58:39 --> 00:58:43
			for, for your growth. Maybe you
can, you know, develop seek help
		
00:58:43 --> 00:58:47
			get some, you know, marriage
counseling, nope, I'm just done.
		
00:58:47 --> 00:58:50
			And they that's where you get
people who, you know, throw out
		
00:58:50 --> 00:58:53
			the word divorce, and the marriage
is over, because they gave up. It
		
00:58:53 --> 00:58:55
			wasn't the dream, it wasn't the
fantasy that I wanted, I'm done,
		
00:58:55 --> 00:58:59
			I'm out. And then you have a
growth mindset that says, Nope, we
		
00:58:59 --> 00:59:03
			are going to push past, we made a
commitment to all that or whatever
		
00:59:03 --> 00:59:06
			it is, we're going to keep pushing
until we get to that place, right?
		
00:59:06 --> 00:59:09
			And you do your best not to say
that every marriage is has to
		
00:59:09 --> 00:59:14
			last. You're trying and you don't
feel this need to, you know,
		
00:59:15 --> 00:59:19
			quitting because it's too
difficult. Effort. Okay. So for a
		
00:59:19 --> 00:59:24
			fixed mindset effort is associated
with failure. Okay, so you kind of
		
00:59:25 --> 00:59:30
			your effort is, is measures how
much you think, again, if you're
		
00:59:30 --> 00:59:34
			gonna fail or not, you put in that
type of effort. Whereas if you
		
00:59:34 --> 00:59:38
			have a high growth mindset, it's a
path to mastery. So you try harder
		
00:59:38 --> 00:59:42
			because, like, I'm working really
hard at this. I know I'm gonna get
		
00:59:42 --> 00:59:48
			it to school class or you learn a
skill set. You're not intimidated.
		
00:59:48 --> 00:59:51
			You really see the effort as a
path to something great.
		
00:59:53 --> 00:59:57
			Criticism. If you have a fixed
mindset, you ignore feedback and
		
00:59:57 --> 01:00:00
			criticism. So someone could tell
you over and over
		
01:00:00 --> 01:00:02
			Ever again that you have a bad
habit with something that you have
		
01:00:02 --> 01:00:08
			a problem in a particular area,
but you, you're just it literally
		
01:00:08 --> 01:00:10
			in one ear and out the other, you
don't hear it, you don't even pay
		
01:00:10 --> 01:00:13
			any attention to it, you give it
no value whatsoever. And we know
		
01:00:13 --> 01:00:17
			people like this people who will
never change, because they've
		
01:00:17 --> 01:00:21
			heard it from family from friends
that they have certain qualities,
		
01:00:21 --> 01:00:24
			but for whatever reason, they're
just not having it. And it's
		
01:00:24 --> 01:00:27
			likely because, again, they have
that fixed mindset. Whereas if you
		
01:00:27 --> 01:00:30
			have a high growth mindset
Subhanallah, you request feedback,
		
01:00:30 --> 01:00:36
			critical feedback, you want people
to tell you, if you're doing
		
01:00:36 --> 01:00:40
			something successfully or not, or
you know, you asked for that,
		
01:00:40 --> 01:00:42
			like, what do you think? Do you
think this is good or not? Do you
		
01:00:42 --> 01:00:46
			think I should change? Whatever it
is, but this is again, you're
		
01:00:46 --> 01:00:51
			you're only wanting to better
yourself. So feedback doesn't you
		
01:00:51 --> 01:00:52
			know, make you
		
01:00:54 --> 01:00:57
			feel bad, you don't, you know, put
it back on the other person, you
		
01:00:57 --> 01:01:02
			actually welcome feedback, and
then the success of others. So if
		
01:01:02 --> 01:01:05
			you have a fixed mindset, you're
likely to be someone who is
		
01:01:05 --> 01:01:08
			threatened by the success of other
people, you don't like that. Other
		
01:01:08 --> 01:01:12
			people are better than you at
something, or they're succeeding,
		
