Essential Guide Support EMAP 10 Steps 3, 4 and Summary Activity

1. The Essential Guide
and Workbook
Support
Passion Oriented Education™ presents
Answering the Call to Brilliance
Essential Guide and Workbook
By Resa Steindel Brown
With Wendy C. Travers and Matthew Brown
A Step-by-Step Program for Finding Your Child's
Interests, Passions and Brilliance
MONITOR BRILLIANCE
EMAP #10
Steps 3,4 and
Summary Activity
Page 228
Copyright 2016 Resa Steindel Brown

2. What does brilliance look like?

3. Brilliance can be seen in creativity…
any form of creativity…for instance
• Activism (champions
causes)
• Acrobatics
• Acting
• Agriculturist
• Animal Training
• Animating
• Anthropology
• Architecting-Designing
• Archeology
• Archiving
• Artistic Endeavors
• Artisanship
• Astronomy
• Auto Mechanics
• Aviation

4. • Banking
• Baking
• Bee Keeping
• Biology
• Biophysics
• Bio-Ecology
• Botany
• Broadcasting
• Building-Woodworking
• Chemistry
• Chemical Engineering
• Chess Championships
• Clothes Designing
• Clown
• Comedy-Performing-Writing
• Comic Book Designing
• Computer Engineering
• Computer Game Developing
• Computer Programming
• Consulting
• Cooking
• Cook Book Writing
• Cosmetology
• Cosmology
• Costume Designing
• Counseling
• Criminology

5. • Ecology
• Economy
• Electrician
• Electrical Engineering
• Elephant Keeping
• Engineering/Inventing
• Entrepreneurism
• Event-Party Planning
• Farming (Organic)
• Fashion Consulting
• Filmmaking
• Film/Theater Writing
• Fire Fighting/Fire Science
• Game Keeping (designing
board games, playing
cards, etc)
• Gardening
• Graphic Designing
• Gymnastics
• Health Technician
• Healing Arts-Nurse-Doctor
• Historian
• Hotel-Restaurant
Managing

6. • Imagineering (Designing
Disney Rides)
• Inventing
• Interior Designing
• Journalism
• Lawyer
• Librarian arts
• Linguist arts
• Machinist
• Magician
• Managing…anything
• Marketing
• Martial Arts
• Mathematics
• Music/Playing and
Composing
• News-casting
• Nutrition
• Novelist
• Oceanography
• Occupational Therapy
• Package Designing
• Peace Officer

7. • Photography
• Physical Therapy
• Physics
• Product Designing
• Psychologist
• Publicist-Publishing
• Puppet Designing
• Puppeteering
• Puzzle Making
• Radio Announcing
• Restaurateur
• Sales
• Science Writing
• Science
• Set Designing
• Singing-Songwriting
• Sociology
• Software Designing
• Sportsman
• Sports News Casting
• Sports Writing
• Statistics
• Teaching
• Theology
• Weatherman
• Writing- Fiction-Nonfiction
• Zoo Keeping
• To name a few…

8. Brilliance can be seen in the ways we are
highly conscious…this may include
but is not exclusive to:
• Our relationship to food
• Living a balanced life
• Physical, mental, emotional
and spiritual health
• Creativity
• Relationships
• World events
• Our relationship to other
living things
• Social issues
• And so much more

9. And brilliance can be seen in our
interactions with each other
• Managing difficult situations so no one gets hurt and
everyone’s thoughts and feelings are heard
• Executing unconditional love
• Striving for peace for all
• Conflict resolution skills
• Learning to care for each other better

10. Being open to the unlimited ways
brilliance presents itself, will help our children
connect to their true identities…
and answer the following questions:
• Who am I?
• Why am I here?
• What is my
relationship to
others?

11. Goal of this Exercise
• To help our children become all that
they are in this world

12. Instructions
Step 3
• Beginning on page 228 you see a list of questions
designed to help you monitor your child’s
relationships with a mentor or professional
• Use these questions as a way to think about how
to observe and evaluate your child’s activities and
relationships in the community

13. 1. Does this professional actively engage in
interacting with your child?

14. • Passion is personal, as well as a process of
exploring personal brilliance
• To create an environment that is safe enough for
your child to spread their wings, there most likely
needs to be a personal connection (or chemistry)
between your child and the mentor
• If you are in a situation where the mentor is just
giving your child directions and there is no real
connection between either the mentor towards
your child or your child towards the
mentor…keep looking

15. 2. Is your child’s
mentor a good
communicator?

16. • There can be a great connection between your
child and the mentor, but your child never really
understands what the mentor wants or what the
mentor is saying
• Part of that communication bundle is not just the
mentor giving instruction, but the mentor really
actively listening to your child
• Monitor their interaction to see if communication
is really two ways within this relationship

17. 3. Does your child’s mentor actively demonstrate
excitement and passion as he or she interacts
with your child?

