The goal of this article is to place forward some ideas to greatly help with the teaching of addition.
Combining groups of physical objects: for a lot of students, that is their simplest connection with adding up. This process normally involves collecting two sets of objects, then counting how many objects you will find in total. (For example, by building two towers of cubes, and then counting up every single block.) For several, this technique can be too involved, particularly for anyone students who present attention deficit disorder. If the child cannot hold their attention for the entire of the game, blocks is likely to be put awry, towers find yourself with additional blocks, blocks will get confusing, and at the end, the incorrect answer is arrived at. The size of the process means that if your child does not master the style quickly, they’re unlikely to create progress at all. In addition, it is difficult to extend this method in to a calculation which can be approached mentally: like, try to imagine two large sets of objects in your mind, and then count them all up. Even for adults, this really is nearly impossible.
Simple drawings: jottings really are a more useful alternative to the procedure described above. Write out the addition problem on a sheet of paper, and alongside the initial number, write down the correct number of tallies (for instance, for the quantity 4, draw 4 tallies). Ask your student to predict exactly how many tallies you should draw by one other number in the problem. When they come to the correct answer, ask them to draw the tallies. To complete with, ask exactly how many tallies they’ve drawn altogether. This technique is a much easier means of bringing together 2 groups, is less likely to be at the mercy of mechanical error, and is better worthy of students with poor focus. In addition, it encourages the little one to associate between what the written sum actually says, and why they’re drawing a specific number of tallies.
Relying upon: this can be a technique based around your student’s capacity to state number names. As soon as your child has reached a period where they know how to count to five, start asking them questions like, “what number is 1 more than… ” (eg. what employs 2 whenever we count?) This is actually equal to answering an inclusion problem of the type 2+1, but helps to get in touch 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 may also be made more challenging, by asking, “what number is 2 more than… ” When your child can confidently react to such problems out loud, suggest to them the question written down, and explain that this is the same as the issue you had been doing before. This can help the child to see addition and counting as fundamentally related, and that this new problem is really something they’ve met before.
Playing board games: this activity may be both a mathematical learning experience as well as a nice pastime. Games that want a counter to be moved around a board do too much to encourage children to count on. If the board has numbers about it, the little one is able to note that the action is similar to counting out numbers aloud, or employing a number line. Make a point of remembering to draw attention to the partnership between using games and addition.
Learning number facts: usually, we depend on number facts learnt by heart to greatly help us answer addition problems. In summary, we do not need to figure out the solution to 7 and 10, we simply remember it. Having the ability to recall addition facts permits us to tackle simple maths tasks confidently. Enhance 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 point of the overall game is identify the precise location of the question (for instance, 7+8) and the corresponding answer from a set of cards all turned face down. Create a set of flashcards with simple addition facts written on them, consider the cards one at the same time, and ask the student for the solution, giving a great deal of applause when they give the right answer. When they are confident, expand the number of facts. Games will prevent your youngster perceiving addition as dull, and will build confidence.
Addition printables and worksheets: Practise makes perfect – and the right style 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 lots of free web sites that offer worksheets that help with the teaching of adding up, but it will matter what adding up worksheets you use. Ensure that the worksheets are directed at the right level, being neither too difficult nor too easy, and are of the right length to keep up 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, use the opportunity to give them a lot of praise; once they create a mistake, do not appear frustrated, but briefly explain their mistake. Using adding up worksheets in a considered way can definitely boost your student’s ability.
My children have always been digitally active, and as I look back over the years, one of the greatest choices I made was to exhibit my children right from the start the dangers of over-sharing. I recall when my daughter asked me for Instagram and after it passed the app test. (it was NOT a cultural site in the past, but we may discuss that in an alternative article) Before I let her run wild with it, taking and posting photos to the net for the world to see, Used to do a few things and made a short training lesson for her. This is what I did and why.