01:01:12 --> 01:01:16
			actually, or their, you know,
their their children, maybe have
		
01:01:16 --> 01:01:20
			more things that you wish your
kids had. Let's say there's an
		
01:01:20 --> 01:01:26
			envy. So do you see how this all
affect, you know, is, or is, you
		
01:01:26 --> 01:01:30
			know, is it reflects our spirits.
Your mindset very much reflects
		
01:01:30 --> 01:01:33
			where you are spiritually. But a
lot of people don't pay attention
		
01:01:33 --> 01:01:38
			to how these things manifest,
right. So again, if you feel
		
01:01:38 --> 01:01:40
			threatened by the success of other
people, you have to really ask
		
01:01:40 --> 01:01:41
			yourself where you are in this.
And then
		
01:01:42 --> 01:01:46
			when you are have a high growth
mindset, you seek out masters and
		
01:01:46 --> 01:01:50
			experts, you're actually like,
Hey, you're better at this than
		
01:01:50 --> 01:01:54
			me, I want to learn from you. I
don't look at you like as a
		
01:01:54 --> 01:02:00
			threat, I actually want to benefit
from you. Okay. So, again, it's
		
01:02:00 --> 01:02:02
			something that you you're because
you're constantly looking at
		
01:02:02 --> 01:02:06
			growth, and bettering yourself. So
your mindset is in line with that.
		
01:02:07 --> 01:02:10
			And then the last one was making
mistakes, if you have a fixed
		
01:02:10 --> 01:02:13
			mindset, you hide or ignore your
mistakes. So if you're someone
		
01:02:13 --> 01:02:16
			who, you know, you just don't talk
about anything you did wrong, and
		
01:02:16 --> 01:02:20
			you're just always like, you know,
covering up and you, you know,
		
01:02:20 --> 01:02:24
			don't apologize for things when
you do wrong things. I mean, I've
		
01:02:24 --> 01:02:28
			seen this with parents, especially
and their children, it's a big
		
01:02:28 --> 01:02:32
			mistake not to apologize to your
children. If you make mistakes in
		
01:02:32 --> 01:02:35
			the way that you did something and
you yell, you scream, you do
		
01:02:35 --> 01:02:39
			something wrong. Your parents,
your children, you should
		
01:02:39 --> 01:02:43
			absolutely apologize. But a lot of
parents want to act like Nope, I
		
01:02:43 --> 01:02:46
			don't make mistakes. And they
never I've heard parents literally
		
01:02:46 --> 01:02:50
			say I never apologize. Don't do
it. Don't Why should I?
		
01:02:51 --> 01:02:55
			Again, fixed mindset, but a high
growth mindset, you realize that
		
01:02:55 --> 01:03:00
			mistakes are actually
opportunities to learn. There's a
		
01:03:00 --> 01:03:03
			learning potential there. So you
want to grow and you want to
		
01:03:03 --> 01:03:06
			expand, you don't look at them as
being these, you know, blights on
		
01:03:06 --> 01:03:09
			who you are that you have to hide
and cover, but rather like, Okay,
		
01:03:09 --> 01:03:14
			I made a mistake, but go up and
get better. And that's very much
		
01:03:14 --> 01:03:17
			again, in line with the Islamic
model. And then when you're
		
01:03:17 --> 01:03:20
			offered help, there's people who,
clearly that you know, their
		
01:03:20 --> 01:03:24
			houses, they won't take out, but
I've unfortunately heard this from
		
01:03:24 --> 01:03:29
			a lot of couples, you know, where
one really, really wants help, and
		
01:03:29 --> 01:03:33
			then the spouse is refusing, I
refuse, I will never, I've heard
		
01:03:33 --> 01:03:36
			this, I will never go to therapy
ever. I'll never go to therapy,
		
01:03:37 --> 01:03:40
			their marriage is falling apart.
They're literally on the verge of
		
01:03:40 --> 01:03:45
			divorce. But this is the kind of
never gonna, you know, so ring of
		
01:03:45 --> 01:03:48
			help is just shut out right there
that they turn it down.
		
