The purpose of this short article is to place forward some ideas to help with the teaching of addition.
Combining categories of physical objects: for all students, this really is their simplest connection with adding up. This technique normally involves collecting two sets of objects, then counting exactly how many objects you will find in total. (For example, by building two towers of cubes, and then counting up every single block.) For a lot of, this method can be too involved, particularly for those students who present attention deficit disorder. If the little one cannot hold their attention for your of the experience, blocks will be put awry, towers find yourself with additional blocks, blocks will get mixed up, and at the conclusion, the incorrect answer is arrived at. The length of the process means that when your child doesn’t master the concept quickly, they are not likely to make progress at all. In addition, it is difficult to extend this process right into a calculation that can be approached mentally: for instance, try to assume two large sets of objects in your mind, and then count all of them up. Even for adults, this is nearly impossible.
Simple drawings: jottings certainly are a more useful option to the procedure described above. Write out the addition problem on a page of paper, and close to the initial number, write down the correct number of tallies (for instance, for the quantity 4, draw 4 tallies). Ask your student to predict just how many tallies you will need to draw by another number in the problem. When they arrived at the right answer, inquire further to draw the tallies. To complete with, ask how many tallies they’ve drawn altogether. This technique is an easier way of bringing together 2 groups, is less likely to be subject to mechanical error, and is way better suitable for students with poor focus. Additionally, it encourages the child to associate between what the written sum actually says, and why they are drawing a particular quantity of tallies.
Relying upon: this is a technique based around your student’s capacity to say number names. Whenever your child has reached a phase where they understand how to count to five, start asking them questions like, “what number is 1 more than… ” (eg. what comes after 2 when we count?) This is really equal to answering an improvement problem of the sort 2+1, but helps to connect the ideas of counting and addition, that will be very powerful. This technique gets your student ready to use number squares and gives them the confidence to answer problems in their mind. The strategy can be made more difficult, by asking, “what number is 2 more than… ” Whenever your child can confidently respond to such problems aloud, suggest to them the question written down, and explain that this really is just like the issue you had been doing before. This may help the child to see addition and counting as fundamentally related, and that new problem is really something they have met before.
Playing board games: this activity can be both a mathematical learning experience along with a pleasing pastime. Games that require a counter to be moved around a table do too much to encourage children to count on. If the board has numbers onto it, the little one is able to observe that the action is comparable to counting out numbers aloud, or utilizing a number line. Create a point of remembering to draw attention to the partnership between using games and addition.
Learning number facts: usually, we count on number facts learnt by heart to help us answer addition problems. In summary, we do not have to find out the answer to 7 and 10, we simply remember it. Being able to recall addition facts we can tackle simple maths tasks confidently. Improve your student’s knowledge of known number bonds by singing nursery songs that tell stories of number. Take part in the overall game of matching pairs with the student, where the purpose of the game is identify the precise location of the question (for instance, 7+8) and the corresponding answer from some cards all turned face down. Create a set of flashcards with simple addition facts written to them, look at the cards one at any given time, and ask the student for the answer, giving much of applause when they provide the proper answer. When they are confident, expand the amount of facts. Games will prevent your youngster perceiving addition as dull, and will build confidence.
Addition printables and worksheets: Practise makes perfect – and the best type of practice also lends more confidence. By utilizing simple worksheets, aimed towards your student’s ability and attention span, you have the ability to significantly improve your child’s ability with addition, both orally and written down. There are plenty of free websites that offer worksheets that assistance with the teaching of adding up, but it does matter what adding up worksheets you use. Make sure that the worksheets are aimed at the proper level, being neither too difficult nor too easy, and are of the proper length to maintain the student’s interest. You ought to be attempting to provide questions that foster their recollection of number facts, plus a scattering of sums involving some calculation. On the occasions that the student is successful, utilize the opportunity to offer them lots of praise; if they make a mistake, don’t appear frustrated, but briefly explain their mistake. Using adding up worksheets in a considered way can really increase your student’s ability.
My children have always been digitally active, and as I look back through the years, one of the finest choices I made was to show my children right from the start the dangers of over-sharing. From the when my daughter asked me for Instagram and after it passed the app test. (it was NOT a social site in those days, but we may discuss that in a different article) Before I let her run wild with it, taking and posting photos to the web for all your world to see, I did so a few things and made a brief training lesson for her. This is what Used to do and why.
The very first thing Used to do was to have a conversation with her about WHY she wanted it. At the time it absolutely was just a repository for photos. You will make an account, choose who had use of your account and then upload photos to the account. People have been allowed access could browse your photos, maybe discuss them. It absolutely was an easier time. Anyways, during this conversation, she relayed to me several well thought-out, valid reasoned explanations why a healthier happy teen girl may want to share photos, and so we proceeded to discuss the thing that was appropriate to share. Now most of us obviously know what comes to mind first when someone mentions a teenager girl posting photos on the Internet, and frankly, I have not had an issue with her being provocative or scandalous, so although our conversation hit that topic, it did not stop there as well as focus there. What we discussed during our talk was the content of the data found in and with the photo, i.e., the metadata. She was required to turn location information off on the photos she posted so that no one could track her or map her from the GPS data that is attached to the majority of smartphone photos.
