The Exceptional Teenagers’ Development League Book: The Most Important Things You Need to Know

Copyright © 2016 Holland E. Bynam.

All rights reserved. No part of this book may be used or reproduced by any means, graphic, electronic, or mechanical, including photocopying, recording, taping or by any information storage retrieval system without the written permission of the author except in the case of brief quotations embodied in critical articles and reviews.

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ISBN: 978-1-4917-8738-0 (sc)

ISBN: 978-1-4917-8739-7 (e)

Library of Congress Control Number: 2016900782

iUniverse rev. date: 03/30/2016

CONTENTS

Introduction

Stage One

Ellie’s Secret Rule

(A Story — Introducing a Powerful Guide for Dealing with People, Places, and Things)

Stage Two

The Muse & The Magic Writing Board

(Six Stories — Featuring Concepts that are Building Blocks for Exceptional Thinking and Acting)

Preface To Stage Two

Chapter One

The Really Reading Concept

(About Adding to One’s Comprehending, Writing, Speaking, and Testing Skills)

Chapter Two

The Three Groups of People in Our Lives

(About Dealing with Supporters, Peers, and Others)

Chapter Three

The Three Levels of an Organization

(About Failure-proof Measures for Fitting-in and Performing)

Chapter Four

Reputation-Building Essentials

(About Failsafe Measures for Making a Name for Oneself)

Chapter Five

The Four Major Personality Colors

(About Understanding and Dealing with Those Who Have Different Values)

Chapter Six

The Kindergarten Experience

(About Useful Skills Derived from One’s Early Training)

Chapter Seven

The Magic Writing Board Takes Over

(About Becoming Even More Powerful)

References

About The Author

For Ellison, my granddaughter,

who inspired me to review my collection of essays and books in order to develop a set of principles and super tips that cover the most essential things that youthful high achievers need to know for dealing with people and other concerns, and that they can rely on as guidelines for having wholesome and fruitful lifestyles.

INTRODUCTION

The Exceptional Teenagers Development League Book is intended to be a valued keepsake for teenagers with a quest for developing themselves to the fullest extent. It should be kept because it introduces unique insights they will do well to have on hand to review from time to time, and to use in later years when they wish to empower another with valuable ideas. The topics presented are not covered in regular courses of study; however, when teenagers adopt the precepts within them as personal guides, they will find themselves empowered with outlooks and enviable life skills that will set them apart from most others.

Although these topics have been addressed in my book On Being a Better You, a new element is brought into play about the manner in which people are inspired to do exceptional things. It would have been well if this element had been added to what I have often told others: That the spark for doing something better stems most often from what someone else has written or said. While this is only partly true, if I had said that this spark may also stem from words and scenes that come to us in dream-like fashion from regions out of this world, I would have been making a more complete statement; as well as pointing out a reality that has not been given the attention or study it deserves.

While I believe most others will agree that dreams may have helpful effects, I, myself, can attest to having benefited greatly from thoughts and ideas brought to me from out of the blue. Such have occurred during a wide variety of experiences, to include: while in combat, while teaching and training young men and women within and without the educational arena, and especially while working to enter the conversation on education reform with ideas about increasing student achievement and hastening their development.

I have come to believe that helpful ideas come more readily in day dreams when my intention is to improve upon something or to empower others; and that the day and even the night-time dreams that serve to inspire, guide, or warn me concerning something, are brought on the invisible wings of love. In that this help is always positive, I have come to refer to the unseen bearers of the ideas and strategies that have set me apart from others with knowledge and skills on occasion as heavenly-sent muses.

Without lingering on the subject, and telling of muse interventions during two long careers when I really needed help in thinking outside the box in solving unique problems, I must admit that there were also times when I neglected to follow through on the guidance given me in this way. When looking back over these times, my first thought is always, I wish I knew then, what I know now.

While this thought has been my motivation for giving young people in their teenage years the jump-start I needed long ago, I must give credit to my own inspirational muse for the idea of using the dreaming aspect as a teaching tool; for giving the book a title; and for challenging me to think hard about a mentoring plan that would cause a great number of kids to have an edge over their fellows in the thinking and acting arenas.

Because my thoughts about the mentoring aspect were mixed, this caused me to look back over my many years as a teacher and trainer. In doing so it occurred to me that as with the teaching act, the art of urging others to become exceptional is a three-stage process -- wherein the first two involved foundational mentoring that serves as a springboard for the third stage which involves the individual’s desire to learn more and become better. It also occurred to me that proper teaching required a sound introduction to the main area of concern, the involvement of the audience in understanding what is to be learned, and a check to see if the learning objectives have been met.

I felt that these teaching essentials would flow from a basic outline wherein the topic introduced in the first stage would contain a lesson that teenagers of all stripes would see as advantageous to adopt. Thinking such a lesson would clear the way for getting them to adopt the high points of the topics envisioned for the second stage, I felt that the objectives of the program I had in mind would be satisfied, and that the participants would have been given the most important things they need to know to in order to be exceptionally well-grounded.

Realizing that the main challenge would be that of getting Stage One off on the right foot, I saw the first step as that of introducing my targeted audience to the idea that spirit forces intervene in their minds from time to time to spark their thoughts and actions. I believed that if done in an innovative way, the vast majority of the kids involved would come to see the advantage of listening to their better angels when dealing with key life issues. Further, I hoped that these efforts would lead them to become self-starters in mentoring themselves.

As for advancing the idea that some of our thoughts come from another realm, my thinking was that this can be brought to the fore by a non-alarming and informative encounter with a visitor from this realm. Believing that the first message brought would whet the appetites of teenage kids for seeking out information that will give them an edge in having more productive and fruitful lives, all left was to idealize a face for the specter invented to introduce the fundamental truth to be presented.

A face and costume for the muse who would enter the first dream-lesson to the youthful learners I wished to help came into my mind’s eye from out of the blue. Surprisingly, I did not have much trouble in making a pencil drawing of this spirit-like character, nor in choosing the first lesson would she bring upon introducing herself to the dreaming teens. I decided that this lesson would be the one that had inspired my granddaughter to be committed to new and more positive ways of thinking and acting -- the My and Our Rule, and that it would be delivered by the inspirational muse I elected to name Mentor.

I hasten to point out that while my use of a muse to drive the narrative may seem archaic in style, I feel that readers will indulge my thinking that spiritual or muse-like interventions -- although not generally spoken of in literary works -- are connected in some way with all phenomenal changes for the better. After all, my intention is to be transformative in such an innovative way that it would add to the self-improvement landscape. Fully believing that if this landscape is watered by easily remembered streams of thought and action, the teens and precocious sub-teens who are willing to wade through unchartered reading waters in improving themselves greatly, will appreciate the sage advice presented regardless of the style in which it is rendered.

The phenomenon of a helpful intervention in the lives of people by invisible sources is introduced in Ellie’s Secret Rule, the dream-lesson the muse, Mentor, brings in Stage One. This lesson is intended to explain a process that provides teenagers with a base of knowledge for dealing wisely with the people, places, and things around them. It is also intended to spark a quest in them to enter the special learning regimen Mentor has