01:03:49 --> 01:03:53
			If you have a growth mindset, you
recognize Yes, when I have
		
01:03:53 --> 01:03:55
			problems, I need to seek out help.
		
01:03:56 --> 01:03:59
			You know, take all this in I know
it's a lot of information. I
		
01:03:59 --> 01:04:04
			apologize if it's hard to see the
slides, but evaluate where you are
		
01:04:04 --> 01:04:08
			on this continuum. Are you low
growth fix? Where are you high
		
01:04:08 --> 01:04:13
			growth, low growth, you know,
where are you and in relation to
		
01:04:13 --> 01:04:19
			all this? And then ask yourself,
how does this affect my parenting?
		
01:04:19 --> 01:04:28
			Right? Because if I'm stuck in my
ways, am I teaching my children to
		
01:04:28 --> 01:04:34
			be stuck in their ways, inhibiting
their growth right. Whereas if you
		
01:04:34 --> 01:04:36
			have a high growth and you have a
high desire for success,
		
01:04:36 --> 01:04:39
			Inshallah, the opposite will
happen, your children will learn
		
01:04:39 --> 01:04:44
			from that as well. So can Yes,
absolutely. research on brain
		
01:04:44 --> 01:04:48
			plasticity? How connectivity
between neurons can change with
		
01:04:48 --> 01:04:53
			experience? So when we with
practice, okay, and going back to
		
01:04:53 --> 01:04:56
			what we said earlier, and
determination, you can actually
		
01:04:56 --> 01:04:59
			change your mindset with good
strategies as
		
01:05:00 --> 01:05:02
			In questions, practicing following
good nutrition, sleep habits, so
		
01:05:02 --> 01:05:04
			this is important, again, for you
to know and also for your
		
01:05:04 --> 01:05:05
			children. Okay.
		
01:05:07 --> 01:05:10
			And this will, that I shared with
with the teachers, but I thought
		
01:05:10 --> 01:05:14
			it was helpful for us to that, you
know, in a study with seventh
		
01:05:14 --> 01:05:17
			graders at an inner city, New York
School students were divided into
		
01:05:17 --> 01:05:22
			two groups for a workshop on the
brain and study skills. So half of
		
01:05:22 --> 01:05:25
			the students, the control group
were taught about the stages of
		
01:05:25 --> 01:05:28
			memory, okay, so that they that
was their workshop, which talked
		
01:05:28 --> 01:05:31
			about memory, the other half
received training in the growth
		
01:05:31 --> 01:05:35
			mindset, how the brain grows with
learning to make you smarter, and
		
01:05:35 --> 01:05:38
			how to apply the idea for their
schoolwork. Now, the students who
		
01:05:38 --> 01:05:43
			had the growth mindset workshop,
they actually, you know, they did
		
01:05:43 --> 01:05:47
			three times, as better or three,
excuse me three times as many
		
01:05:47 --> 01:05:51
			students in the growth mindset
group showed an increase in effort
		
01:05:51 --> 01:05:54
			and motivation compared with the
control group. And after the
		
01:05:54 --> 01:05:57
			training, the control group
continued to show declining
		
01:05:57 --> 01:06:00
			grades, but the growth mindset
group showed a clear rebound in
		
01:06:00 --> 01:06:01
			their grades.
		
01:06:02 --> 01:06:05
			Were sitting in this growth
mindset, mindset workshop, just by
		
01:06:05 --> 01:06:10
			hearing, the fact that they can
get better in their studies, they
		
01:06:10 --> 01:06:13
			were given hope, they were given
that, you know, positive
		
01:06:13 --> 01:06:17
			reinforcement that every all of
them have the potential to get
		
01:06:17 --> 01:06:21
			better, they actually did better.
So do you see the importance of
		
01:06:21 --> 01:06:27
			relaying this positive energy,
relaying that, you know, and
		
01:06:27 --> 01:06:31
			relaying hope? It's very important
that we do that for each other,
		