18. • What children take away from a learning situation
are the emotions they experienced during the
activity
• If your mentor conveys excitement, passion
absorption, joy and demonstrably positive
feelings toward the activity (and your child), your
child will likely incorporate those feelings as well
into the activity
• If your mentor is dry, and you see that your child
is not excited…keep looking

19. 4. Is there opportunity for creativity?

20. Creativity encompasses
more than just the arts…it includes:
• Putting together new ideas
and concepts
• Problem-solving
• Original thoughts and
philosophies
• Building new forms
• Connecting people, ideas,
materials and processes in
new ways
• Finding different ways to
look at and do things
• Inventing, innovating
and experimenting

21. • Sometimes what our children say about their
ideas, or what they show us, does not actually
make sense to us…but it makes sense to them
• Because it has meaning for them, they will
build upon that meaning as long as we
validate and do not deprecate their creation
• Eventually the value of that creation will
become more visible to us as their skills grow
to match their vision

22. 5. Will the work your child is doing with the
mentor lead to an end product or learned
skill?

23. • Again there is nothing like experience for
experience’s sake
• However, if a child can also see an end
product or where the activity is leading, it is
likely to have more value to them
• Make sure your child has an opportunity to
see how what they are doing fits into the BIG
picture for the project they are working on
with the mentor

24. • In monitoring the mentors in your child’s life,
based on questions 1-5 in this step, do you
need to take action? What action should you
take?

25. Instructions
Step 4
• Beginning on page 231 you see a list of questions
designed to help you monitor your behaviors
while creating a business or service organization
• Use these questions as a springboard to ask your
own questions about your child’s venture into
entrepreneurship

26. 1. Does your child demonstrate passion, joy and
exuberance while working on his or her
business or service organization?

27. • What we consider successful and what a child of any age
considers successful, may not necessarily be the same thing
• Benchmarks of success for a child are likely to include the
following:
• Fun
• Joy and exuberance
• Ease of creating
• Support and reinforcement
• Camaraderie in the process (some children like doing things
by themselves and others need to share the activity)

28. 2. Does your child get frustrated in the
details of the business?

29. • If the answer is yes and your child is not detail-oriented
or doesn’t even like getting involved in the details, that
does not mean your child should not be an
entrepreneur
• Some entrepreneurs are ‘big idea’ people, while the
details of the operations might be better served left to
others
• If your child is a ‘big idea’ business-person, help them
keep that business alive
• Many strong business-people have others doing the
organizational work or implementation for them…don’t
throw out the baby with the bath water!

30. 3. Does your child respond well to advice?
• If the answer is yes, keep doing what you are
doing
• If the answer is no: perhaps your child just
doesn’t respond to your advice…get a mentor

31. Monitor Brilliance
Summary Activity
Instructions
• Beginning on page 233 you will find a list of
questions intended to help you summarize
your child’s overall eagerness to bring his or
her brilliance into the world
• Then generate a Plan B for developing that
brilliance

32. • Rate your child’s level of readiness and
excitement bringing his or her project,
portfolio and/or resume into the world.

33. • By now, you should know your child pretty well in
this area AND you should also be aware of your
own involvement, projections and ability to
observe your child’s actions and motivations
• You can no more force a child to move forward
than you can a tree to grow
• You have time and so does your child
• Use the EMAP process to evaluate how ready,
mature and passionate your child is to share their
work with the world

34. • Rate your child’s level of activity and
involvement within the community

35. • Are the involvements your child has within the
community helping your child grow, or have
they just become a safe routine?
• Monitor your child’s behaviors during their
activities to discern if it is time to move on
• Then BEFORE you make the switch assess
where to go…include your child in this process

36. • Rate your child’s quality of interaction and
relationships within the community

37. • Rate your child’s interaction with a mentor

38. • Rate your child’s opportunity to take the next
step within the professional community

39. • Rate your child’s readiness to start a business

40. • Is your child building close personal
relationships they can rely on?
• While all children could benefit from a close
mentoring relationship, do you know what
your child really needs?
• Monitor your child’s behaviors during those
activities, talk to your child, trust your
intuition and decide what you should do
next…if anything…and when

41. Summary:
• Brilliance can be seen in creativity… any form of
creativity
• And brilliance can be seen in our interactions with each
other
• Being open to the unlimited ways brilliance presents
itself, will help our children connect to their true
identities and give their lives meaning and purpose

42. Good Job!
• Congratulations on exploring and completing
EMAP 10, Steps 1 through 4 and the Summary
Activity
• We look forward to working with you on EMAP
10, Assess Brilliance as your child blossoms
into their own particular form of brilliance