First thing Used to do was to truly have a conversation with her about WHY she wanted it. During the time it was just a repository for photos. You may make an account, choose who’d access to your account and then upload photos to the account. People who were allowed access could browse your photos, maybe touch upon them. It absolutely was a less complicated time. Anyways, in this conversation, she relayed in my experience several well thought-out, valid explanations why a healthy happy teen girl may want to share photos, and so we proceeded to talk about that which was appropriate to share. Now most of us obviously know very well 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 or even focus there. What we discussed during our talk was the information of the information within and with the photo, i.e., the metadata. She was required to turn location information off on the photos she posted in order that no you could track her or map her from the GPS data that’s attached to many smartphone photos.
Before we continue with the lesson I had with my daughter, I want to take the time and explain WHY it is important 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 own child’s device since they are very handy for other things like locating your youngster, or finding a device they lost… but that 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 an easy toggle feature to switch off location data in the photos. Also, since I had 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 particular 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 super easy for anyone who wants to, and has use of those photos to build a chart of the location the kids are generally in. It can very quickly show patterns of travel, behavior, and despite a little bit of work, provide a reasonably accurate map of a college, or home, including layouts of rooms and furniture. If you think for a moment what a less than reputable person could do with such data, say as an example a place of the path your son or daughter walks home, a place of the interior of your property including obstacles, security and household members, and pets. Add to that data the relative times that the kid is in each of those locations and it becomes a severe security risk for parents and a genuine danger to children. I am no expert on this subject, and I am not paranoid, but it absolutely was a huge 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’d like more info regarding this topic, just Google’Children location data photos’and select a few of the more reputable sites. It has been well covered by 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 will so I’ll leave it at that. Back again to the lesson.
After we had come to an understanding with location data and the dangers of it, and she was thinking about higher than a duck-face or her makeup in the photo, we proceeded to step two.
We discussed what data was in the foreground and background and was it safe to share. With this the main lesson, I took my smart-phone and within the span of a couple of days staged many photos, some completely sanitized for the internet and some that had hidden data in the photo. I made a quiz on her (which she thought was stupid..) and she took it, identifying which photos were safe to publish and which were not. A number of the photos that I staged were shots of flower arrangements on the table or counter, but with prescription bottles from the family pet in the back ground behind the subject. Some were photos of games or children playing, but with other uninvolved people reflected in mirrors or other surfaces innocuously in the edges of the shot. I took candid photos of household members that have been completely harmless, but some that were significantly less than flattering or embarrassing. I shot cityscapes that contained candid photos of strangers. One was a photo of a beautifully plated meal, but with a package showing our mailing address off on the side. I included photos of our home from an angle that one could see the address in the backdrop, images of her brothers but making use of their school in the background, photos that included her mother’s license plate barely visible at the side of the photo. Anything I could consider that may be used to track, locate, stalk or otherwise make one of us or somebody else feel violated, uncomfortable or self-conscious. I mixed these in with similar photos that have been completely sanitary. After I’d amassed a level of photos, I put together a little slideshow with a corresponding quiz book so 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 close to my thinking on each item she already was. I was expecting her being an impetuous tween girl to just post pictures without thinking about any content or any consequences, but even before I explained my thinking and rules to her, she was already way ahead of where I believed she’d be. There were some items that she missed, some things she hadn’t thought of, but also for the absolute most part, she would have been quite fine without my help. This 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 as much as I should, or possibly I still see them as helpless little toddlers, but I should more frequently recognize that I did an excellent job preparing them for life and they are very smart in their particular right. I often need certainly to remind myself that the explanation for all this care and thoughtful training is in order that they are prepared to take care of life on the own… I digress… After she had finished with the slides and worksheet, we went over them one by one. I made a point of not being negative, not beating her up over those she missed. Instead, I made those the starting place of the conversation, focusing on WHY these were not approved, how there have been elements included that seemed innocuous and how those ideas made the photo seem safe to create, but the thing that was present that manufactured in questionable. Two great and considerations originated in this. First, I realized that she was already paying very close focus on the important points and that gave me a lot of faith and confidence to let her have the app and be free on earth with it. Second, it showed her exactly what our expectations were in order that she could quicker meet them.