01:06:31 --> 01:06:36
			because the opposite of that is,
like, shaytaan, he works by taking
		
01:06:36 --> 01:06:41
			away hope. He works by just our
spirits, getting us depressed,
		
01:06:41 --> 01:06:46
			getting us to think that we're
doomed. Okay, that we're just, you
		
01:06:46 --> 01:06:50
			know, we have bad luck. We're
cursed. Oh, my God, I can't tell
		
01:06:50 --> 01:06:54
			you how many people think that
somebody in another country did
		
01:06:54 --> 01:06:58
			you know, another nine on the
family. And now their children are
		
01:06:58 --> 01:07:01
			experiencing that, and their
marriages are suffering because of
		
01:07:01 --> 01:07:05
			that. All fixed mindset stuff.
That's all Wesco stuff from
		
01:07:05 --> 01:07:09
			shaitan. Because he's literally
robbed you of hope. So now and I
		
01:07:09 --> 01:07:12
			literally get calls panic calls?
Like, is there someone here in the
		
01:07:12 --> 01:07:15
			local area that can do it always?
Or can you do it? Yeah, I could do
		
01:07:15 --> 01:07:18
			this, because I really think this
is happening. Like, well, you
		
01:07:18 --> 01:07:19
			know, if that's how you're gonna,
		
01:07:21 --> 01:07:24
			you're, you're you're literally
stuck in that. And that's exactly
		
01:07:24 --> 01:07:26
			what shaitan wants from you,
because now you're just in a cycle
		
01:07:27 --> 01:07:28
			of sadness,
		
01:07:29 --> 01:07:32
			hopelessness, and there's zero
growth, and it's going to bleed
		
01:07:32 --> 01:07:35
			into every member of your
household when you're like that.
		
01:07:35 --> 01:07:39
			And that's what's happening in our
community. So, growth mindset, you
		
01:07:39 --> 01:07:42
			know, again, this is just simple
stuff. But you're just changing
		
01:07:42 --> 01:07:44
			your mindset, you're changing the
way you look at the world, you're
		
01:07:44 --> 01:07:48
			literally not getting locked into
thinking of yourself as any fixed
		
01:07:48 --> 01:07:51
			thing, but rather, as something
that's changeable, that can
		
01:07:51 --> 01:07:55
			improve your circumstances can
improve if you have health issues,
		
01:07:56 --> 01:07:59
			you know, I post earlier on
Facebook, but I highly highly,
		
01:08:00 --> 01:08:04
			please laugh. I watched this
documentary, if you have Netflix,
		
01:08:04 --> 01:08:08
			it's called heal. It is one of the
best things I've ever seen in my
		
01:08:08 --> 01:08:11
			life. I was like, the whole time,
like, Oh, my God.
		
01:08:12 --> 01:08:15
			That's like, it's so Islamic.
Everything they're saying, This
		
01:08:15 --> 01:08:21
			documentary is shows you the power
of the mind, and how people can
		
01:08:21 --> 01:08:26
			from serious chronic illness and
disease by positive thinking,
		
01:08:27 --> 01:08:31
			which is completely in line with
Islam. Because Allah Subhana Allah
		
01:08:31 --> 01:08:39
			says what I am in the opinion of
my servant, right? So if you have
		
01:08:39 --> 01:08:43
			a growth mindset, if you believe
that I was proud that it can
		
01:08:43 --> 01:08:48
			change anybody circumstances,
right and your circumstance, and
		
01:08:48 --> 01:08:52
			you sincerely believe that it's
not just words that you say,
		
01:08:52 --> 01:08:55
			because they're the right things
to say, but in your heart of
		
01:08:55 --> 01:08:58
			hearts, you truly believe that
Allah Subhana Allah has the
		
01:08:58 --> 01:09:02
			potential to change your
circumstance, he will prove that
		
01:09:02 --> 01:09:07
			you will prove you're correct. The
opposite is true. If you think
		
01:09:07 --> 01:09:11
			something's wrong with you, you're
flawed, you're not good enough, or
		
01:09:11 --> 01:09:14
			you're just again doomed to
suffer. That's what you're going
		
01:09:14 --> 01:09:19
			to see this is a Hadith so it's
very clear how powerful you know
		
01:09:19 --> 01:09:24
			having the correct mindset is when
it comes to our own spiritual and
		
01:09:24 --> 01:09:27
			mental well being and our
spiritual health and our family's
		
01:09:27 --> 01:09:30
			spiritual well being and spiritual
health, right.
		
