Learn from Mistakes
You can only learn from a mistake after you （1） you’ve made it. As soon as you start blaming other people (or the universe itself) you distance yourself （2）any possible lesson. But if you courageously stand up and honestly say “This is my mistake and I am responsible” the possibilities for learning will move towards you. Admission of a mistake, even if only privately to yourself, makes learning （3）by moving the focus away from blame assignment and towards understanding.
This advice （4）counter to the cultural assumptions we have about mistakes and failure, namely that they are （5） things. We’re taught in school, in our families, or at work to feel guilty about failure and to do whatever we can to （6）mistakes. This sense of shame explains why many people give up on their goals: they’re not （7） for the mistakes and failures What’s missing in many people’s beliefs about success is the fact that the more （8）the goal, the more frequent and difficult setbacks will be. The larger your ambitions, the more dependent you will be on your ability to overcome and learn from your mistakes.
But for many reasons admitting mistakes is difficult. An implied value in many cultures is that our work represents us: if you fail a test, then you are a （9）. If you make a mistake then you are a mistake. Learning from mistakes requires three things: putting yourself in situations where you can make interesting mistakes; having the self-confidence to admit to them; being （10）about making changes.

Learn from Mistakes
You can only learn from a mistake after you （1） you’ve made it. As soon as you start blaming other people (or the universe itself) you distance yourself （2）any possible lesson. But if you courageously stand up and honestly say “This is my mistake and I am responsible” the possibilities for learning will move towards you. Admission of a mistake, even if only privately to yourself, makes learning （3）by moving the focus away from blame assignment and towards understanding.
This advice （4）counter to the cultural assumptions we have about mistakes and failure, namely that they are （5） things. We’re taught in school, in our families, or at work to feel guilty about failure and to do whatever we can to （6）mistakes. This sense of shame explains why many people give up on their goals: they’re not （7） for the mistakes and failures What’s missing in many people’s beliefs about success is the fact that the more （8）the goal, the more frequent and difficult setbacks will be. The larger your ambitions, the more dependent you will be on your ability to overcome and learn from your mistakes.
But for many reasons admitting mistakes is difficult. An implied value in many cultures is that our work represents us: if you fail a test, then you are a （9）. If you make a mistake then you are a mistake. Learning from mistakes requires three things: putting yourself in situations where you can make interesting mistakes; having the self-confidence to admit to them; being （10）about making changes.

Learn from Mistakes
You can only learn from a mistake after you （1） you’ve made it. As soon as you start blaming other people (or the universe itself) you distance yourself （2）any possible lesson. But if you courageously stand up and honestly say “This is my mistake and I am responsible” the possibilities for learning will move towards you. Admission of a mistake, even if only privately to yourself, makes learning （3）by moving the focus away from blame assignment and towards understanding.
This advice （4）counter to the cultural assumptions we have about mistakes and failure, namely that they are （5） things. We’re taught in school, in our families, or at work to feel guilty about failure and to do whatever we can to （6）mistakes. This sense of shame explains why many people give up on their goals: they’re not （7） for the mistakes and failures What’s missing in many people’s beliefs about success is the fact that the more （8）the goal, the more frequent and difficult setbacks will be. The larger your ambitions, the more dependent you will be on your ability to overcome and learn from your mistakes.
But for many reasons admitting mistakes is difficult. An implied value in many cultures is that our work represents us: if you fail a test, then you are a （9）. If you make a mistake then you are a mistake. Learning from mistakes requires three things: putting yourself in situations where you can make interesting mistakes; having the self-confidence to admit to them; being （10）about making changes.

Learn from Mistakes
You can only learn from a mistake after you （1） you’ve made it. As soon as you start blaming other people (or the universe itself) you distance yourself （2）any possible lesson. But if you courageously stand up and honestly say “This is my mistake and I am responsible” the possibilities for learning will move towards you. Admission of a mistake, even if only privately to yourself, makes learning （3）by moving the focus away from blame assignment and towards understanding.
This advice （4）counter to the cultural assumptions we have about mistakes and failure, namely that they are （5） things. We’re taught in school, in our families, or at work to feel guilty about failure and to do whatever we can to （6）mistakes. This sense of shame explains why many people give up on their goals: they’re not （7） for the mistakes and failures What’s missing in many people’s beliefs about success is the fact that the more （8）the goal, the more frequent and difficult setbacks will be. The larger your ambitions, the more dependent you will be on your ability to overcome and learn from your mistakes.
But for many reasons admitting mistakes is difficult. An implied value in many cultures is that our work represents us: if you fail a test, then you are a （9）. If you make a mistake then you are a mistake. Learning from mistakes requires three things: putting yourself in situations where you can make interesting mistakes; having the self-confidence to admit to them; being （10）about making changes.

Learn from Mistakes
You can only learn from a mistake after you （1） you’ve made it. As soon as you start blaming other people (or the universe itself) you distance yourself （2）any possible lesson. But if you courageously stand up and honestly say “This is my mistake and I am responsible” the possibilities for learning will move towards you. Admission of a mistake, even if only privately to yourself, makes learning （3）by moving the focus away from blame assignment and towards understanding.
This advice （4）counter to the cultural assumptions we have about mistakes and failure, namely that they are （5） things. We’re taught in school, in our families, or at work to feel guilty about failure and to do whatever we can to （6）mistakes. This sense of shame explains why many people give up on their goals: they’re not （7） for the mistakes and failures What’s missing in many people’s beliefs about success is the fact that the more （8）the goal, the more frequent and difficult setbacks will be. The larger your ambitions, the more dependent you will be on your ability to overcome and learn from your mistakes.
But for many reasons admitting mistakes is difficult. An implied value in many cultures is that our work represents us: if you fail a test, then you are a （9）. If you make a mistake then you are a mistake. Learning from mistakes requires three things: putting yourself in situations where you can make interesting mistakes; having the self-confidence to admit to them; being （10）about making changes.

