Voices from Parents

Motivation & Initiative

From Resistance to Initiative — My Turning Point with My Son

Mdm V · Son, 6-year-old boy

“When I stopped pushing and started playing, he began learning with joy.”

“Every study time used to end in frustration. The assessment helped me see he wasn’t incapable — he simply lacked motivation and emotional regulation.

I turned learning into games: arithmetic became a ‘challenge quest’, and each completed task earned a chance to draw a little animal. We also used an emotion chart, and I practiced calming myself when he grew upset.

Within days, he began completing tasks happily and even applied the same method to Chinese. That night he wrote, ‘I’m happy because Mommy played with me.’

I realized what mattered most wasn’t the reward — it was being truly accompanied.”

From “Do I Have To?” to “I Want To” — Building Ownership Through Metacognitive Training

Mdm L · Daughter, 10-year-old girl

“She moved from ‘I have to’ to ‘I want to’ — and I became her partner, not her planner.”

“My daughter is intelligent and creative but depended on me to organize her study. The assessment showed she lacked self-planning, not understanding.

We used the Entrepreneurship Task Card — she circled key words and said, ‘This week’s most important goal is…’

With AI tools, she practiced the plan–execute–reflect cycle, breaking big goals into daily steps. Each completion earned a Small Win.

Now she sequences her tasks independently and says, ‘I’d like to rest before writing.’ Writing has become fluent and expressive.

I learned to think with her, not for her.”

From “Game Addiction” to “Self-Regulation” — Rebuilding Focus Through Awareness and Strategy

Mdm C · Son, 11-year-old boy

“True change came when he wrote, ‘I finished all my tasks today.’”

“My son is bright and empathetic but obsessed with games. The assessment showed weak self-regulation and learning strategies.

We identified his roadblock: ‘I want to play games when my parents aren’t home.’

He created his own rules: ‘Finish tasks on time and avoid gaming.’ His first success became a Big Win.

We practiced Focus–Break–Reflect cycles and discussed balancing ‘want’ vs ‘need.’

Now he plans independently, completes tasks, and even uses ChatGPT to check writing.

When I saw his note — ‘I completed all my tasks today’ — I knew real growth isn’t about being controlled, but about learning self-control.”

Emotion Regulation & Confidence

From Emotional Meltdown to Self-Awareness — Understanding Restores Inner Strength

Mdm Y · Daughter, 7-year-old girl

“Once I learned to understand before correcting, she learned to regulate herself.”

“My daughter is bright and sensitive but easily breaks down when facing frustration. The assessment showed her challenge wasn’t ability but emotional regulation.

We used the Eight-Step Card to record challenges. Instead of giving quick answers, I guided her to think and solve problems herself.

When her stage role was reassigned, she cried hard. I knelt and hugged her: ‘I know you’re disappointed.’ Ten minutes later she smiled and resumed practice.

Now she can say, ‘I don’t know,’ or ‘I’ve learned something new,’ and even writes, ‘I can check my work.’ What she needed most was to be seen.”

From “Endless Toys” to Self-Management — A Calm Parent Raises a Regulated Child

Mdm L · Daughter, 6-year-old girl

“When I stayed calm, she learned to manage herself.”

“My daughter is lively and playful, often leaving toys half-tidied. The assessment revealed a lack of structure and executive function.

Using the Roadblock–Small Wins Card, she wrote ‘Too playful’ and added her own solution: ‘Never give up.’

I broke tasks into smaller goals — ‘just clear the table’ — and let her define what ‘tidy’ means.

When the Wi-Fi broke and she nearly exploded, I empathized first; she calmed and even comforted her brother.

Now she says, ‘I’m getting angry,’ then tidies up or helps with chores.

I’ve learned to slow down and see growth in the small moments.”

From “Control” to “Connection” — When Games Became a Bridge for Empathy

Mdm E · Son, 8-year-old boy

“When I stopped controlling and started connecting, our battles turned into bridges.”

“My son loves sports and coding, but we clashed over gaming. I used to control him strictly — it always ended in conflict.

The assessment showed strong intrinsic motivation but weak emotional awareness.

One day he said softly, ‘Mom, I didn’t want to come, but you didn’t get angry. That felt nice.’

Later we talked about games using ChatGPT. Hearing the AI echo my words, he finally listened.

When he said, ‘Mom, hitting me isn’t right either,’ I replied, ‘You’re right.’ We apologized to each other.

In that elevator moment, I stopped fighting against games and started growing alongside him.

Focus & Learning Habits

From Collapse to Reflection — Understanding Turned Struggle into Growth

Mdm T · Son, 7-year-old boy

“He no longer resists — he reflects.”

“My son learns fast but resists writing and spelling. The assessment showed strong reasoning but weaker persistence.

We redefined success: he set goals on the Eight-Step Card — three correct writings became a Big Win.

It stopped being my demand and became his challenge.

He now reviews his work calmly and notes his mood: ‘Today I feel calm — it’s the green me.’

I realized learning isn’t about perfection but about finding one’s method.

When he said, ‘Green is my calm self,’ I knew he had grown.”

From Procrastination to Self-Awareness — Growing Through Asking for Help

Mdm S · Son, 8-year-old boy

“When I offered a hand instead of a push, he began to climb.”

“My son is gentle and curious but often slow to start. The assessment showed he wasn’t unwilling — he just didn’t know how.

We wrote difficulties on the Eight-Step Card and turned them into fun challenges.

The day he recorded himself after the alarm rang, I marked it as a Small Win.

Now he writes his own task lists, reads math magazines, and shows real motivation.

I even made my own card to remind myself to slow down.

Helping a child doesn’t mean doing things for him — it means being his ladder.”

Thinking · Communication · Creativity

From “Don’t Want to Write” to “Creative Expression” — Using Art to Spark Motivation

Mdm G · Daughter, 10-year-old girl

“Once she could draw her thoughts, her words flowed naturally.”

“My daughter loves drawing but hated writing reflections. The assessment revealed she resisted verbal limits.

I let her draw her favourite scenes first, then copy matching lines. Homework became ‘the story I want to draw.’

Later we used the Five-Step Learning Card to track progress.

She began adding illustrations, voiceovers, even creating her own Warrior Cats picture book.

She now edits her math errors and proudly asks me to share her work.

When a child’s form of expression is respected, she opens up.”

From “Can’t Hear or Remember” to “Confident Expression” — Awakening Thinking Through Emotional Play

Mdm I · Son, 11-year-old boy

“He didn’t need pressure — he needed playful guidance.”

“My son was often called inattentive or forgetful. The assessment showed slow auditory memory, not poor attention.

We turned emotion check-ins into an ‘Emotional Treasure Hunt.’

Tasks grew from ‘walk to the desk and clap three times’ to ‘pick up the cup and place it on the table.’ Each success ended with, ‘I’m happy because I did it!’

Now he can follow longer instructions and say, ‘I feel nervous but want to try again.’

He was never incapable — he just needed to be seen and guided.”

From “Broken Logic” to “Structured Expression” — Activating Reasoning Through Visual Thinking

Mdm P · Son, 11-year-old boy

“When I stopped structuring his thoughts, he found his own logic.”

“My son is responsible and efficient, yet his speech was disorganized. The assessment showed strong inductive reasoning but weaker verbal structure.

We mapped events with timelines and arrows to show cause and effect, and used ChatGPT dialogues for practice.

Gradually, he began organizing thoughts and adding emotional detail in essays.

When I stopped thinking for him, he started thinking clearly.

Children don’t need us to build their logic — they need space to build it themselves.”