Wedding Cruise Excursions-Tips for Finding the Perfect Shore Excursion

Wedding cruise and honeymoon cruise shore excursions can help you make memories. What you are going to do on your cruise is as important a decision as to where you are going to go. Are you dreaming of walking hand in hand on a warm beach, exploring a historic town, or engaging in an activity like snorkeling? Regardless of where your cruise takes you there are plenty of opportunities to take advantage of all the things a cruise shore excursion has to offer.

You can use one of three approaches to finding a shore excursion.

1. You can wait until you get off the ship at a port of call and see what there is to do. Undoubtedly, there will be someone selling some sort of tour or experience. You will have to haggle for a price with no guarantee that what you think you are getting is actually what you get. There will be no recourse if you get “swindled” or are injured by unsafe practices. There is that chance that you may get exactly what you wanted at the price you want to pay, but do you want to risk it?

2. The second way you can find a shore excursion is to spend part of each day onboard ship attending a seminar on excursions and then hope the one you want is available. These packages are safer, and you generally get what you wanted and have some recourse should you not get what you wanted. But it requires time away from your trip that you could spend having fun.

3. The third way to find a shore excursion is to book it before your trip. A line travel agency is a good place to find all the information you want and to book your excursions ahead of time. Another advantage to one-stop shopping is that you will know how much money you are going to spend right upfront.

So why not start making memories as soon as you “hit the deck” on your wedding and honeymoon cruise? Check things out beforehand at an online travel agency to select and secure the activities that you want, and then just enjoy the cruise.

It’s easy to plan a romantic wedding cruise [], just take advantage of one of the customized cruise ship wedding packages [] available through the internet. Yes, warm weather, the blue sea, and exotic ports of call can all be part of your dream cruise wedding [