01:09:32 --> 01:09:34
			Just some, you know, basic
		
01:09:36 --> 01:09:40
			for parents on how they can change
the way that they speak to their
		
01:09:40 --> 01:09:44
			children to encourage growth
mindset. So you don't praise your
		
01:09:44 --> 01:09:46
			children for
		
01:09:48 --> 01:09:51
			are you excuse me, you praise them
for effort for strategies
		
01:09:51 --> 01:09:55
			progress, hard work, persistence,
you don't praise me.
		
01:09:56 --> 01:10:00
			Being born gifted, talented,
having
		
01:10:00 --> 01:10:03
			is fixed abilities not takes. So
it's just kind of, you know,
		
01:10:03 --> 01:10:06
			little tweaks in the way that we
talk to our children. And that
		
01:10:06 --> 01:10:09
			will help them, encourage them to
have a growth mindset. Because if
		
01:10:09 --> 01:10:14
			you focus on your children, you
know, being the effort that they
		
01:10:14 --> 01:10:18
			put into something, this is what
encourages them to continue to put
		
01:10:18 --> 01:10:22
			to heart. But if you just think,
Oh, see, you're so smart, you're
		
01:10:22 --> 01:10:25
			so good, you do this, and then
you're doing a lot of comparison
		
01:10:25 --> 01:10:29
			between your kids, it's gonna
break down the confidence of one
		
01:10:29 --> 01:10:33
			or more child, trust me, it
happens all the time to children,
		
01:10:33 --> 01:10:37
			and especially when you look at
studies on birth. Right? We've
		
01:10:37 --> 01:10:40
			talked about this before. There's
a huge thing that parenting, we
		
01:10:40 --> 01:10:44
			have to look at what what happens
when we are constantly praising
		
01:10:44 --> 01:10:48
			our eldest? Because they're high
achievers over achievers, and why
		
01:10:48 --> 01:10:52
			are they the oldest in our
families are usually all the
		
01:10:52 --> 01:10:56
			attention, right? They didn't have
to compete for attention, they got
		
01:10:56 --> 01:10:58
			all the best of everything. They
didn't have hand me downs, they
		
01:10:58 --> 01:11:02
			got all the best opportunities. We
were present, we were excited.
		
01:11:02 --> 01:11:06
			first grandchild, and oh my god,
they're like the golden child. And
		
01:11:06 --> 01:11:10
			so all of that helps them to
continue to sell even into
		
01:11:10 --> 01:11:11
			adulthood.
		
01:11:12 --> 01:11:16
			child who's completely ignored and
lost, I was one.
		
01:11:17 --> 01:11:20
			You know, they're lost in the mix.
There's so many that you get kind
		
01:11:20 --> 01:11:23
			of just like, who are you? Nobody
cares about your needs? Nobody
		
01:11:23 --> 01:11:27
			cares. So how does this affect you
know, relationships, you're gonna
		
01:11:27 --> 01:11:28
			likely want crave
		
01:11:30 --> 01:11:34
			you to get away with everything.
And they're just, you know, they
		
01:11:34 --> 01:11:37
			get very entitled, because mom and
dad are too tired and exhausted
		
01:11:37 --> 01:11:41
			with 1234. And five to even care
about six is doing or three is
		
01:11:41 --> 01:11:45
			doing because like we burnt out,
right? So but you walk into your
		
01:11:45 --> 01:11:50
			relationships with that mindset,
you're gonna end up having or with
		
01:11:50 --> 01:11:53
			any of these mindsets, there's
going to choose there. But we can
		
01:11:53 --> 01:11:58
			do a lot when it comes to
preventing these things from
		
01:11:58 --> 01:12:01
			happening to our children, by just
being more aware of how the way we
		
01:12:01 --> 01:12:03
			speak to them, the praise that we
give them the attention we give
		
01:12:03 --> 01:12:05
			them, their self.
		