Before we continue with the lesson I’d with my daughter, I do want to take a moment and explain WHY it is essential to turn location services off for the camera app or remove location data from photos before children post them. (I do NOT recommend turning all location services off on your child’s device since they are very handy for other things like locating your child, or getting a device they lost… but which will be covered in future articles… )
Every photo that’s taken by each device containing both a camera and a GPS attach location data to the photo. Most photo library programs, like Photos for Mac, Adobe Lightroom, and Google Photos have a straightforward toggle feature to switch off location data in the photos. Also, since I’d this chat with my girl, many services and apps including Instagram, Facebook and Twitter have changed their product to automatically strip out location data if you upload to a certain mapping feature in the service (in Instagram that’s’Photo Map’). The danger with GPS tagging children’s photos is so it causes it to be quite simple for everyone who wants to, and has usage of those photos to build a place of the location the youngsters are generally in. It can very quickly show patterns of travel, behavior, and despite a tiny amount of work, provide a fairly accurate map of a college, or home, including layouts of rooms and furniture. If you think for a minute what a significantly less than reputable person could do with such data, say for example a place of the path your youngster walks home, a place of the within of your property including obstacles, security and nearest and dearest, and pets. Add compared to that data the relative times that the kid is in each of these locations and it becomes a serious security risk for folks and a real danger to children. I’m not an expert with this subject, and I’m not paranoid, but it absolutely was a big enough concern for me that I discussed it with my children and took some simple steps, like educating my kids to the potential issue and helping them sanitize the connected data on their photos. If you would like more info regarding this topic, just Google’Children location data photos’and select some of the more reputable sites. It’s been well included in many news organizations like ABC News, the New York Times and the Washington Post. They did a better and more thorough job dissecting it than I can so I’ll leave it at that. Back once again to the lesson.
After we’d arrived at an awareness with location data and the dangers of it, and she was considering higher than a duck-face or her makeup in the photo, we proceeded to step two.
We talked about what data was in the foreground and background and was it safe to share. For this area of the lesson, I took my smart-phone and over the course of several days staged many photos, some completely sanitized for the internet and some that had hidden data in the photo. I made a quiz for her (which she thought was stupid..) and she took it, identifying which photos were safe to post and of not. A number of the photos that I staged were shots of flower arrangements available or counter, but with prescription bottles from the household pet in the back ground behind the subject. Some were photos of games or children playing, but with other uninvolved people reflected in mirrors and other surfaces innocuously in the edges of the shot. I took candid photos of nearest and dearest that were completely harmless, but some which were less than flattering or embarrassing. I shot cityscapes that contained candid photos of strangers. One was an image of a beautifully plated meal, but with a bag showing our mailing address off on the side. I included photos of our home from an angle that you may begin to see the address in the backdrop, images of her brothers but making use of their school in the backdrop, photos that included her mother’s license plate barely visible at the side of the photo. Anything I really could think of that may be used to track, locate, stalk or else make one of us or somebody else feel violated, uncomfortable or self-conscious. I mixed these in with similar photos that were completely sanitary. After I had amassed a level of photos, I assembled a little slideshow with a corresponding quiz book to ensure that she could answer questions and make comments on each photo when it were acceptable, if not, why and any thoughts she’d regarding them. When she took the quiz, I was amazed at how near my thinking on each item she already was. I was expecting her being an impetuous tween girl to just post pictures without considering any content or any consequences, but even before I explained my thinking and rules to her, she was already way ahead of where I thought she would be. There have been some things that she missed, some things she hadn’t considered, however for probably the most part, she would have been quite fine without my help. That is one place where as a father, I often expect my children to be helpless and completely ill equipped. Maybe I don’t trust them around I should, or even I still see them as helpless little toddlers, but I will more regularly understand that I have inked a great job preparing them forever and they’re very smart in their very own right. I often have to remind myself that the cause of all of this care and thoughtful training is so they are prepared to take care of life on the own… I digress… After she’d finished with the slides and worksheet, we went over them one by one. I made a spot of not being negative, not beating her up over the people she missed. Instead, I made those the kick off point of the conversation, emphasizing WHY they were not approved, how there were elements included that seemed innocuous and how those ideas made the photo seem safe to create, but what was present that made in questionable. Two great and essential things originated in this. First, I seen that she was already paying very close focus on the important points and that gave me plenty of faith and confidence to let her have the app and be free on the planet with it. Second, it showed her exactly what our expectations were so that she could more easily meet them.