Learn from Mistakes
You can only learn from a mistake after you （1） you’ve made it. As soon as you start blaming other people (or the universe itself) you distance yourself （2）any possible lesson. But if you courageously stand up and honestly say “This is my mistake and I am responsible” the possibilities for learning will move towards you. Admission of a mistake, even if only privately to yourself, makes learning （3）by moving the focus away from blame assignment and towards understanding.
This advice （4）counter to the cultural assumptions we have about mistakes and failure, namely that they are （5） things. We’re taught in school, in our families, or at work to feel guilty about failure and to do whatever we can to （6）mistakes. This sense of shame explains why many people give up on their goals: they’re not （7） for the mistakes and failures What’s missing in many people’s beliefs about success is the fact that the more （8）the goal, the more frequent and difficult setbacks will be. The larger your ambitions, the more dependent you will be on your ability to overcome and learn from your mistakes.
But for many reasons admitting mistakes is difficult. An implied value in many cultures is that our work represents us: if you fail a test, then you are a （9）. If you make a mistake then you are a mistake. Learning from mistakes requires three things: putting yourself in situations where you can make interesting mistakes; having the self-confidence to admit to them; being （10）about making changes.

Teaching Children to Spend Pocket Money Wisely
School-going children need pocket money for food, stationery and bus fares. Parents give pocket money to their children in different ways. Some give a lump sum at the beginning of a month or a week. ____1____ The way in which pocket money is given affects how money is spent or saved. On the other hand, the children's spending habits may affect how pocket money is given.
Pocket money given on a daily basis is sometimes termed as "food money". ____2____ They learn how to manage small sums of money. As the money is limited, they have to control their spending. Some parents choose this method of allocating pocket money in order to prevent their children from overspending, hoping that in time they can be trusted with larger sums of money. ____3____.
Giving pocket money on a daily basis places responsibilities of budgeting on the parents, instead of the child. The child may spend every single cent of the daily pocket money by overindulging in junk food, as they know they will get another sum of money the next day. This results in children being short-sighted in their spending. ____4____ They may develop the mentality that money is meant to be spent. Others spend more than they are given. They borrow from their siblings or their classmates when they feel like indulging themselves. Then they may ask for money to pay off their debts. This habit of borrowing causes them to depend on others to solve their problems. ____5____.

Teaching Children to Spend Pocket Money Wisely
School-going children need pocket money for food, stationery and bus fares. Parents give pocket money to their children in different ways. Some give a lump sum at the beginning of a month or a week. ____1____ The way in which pocket money is given affects how money is spent or saved. On the other hand, the children's spending habits may affect how pocket money is given.
Pocket money given on a daily basis is sometimes termed as "food money". ____2____ They learn how to manage small sums of money. As the money is limited, they have to control their spending. Some parents choose this method of allocating pocket money in order to prevent their children from overspending, hoping that in time they can be trusted with larger sums of money. ____3____.
Giving pocket money on a daily basis places responsibilities of budgeting on the parents, instead of the child. The child may spend every single cent of the daily pocket money by overindulging in junk food, as they know they will get another sum of money the next day. This results in children being short-sighted in their spending. ____4____ They may develop the mentality that money is meant to be spent. Others spend more than they are given. They borrow from their siblings or their classmates when they feel like indulging themselves. Then they may ask for money to pay off their debts. This habit of borrowing causes them to depend on others to solve their problems. ____5____.

Teaching Children to Spend Pocket Money Wisely
School-going children need pocket money for food, stationery and bus fares. Parents give pocket money to their children in different ways. Some give a lump sum at the beginning of a month or a week. ____1____ The way in which pocket money is given affects how money is spent or saved. On the other hand, the children's spending habits may affect how pocket money is given.
Pocket money given on a daily basis is sometimes termed as "food money". ____2____ They learn how to manage small sums of money. As the money is limited, they have to control their spending. Some parents choose this method of allocating pocket money in order to prevent their children from overspending, hoping that in time they can be trusted with larger sums of money. ____3____.
Giving pocket money on a daily basis places responsibilities of budgeting on the parents, instead of the child. The child may spend every single cent of the daily pocket money by overindulging in junk food, as they know they will get another sum of money the next day. This results in children being short-sighted in their spending. ____4____ They may develop the mentality that money is meant to be spent. Others spend more than they are given. They borrow from their siblings or their classmates when they feel like indulging themselves. Then they may ask for money to pay off their debts. This habit of borrowing causes them to depend on others to solve their problems. ____5____.

Teaching Children to Spend Pocket Money Wisely
School-going children need pocket money for food, stationery and bus fares. Parents give pocket money to their children in different ways. Some give a lump sum at the beginning of a month or a week. ____1____ The way in which pocket money is given affects how money is spent or saved. On the other hand, the children's spending habits may affect how pocket money is given.
Pocket money given on a daily basis is sometimes termed as "food money". ____2____ They learn how to manage small sums of money. As the money is limited, they have to control their spending. Some parents choose this method of allocating pocket money in order to prevent their children from overspending, hoping that in time they can be trusted with larger sums of money. ____3____.
Giving pocket money on a daily basis places responsibilities of budgeting on the parents, instead of the child. The child may spend every single cent of the daily pocket money by overindulging in junk food, as they know they will get another sum of money the next day. This results in children being short-sighted in their spending. ____4____ They may develop the mentality that money is meant to be spent. Others spend more than they are given. They borrow from their siblings or their classmates when they feel like indulging themselves. Then they may ask for money to pay off their debts. This habit of borrowing causes them to depend on others to solve their problems. ____5____.