01:12:06 --> 01:12:08
			You know, just to talk about
growth mindset, a little bit more
		
01:12:08 --> 01:12:10
			in Islam, here are some ideas.
		
01:12:13 --> 01:12:18
			Much This is rooted in our faith,
indeed, change the condition of a
		
01:12:18 --> 01:12:22
			people until they change what is
in themselves. We almost thought
		
01:12:22 --> 01:12:26
			it was telling us very clearly, we
have to do the work, right? If we
		
01:12:26 --> 01:12:30
			want our our condition to sense to
change, it has to start with us.
		
01:12:30 --> 01:12:33
			The most beloved action soloist
out of those that are performed
		
01:12:33 --> 01:12:37
			consistently, even if they are
martial earlier mentioned the
		
01:12:37 --> 01:12:39
			importance of that
		
01:12:40 --> 01:12:44
			everything we do in ourselves in
our worship are a bad all of those
		
01:12:44 --> 01:12:45
			things. If you're
		
01:12:47 --> 01:12:49
			to three prayers a day or you're
just like
		
01:12:51 --> 01:12:54
			you know, skip because we have a
wedding to go to.
		
01:12:57 --> 01:13:00
			This happens all the time. It
sisters especially, you know, I
		
01:13:00 --> 01:13:04
			got my makeup on. I can't risk
breaking my you know, clearing my
		
01:13:04 --> 01:13:08
			face off and make well do I have a
wedding to go to? Oh my gosh.
		
01:13:10 --> 01:13:15
			Your kids, the prayer is, you know
all about one of my convenience,
		
01:13:15 --> 01:13:21
			right? This is disastrous. It's
not consistent. Our lives have to
		
01:13:21 --> 01:13:25
			revolve around our prayer. Our
very first objective in this world
		
01:13:25 --> 01:13:28
			is Salah, that's why I was one
that created us to worship Him. So
		
01:13:28 --> 01:13:30
			if you don't if you're not
consistent with that, but then you
		
01:13:30 --> 01:13:34
			get upset at your teenager for not
praying? Where did he learn it
		
01:13:34 --> 01:13:38
			from? Where did she learn it from?
Waking up for Fudger because
		
01:13:38 --> 01:13:41
			nobody told him how important it
was. You sure didn't know when you
		
01:13:41 --> 01:13:45
			you know decided to just skip a
prayer because it wasn't
		
01:13:45 --> 01:13:48
			convenient. So this is where
consistency really matters, right?
		
01:13:49 --> 01:13:52
			Well I take refuge in You from
anxiety and sorrow, with
		
01:13:54 --> 01:13:57
			miserliness in cowardice, the
burden of deaths from being
		
01:13:57 --> 01:13:59
			overpowered and for being
		
01:14:00 --> 01:14:01
			laziness.
		
01:14:03 --> 01:14:07
			We have to make you know, seek
refuge from being you know, just
		
01:14:08 --> 01:14:13
			apathetic we don't care lazy and
not really put in much effort into
		
01:14:13 --> 01:14:19
			anything. This is a big problem,
but this is again to reinforce
		
01:14:19 --> 01:14:21
			this concept we have and then
		
01:14:22 --> 01:14:23
			from it
		
01:14:24 --> 01:14:26
			is important to achieve and
		
01:14:27 --> 01:14:32
			according to him and Josie Milan
things noble him my motivation,
		
01:14:33 --> 01:14:38
			okay, and then the right strategy,
so Hamdulillah that you guys are
		
01:14:38 --> 01:14:42
			mashallah at least looking into
the importance of taking classes
		
01:14:42 --> 01:14:45
			like this because this is you
know, one example there's more so
		