This brings me to an area topic that I won’t stray too far onto but needs mentioning. In raising my children, more frequently than not, when they do something I don’t approve of, it’s just as much a failure of mine to properly convey my expectations as it is them trying to’get away with something.’ All the stress factors between us and our youngsters may be attributed as frequently to bad communication as to bad behavior. More times than not my children are trying around I’m to keep life easy and happy. For the most part, they want to please us and make us happy. They thrive on praise and wilt when criticized. With this in mind, back again to the lesson…
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When she and I sat down and discussed the ideas of safety and privacy, of respecting ourselves and the people around us in a positive way it was very easy to agree on some use standards and to see that people both wanted exactly the same things. I was reassured that she would be a responsible Instagram citizen and she was more aware of some possible dangers she’d previously not thought of and was reminded of best privacy and security practices on the general public internet. Now what is going next is “and all of us Instagrammed happily ever after..” This is not the case. While we did have a pleased continuing, (we still use Instagram, so we aren’t to the end yet) there clearly was one thing I hadn’t thought of that quickly came into play.
As a parent, we are able to only answer the stimuli available to us at the time of the response. We can anticipate several things, but on the planet of the web, of computers and devices and an ever changing landscape of social interaction via the internet, we never know what will be next. In the event of Instagram, only a few weeks after our lesson and my approval of her use, Instagram made what I consider a core change. They truly became a complete social platform, with friends, and likes and invites and comments and a complete world of interaction that frankly scared the heck out of me. This really is where I learned my hardest lesson of the app store. As soon as you allow an application, you’ve NO WAY to take it back away. Keep this in mind moving forward. I touched with this back an early on article when I mentioned allowing apps for just one child on the household share. While allowing these apps is solely at your discretion, taking them back away is extremely difficult, I will dive deeper into this in a later article.
I am mentioning this for two reasons. First, I’m NOT perfect. I am writing all this down in case some of it will help or inspires you, not to exhibit you a perfect plan. There’s no perfect plan. I walked down this path with deep thought, conviction, education, and research, and I walked straight into this wall. So will you, hopefully not this one, hopefully, I have helped you avoid this one, but there is a wall, somewhere, and you’ll bang your nose when you walk straight into it. Second, I learned through this that everything will be OK. I was back-doored by a software and my thoughtful prized parenting was thrown wide open and the planet didn’t end. My daughter is really a champ. I taught her well and she was equipped and prepared. Even in an alternative environment than I approved and prepared her for, she was a pro. Did she have difficulties with things online? Yes, she did. Did it ruin it for her or damage her? Not at all. When she had an overly amorous follower, she handled it. At one time she even canceled her account and started a different one so that she would have a do-over and have more control of the folks she interacted with. Because I had been upfront about my concern and her safety, and I have been positive and not condemning, she was upfront with me and never hesitated to go over options, ask questions and get my input when she did feel just like she needed it. In summary, because I trained her to be and then encouraged her to be, she has become a trustworthy and responsible citizen of the internet.
We have find out about, learned about, and applied emotional intelligence in many different ways since Daniel Goleman first popularized it in 1995.
Wikipedia defines emotional intelligence as: “the capacity of an individual to recognize their very own and other people’s emotions, discern between different feelings and label them appropriately, use emotional information to steer thinking and behavior, and manage and/or adjust emotions to conform to environments or achieve one’s goals.”
Whatever the model (and you can find several), when we think of emotional intelligence we see it as a positive mix of skills and characteristics.
But imagine if “the ability of individuals to recognize… other people’s emotions” can also provide negative consequences?
Theresa Edwards, in a write-up titled: Empathy vs. Sympathy: What’s the Difference explains that “to empathize with someone is to assume their feelings upon yourself and allow you to ultimately feel what they feel.”
In the informal experiment I’m going to explain, you might find that empathy got in how of the participants’success.
Simply one of many experiment, Luma Al Halah showed a short video of a man who ends up sobbing. She then gave the participants a worksheet that had the numbers 1 through 20 placed randomly on the page. They received 1 minute to get the numbers so as and complete the worksheet.
In part two of the experiment, Luma showed a brief video with a man who was hysterically funny. She gave the same assignment that she’d given simply one. The participants had to perform a different worksheet with the numbers 1 through 20 placed randomly on the page. Again, they got one minute to obtain the numbers in order.
With no sense of empathy with the sobbing man, there would have been no difference in the success rates of the participants in both areas of the experiment.
However, there was a marked difference in the participants’ability to complete the worksheets. After watching the sad video, the participants had a much harder time placing the numbers in order- so much so that most of them were not able to complete their worksheets in the full time allowed.
After watching the funny video, the participants had a much easier time placing the numbers in order- and most of them could complete their worksheets in enough time allowed.
The participants’empathy for the sobbing man left them with sad feelings. The outcomes of the experiment showed that individuals find tasks much harder to accomplish whenever we are sad.
This doesn’t show that empathy is bad and should be avoided. This experiment simply illustrates that emotions, whether happy or sad, will surely affect our performance (or situational intelligence).