Title Page
Before You Read This Book: A Question
Introduction: Relational, Low-Drama Discipline
Chapter 1 ReTHINKING Discipline
Chapter 2 Your Brain on Discipline
Chapter 3 From Tantrum to Tranquility: Connection Is the Key
Chapter 4 No-Drama Connection in Action
Chapter 5 1-2-3 Discipline: Redirecting for Today, and for
Chapter 6 Addressing Behavior: As Simple as R-E-D-I-R-E-C-T
Conclusion On Magic Wands, Being Human, Reconnection, and
Change: Four Messages of Hope
Further Resources
Connect and Redirect Refrigerator Sheet
When a Parenting Expert Loses It
What Is Your Discipline Philosophy?
The main point we’ve communicated in this chapter is that parents
need to be intentional about how they respond when their kids
misbehave. Rather than dramatically or emotionally reacting, or
responding to every infraction with a one-size-ɹts-all strategy that
ignores the context of the situation or a child’s developmental
stage, parents can work from principles and strategies that both
match their belief system and respect their children as the
individuals they are. No-Drama Discipline focuses not only on
addressing immediate circumstances and short-term behavior, but
also on building skills and creating connections in the brain that, in
the long run, will help children make thoughtful choices and handle
their emotions well automatically, meaning that discipline will be
needed less and less.
How are you doing on this? How intentional are you when you
discipline your children?
Take a moment right now and think about your normal response
to your kids’ behavior. Do you automatically spank, give a timeout, or yell? Do you have some other immediate go- to for when
your kids act out? Maybe you simply do what your parents did—or
just the opposite. The real question is, how much of your
disciplinary strategy comes from an intentional and consistent
approach, as opposed to simply reacting or relying on old habits
and default mechanisms?
Here are some questions to ask yourself as you think about your
overall discipline philosophy:
1. Do I have a discipline philosophy? How purposeful and consistent
am I when I don’t like how my kids are behaving?
2. Is what I’m doing working? Does my approach allow me to teach
my kids the lessons I want to teach, in terms of both immediate
behavior and how they grow and develop as human beings? And
am I ɹnding that I need to address behaviors less and less, or am
I having to discipline about the same behaviors over and over?
3. Do I feel good about what I’m doing? Does my discipline approach
help me enjoy my relationship with my children more? Do I
usually reɻect on discipline moments and feel pleased with how
I handled myself? Do I frequently wonder if there’s a better
4. Do my kids feel good about it? Discipline is rarely going to be
popular, but do my children understand my approach and feel
my love? Am I communicating and modeling respect in a way
that allows them to still feel good about themselves?
5 . Do I feel good about the messages I’m communicating to my
children? Are there times I teach lessons I don’t want them to
internalize—for example, that obeying what I say is more
important than learning to make good decisions about doing the
right thing? Or that power and control are the best ways to get
people to do what we want? Or that I only want to be around
them if they’re pleasant?
6 . How much does my approach resemble that of my own parents?
How did my parents discipline me? Can I remember a speciɹc
experience of discipline and how it made me feel? Am I just
repeating old patterns? Rebelling against them?
7 . Does my approach ever lead to my kids apologizing in a sincere
manner? Even though this might not happen on a regular basis,
does my approach at least leave the door open for it?
8. Does it allow for me to take responsibility and apologize for my own
actions? How open am I with my kids about the fact that I make
mistakes? Am I willing to model for them what it means to own
up to one’s errors?
How do you feel right now, having asked yourself these
questions? Many parents experience regret, guilt, shame, or even
hopelessness when they acknowledge what has not been working
and worry that they may not have been doing the best they can.
But the truth is, you have done the best you can. If you could have
done better, you would have. As you learn new principles and
strategies, the goal is not to berate yourself for missed
opportunities, but to try to create new opportunities. When we
know better, we do better. There are things we, as experts, have
learned over the years that we wish we’d known or thought about
when our children were babies. Our children’s brains are extremely
plastic—they change their structure in response to experience—and
our children can respond very quickly and very productively to
new experiences. The more compassion you can have for yourself,
the more compassion you can have for your child. Even the best
parents realize that there will always be times they can be more
intentional, eʃective, and respectful regarding how they discipline
their children.
In the remaining chapters, our goal is to help you think about
what you want for your kids when it comes to guiding and teaching
them. None of us will ever be perfect. But we can take steps
toward modeling calm and self-control when our kids mess up. We
can ask the why-what-how questions. We can steer clear of onesize-ɹts-all disciplinary techniques. We can oʃer the two goals of
shaping external behaviors and learning internal skills. And we can
work on reducing the number of times we simply react (or
overreact) to a situation, and increasing the times we respond out
of a clear and receptive sense of what we believe our kids need—in
each particular moment, and as they move through childhood
toward adolescence and adulthood.
Your Brain on Discipline
iz’s morning was going along ɹne. Both of her kids had eaten
breakfast, everyone was dressed, and she and her husband, Tim,
were heading out the door to take their daughters to their
respective schools. Then all of a sudden, when Liz uttered the most
seemingly trivial statement as she closed the front door behind her
—“Nina, you get in Daddy’s car, and Vera, you get in the van”—
everything fell apart.
Tim and their seven-year-old, Vera, had already started toward
the driveway, and Liz was locking the front door when a feral
scream from just behind her made her heart stop. She quickly
turned around to see Nina, her four-year-old, standing on the
bottom step of the porch, screaming “No!” in an astonishingly
earsplitting register.
Liz looked at Tim, then at Vera, both of whom shrugged, eyes
wide with confusion. Nina’s long, sustained “No!” had been
replaced by a staccato “No! No! No!” repeated, again, at full
volume. Liz quickly knelt and pulled Nina to her, her daughter’s
shrieks mercifully petering out and turning into sobs.
“Honey, what is it?” Liz asked. She was dumbfounded at this
outburst. “What is it?”
Nina continued to cry but was able to utter,
“You took Vera
Liz again looked at Tim, who had walked toward them and
oʃered a puzzled “I have no idea” shrug. Liz, her ears still ringing,
tried to explain: “I know, sweetheart. That’s because Vera’s school
is right by my work.”
Nina pulled back from her mother and screamed,
“But it’s my
Now that she knew her daughter wasn’t in danger, Liz took a
deep breath and brieɻy wondered what decibel level a high-pitched
scream would have to reach to actually break glass.
Vera, typically unsympathetic when it came to her sister’s
distress, impatiently announced,
“Mom, I’m gonna be late.”
Before we describe how Liz handled this classic parenting
situation, we need to introduce a few simple facts about the human
brain and the way it can impact our disciplinary decisions when
our kids misbehave or, as in this case, just lose control of
themselves. Let’s begin with three foundational discoveries about
the brain—we’ll call them the three “Brain C’s”—that can be
immensely beneɹcial when it comes to helping you discipline
eʃectively and with less drama, all while teaching your children
important lessons about self-control and relationships.
“Brain C” #1: The Brain Is Changing
The ɹrst Brain C—that the brain is changing—sounds simple, but
its implications are enormous and should inform just about
everything we do with our kids, including discipline.
A child’s brain is like a house that’s under construction. The
downstairs brain is made up of the brainstem and the limbic
region, which together form the lower sections of the brain, often
called the “reptilian brain” and the “old mammalian brain.” These
lower regions exist inside your skull from about the level of the
bridge of your nose down to the top of your neck, and some of it,
the brainstem, is well-developed at birth. We consider this
downstairs brain to be much more primitive, because it’s
responsible for our most fundamental neural and mental
operations: strong emotions; instincts like protecting our young;
and basic functions like breathing, regulating sleep and wake
cycles, and digestion. The downstairs brain is what causes a toddler
to throw a toy or bite someone when he doesn’t get his way. It can
be the source of our reactivity, and its motto is a rushed “Fire!
Ready! Aim!”—and often it skips the “ready” and “aim” parts
altogether. It was Nina’s downstairs brain that took over when she
was told her mom wouldn’t be driving her to school.
As you well know if you’re a parent, the downstairs brain, with
all of its primitive functions, is alive and well in even the youngest
children. The upstairs brain, though, which is responsible for more
sophisticated and complex thinking, is undeveloped at birth and
begins to grow during infancy and childhood. The upstairs brain is
made up of the cerebral cortex, which is the outermost layer of the
brain, and it resides directly behind your forehead and continues to
the back of your head like a half dome covering the downstairs
brain below it. Sometimes people refer to the cortex as the “outer
bark of the brain.” Unlike the primitive downstairs brain, with all
of its rudimentary functions, the upstairs brain is responsible for a
laundry list of thinking, emotional, and relational skills that allow
us to live balanced, meaningful lives and enjoy healthy

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