01:14:45 --> 01:14:48
			many other offerings in our
community of how you you're
		
01:14:48 --> 01:14:51
			proactive and you're, you're
looking at strategies and learning
		
01:14:51 --> 01:14:54
			and do and growth so it's a good
sign mashallah that you're here,
		
01:14:55 --> 01:14:59
			um, did Allah and taking from this
and then there's other mashallah
		
01:15:00 --> 01:15:03
			eyes as well, if you're sure, I
shall certainly give you increase
		
01:15:04 --> 01:15:08
			actions or tensions, when you've
taken a decision, put your trust
		
01:15:08 --> 01:15:12
			in Allah spot data. So there's a
lot of that, again, in line with
		
01:15:12 --> 01:15:16
			this last thing, or more almost
		
01:15:17 --> 01:15:22
			want to also just remind ourselves
of the purpose of Sharia, right?
		
01:15:22 --> 01:15:23
			Because we're
		
01:15:24 --> 01:15:26
			hamdulillah we're Muslim, we know
the
		
01:15:27 --> 01:15:28
			faith.
		
01:15:29 --> 01:15:34
			And what Shadia the Islamic law,
it what it protects what they are,
		
01:15:34 --> 01:15:38
			it's meant to things, okay?
Practice of
		
01:15:41 --> 01:15:44
			the self, okay? The mind,
		
01:15:46 --> 01:15:50
			which is children, right, and the
family, and then property. So the
		
01:15:50 --> 01:15:54
			fundamental protections include
freedom of again, religion, the
		
01:15:54 --> 01:15:58
			affirm the sanctity of life,
uphold the power of reasoning of
		
01:15:58 --> 01:16:01
			the mind, validate the importance
of family and protect the rights
		
01:16:01 --> 01:16:04
			of children, and guarantee the
security of assets. So for all of
		
01:16:04 --> 01:16:09
			us, we have to remember we are
going to be held accountable for
		
01:16:09 --> 01:16:14
			what we do with our children, the
entire, you know, bases of our
		
01:16:14 --> 01:16:19
			faith guarantees their protection.
So that's why it's so important to
		
01:16:19 --> 01:16:23
			really remember, parenting is an
Amana. Okay, and we talked about
		
01:16:23 --> 01:16:27
			this in the very first session, if
we walk into parenting, thinking
		
01:16:27 --> 01:16:32
			we're entitled to it, okay, that
it's an entitlement, that children
		
01:16:32 --> 01:16:35
			are just our little minions and
extensions of us that we get to
		
01:16:35 --> 01:16:38
			boss around and tell what to do,
because they look like us. And
		
01:16:38 --> 01:16:43
			they remind us of us, and we can
talk to them however we want. And
		
01:16:43 --> 01:16:45
			we can tell them to do whatever we
want.
		
01:16:46 --> 01:16:51
			This is going against the Sharia,
they are not ours, they belong to
		
01:16:51 --> 01:16:56
			Allah subhana wa Tada. And he will
collect his, you know, Amana from
		
01:16:56 --> 01:17:01
			us, and how we return our children
to him is going to be the basis of
		
01:17:01 --> 01:17:05
			where we stand with him. So we
have to really take it very, very
		
01:17:05 --> 01:17:10
			seriously, that what we're doing
is cultivating souls, Inshallah,
		
01:17:10 --> 01:17:11
			and we should
		
01:17:12 --> 01:17:17
			protect their beautiful hearts, so
that this ugly world and that
		
01:17:17 --> 01:17:23
			we've, we've given the shield and
the tools to protect themselves
		
01:17:23 --> 01:17:27
			and protect their hearts. So
that's, again, so important to
		
01:17:27 --> 01:17:30
			remember, this is all in line with
the basis of our faith. And the
		
01:17:30 --> 01:17:33
			takeaways that I hope you take
from these sessions, this and all
		
01:17:33 --> 01:17:37
			the ones before are just reminders
that we've repeated throughout.
		