This brings me to a side topic that I won’t stray past an acceptable limit onto but needs mentioning. In raising my children, more regularly than not, once they take action I don’t approve of, it’s the maximum amount of a failure of mine to properly convey my expectations because it is them wanting to’break free with something.’ All the stress factors between us and our children can be attributed as often to bad communication as to bad behavior. More times than not my children are trying as much as I’m to help keep life easy and happy. For the most part, they would like to please us and make us happy. They thrive on praise and wilt when criticized. With this in your mind, back once 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 individuals around us in an optimistic way it was quite simple to acknowledge some use standards and to see that we both wanted the same things. I was reassured that she would have been a responsible Instagram citizen and she was more aware of some possible dangers she had previously not looked at and was reminded of best privacy and security practices on the general public internet. Now what should go next is “and all of us Instagrammed happily ever after..” This isn’t the case. While we did have a happy continuing, (we still use Instagram, so we aren’t to the finish yet) there is a very important factor I hadn’t thought of that quickly came into play.
As a parent, we are able to only react to the stimuli available to us at the time of the response. We are able to anticipate a lot of things, but in the world of the net, of computers and devices and an ever changing landscape of social interaction via the web, we never know what will be next. In the event of Instagram, just a few weeks after our lesson and my approval of her use, Instagram made what I look at a core change. They truly became the full social platform, with friends, and likes and invites and comments and a whole world of interaction that frankly scared the heck out of me. This is where I learned my hardest lesson of the app store. After you allow a software, you’ve NO WAY to take it back away. Keep this in your mind moving forward. I touched on this in an early on article when I mentioned allowing apps for starters 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’m mentioning this for two reasons. First, I am NOT perfect. I’m writing all of this down in the event some of it can help or inspires you, not to show you an ideal plan. There’s no perfect plan. I walked down this path with deep thought, conviction, education, and research, and I walked right into this wall. So are you going to, hopefully not this one, hopefully, I have helped you avoid that one, but there would have been a wall, somewhere, and you will bang your nose when you walk straight into it. Second, I learned through this that everything would be OK. I was back-doored by a software and my thoughtful prized parenting was thrown available and the planet didn’t end. My daughter is just a champ. I taught her well and she was equipped and prepared. Even yet in an alternative environment than I approved and prepared her for, she was a pro. Did she have problems with things online? Yes, she did. Made it happen ruin it on her behalf or damage her? Not at all. When she had an overly amorous follower, she dealt with it. At one time she even canceled her account and started another one so that she would have a do-over and have significantly more control of individuals she interacted with. Because I have 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 discuss options, ask questions and get my input when she did feel just like she needed it. The bottom line is, 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 learn about, learned all about, and applied emotional intelligence in many different ways since Daniel Goleman first popularized it in 1995.
Wikipedia defines emotional intelligence as: “the ability of individuals to identify their 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 adapt to environments or achieve one’s goals.”
Regardless of the model (and you can find several), once we think about emotional intelligence we notice it as a positive mix of skills and characteristics.
But imagine if “the ability of an individual to recognize… other people’s emotions” can also have negative consequences?
Theresa Edwards, in articles 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 will dsicover that empathy got in how of the participants’success.
In part among the experiment, Luma Al Halah showed a brief video of a person 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 one minute to get the numbers so as and complete the worksheet.
Partly two of the experiment, Luma showed a short video with a person who was hysterically funny. She gave exactly the same assignment that she had given partly one. The participants had to complete an alternative worksheet with the numbers 1 through 20 placed randomly on the page. Again, they received 1 minute to find 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 parts of the experiment.
However, there clearly was a marked difference in the participants’ability to perform the worksheets. After watching the sad video, the participants had a much harder time placing the numbers in order- so much in order that most of them were unable to complete their worksheets in the full time allowed.
After watching the funny video, the participants had a much simpler time placing the numbers in order- and most of them were able to complete their worksheets in enough time allowed.
The participants’empathy for the sobbing man left them with sad feelings. The outcome of the experiment showed that we find tasks much harder to accomplish whenever we are sad.
This doesn’t show that empathy is bad and ought to be avoided. This experiment simply illustrates that emotions, whether happy or sad, really can affect our performance (or situational intelligence).