01:17:37 --> 01:17:41
			That parenting again, is not part
of your dream life, if you had a
		
01:17:41 --> 01:17:44
			dream of what parenting was going
to be like, what your marriage is
		
01:17:44 --> 01:17:47
			going to be like, it's not
determined by your dream, your
		
01:17:47 --> 01:17:51
			good intentions, your actions,
what your experience of parenting
		
01:17:51 --> 01:17:55
			in has nothing to do with any of
those. Because we can't control
		
01:17:55 --> 01:17:58
			outcomes. There are people who do
everything, right, but things
		
01:17:58 --> 01:18:01
			don't turn out the way they want
them to. And submission is saying,
		
01:18:01 --> 01:18:05
			okay, Allah, I tried my best, I
did the best that I could, if you
		
01:18:05 --> 01:18:07
			can say that, and hamdulillah your
your heart
		
01:18:09 --> 01:18:12
			that you did the best you could,
but if your children don't turn
		
01:18:12 --> 01:18:16
			out exactly the way you want them
to. And there's a reason because
		
01:18:16 --> 01:18:20
			maybe you were negligent, maybe
you didn't fulfill their rights
		
01:18:20 --> 01:18:23
			the way you should have. That's a
reason to be worried with your
		
01:18:23 --> 01:18:27
			standing. But if you did
everything right, outcomes are not
		
01:18:27 --> 01:18:30
			up to you. Again, parenting is in
a manner, children does not belong
		
01:18:30 --> 01:18:33
			to us a lot of things I just
mentioned. And effective parenting
		
01:18:33 --> 01:18:36
			starts with the parents commitment
to self knowledge and growth
		
01:18:36 --> 01:18:39
			first. So if we want to be
effective as parents, this is the
		
01:18:39 --> 01:18:42
			starting ground, not just focusing
on children that that will come
		
01:18:42 --> 01:18:44
			they will follow what we do.
		
01:18:45 --> 01:18:48
			Just focusing on controlling them
like little you know, robots, and
		
01:18:48 --> 01:18:50
			we just want to control her and
someone to tell us
		
01:18:51 --> 01:18:53
			to do that. That's not your
intention isn't in the right
		
01:18:53 --> 01:18:55
			place. It should be I want to be
better for my children, I want to
		
01:18:55 --> 01:18:59
			set the right example. So how can
I better myself, so that they can
		
01:18:59 --> 01:19:01
			be better. That's what we should
be doing when we're doing
		
01:19:01 --> 01:19:04
			parenting classes. And then
effective parents also know when
		
01:19:04 --> 01:19:09
			to seek help and aren't for it. So
if you can take these away from
		
01:19:09 --> 01:19:11
			all these workshops, and
Hamdulillah I feel like I've I've,
		
01:19:12 --> 01:19:16
			we've done our job here if we've
communicated things effectively.
		
01:19:16 --> 01:19:19
			And then these are just some last
quotes to end with, or positive
		
01:19:19 --> 01:19:23
			messages that we should all think
about. If parents want to give
		
01:19:23 --> 01:19:26
			their children a gift, the best
thing they can do is teach their
		
01:19:26 --> 01:19:30
			children to love challenges, be
intrigued, takes effort and keep
		
01:19:30 --> 01:19:34
			on learning. That way their
children don't have to be slaves
		
01:19:34 --> 01:19:38
			of praise. They will have a
lifelong way to build and repair
		
01:19:38 --> 01:19:41
			their own confidence. And then
accept your child as a beautiful
		
01:19:41 --> 01:19:46
			and miraculous gift alone from
God. See the best in him or her
		
01:19:46 --> 01:19:50
			for He will then see the best.
Praise it encourage his positive
		
01:19:50 --> 01:19:54
			qualities, feed his spirit by
making sure he knows you love him
		
01:19:54 --> 01:19:58
			flaws and all he is worthy just as
he is how you see your child
		
01:19:58 --> 01:20:00
			expands into how they he sees
		
01:20:00 --> 01:20:00
			himself
		
01:20:02 --> 01:20:05
			so that was the end of the
presentation