The objective of this article is to place forward some ideas to help with the teaching of addition.
Combining sets of physical objects: for several students, this really is their most basic connection with adding up. This technique normally involves collecting two sets of objects, then counting exactly how many objects there are 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 anyone students who present attention deficit disorder. If the child cannot hold their attention for the entire of the activity, blocks will soon be put awry, towers can become with additional blocks, blocks will get mixed up, and at the end, the wrong answer is arrived at. The size of the process means when your child doesn’t master the idea quickly, they’re unlikely to create progress at all. Additionally, it is difficult to give this process in to a calculation that may be approached mentally: like, 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 process described above. Write out the addition problem on a page of paper, and close to the very first number, make note of the right amount of tallies (for instance, for the amount 4, draw 4 tallies). Ask your student to predict exactly how many tallies you should draw by another number in the problem. If they come to the correct answer, inquire further to draw the tallies. To complete with, ask just how many tallies they’ve drawn altogether. This technique is a much easier method of bringing together 2 groups, is less apt to be susceptible to mechanical error, and is much better suited to 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 amount of tallies.
Relying on: this can be a technique based around your student’s capacity to say number names. When your child has reached a period where they understand how to count to five, start asking them questions like, “what number is 1 more than… ” (eg. what comes after 2 whenever we count?) This is really equal to answering a supplement problem of the sort 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 inside their mind. The technique may also be made more challenging, by asking, “what number is 2 more than… ” Whenever your child can confidently react to such problems aloud, demonstrate to them the question written down, and explain that that is the same as the problem you’d been doing before. This will help the child to see addition and counting as fundamentally related, and this new problem is clearly something they have met before.
Playing board games: this activity could be both a mathematical learning experience along with a nice pastime. Games that require a table to be moved around a table do a lot to encourage children to count on. If the board has numbers about it, the kid has the capacity to observe that the action is similar to counting out numbers aloud, or using a number line. Produce a point of remembering to draw focus on the connection between using games and addition.
Learning number facts: usually, we rely on number facts learnt by heart to greatly help us answer addition problems. In summary, we do not have to determine 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. Improve your student’s knowledge of known number bonds by singing nursery songs that tell stories of number. Take part in the game of matching pairs with the student, where the purpose of the game is identify the located area of the question (for instance, 7+8) and the corresponding answer from some cards all turned face down. Create a couple of flashcards with simple addition facts written on them, look at the cards one at a time, and ask the student for the answer, giving much of applause when they give the best answer. When they are confident, expand the number of facts. Games will prevent your child perceiving addition as dull, and will build confidence.
Addition printables and worksheets: Practise makes perfect – and the right design of practice also lends more confidence. By utilizing simple worksheets, aimed towards your student’s ability and attention span, you are able to significantly enhance your child’s ability with addition, both orally and written down. There are lots of free internet sites offering worksheets that assistance with the teaching of adding up, but it does matter what adding up worksheets you use. Make certain that the worksheets are aimed at the best level, being neither too difficult nor too easy, and are of the correct length to steadfastly keep up the student’s interest. You need to be attempting presenting questions that foster their recollection of number facts, along with a scattering of sums involving some calculation. On the occasions that the student is successful, use the opportunity to provide them lots of praise; once they make a mistake, don’t 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 time, one of the finest choices I made was showing my children from the beginning 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 social site in those days, 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 all your world to see, I did a couple of things and made a short training lesson for her. Here’s what I did so and why.
The very first thing Used to do was to truly have a conversation with her about WHY she wanted it. During the time it had been only a repository for photos. You could make an account, choose who had usage of 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 simpler time. Anyways, in this conversation, she relayed to me several well thought-out, valid reasoned explanations why a healthy happy teen girl might want to share photos, and so we proceeded to go over the thing that was appropriate to share. Now we all obviously know what comes in your thoughts first when someone mentions a teen girl posting photos on the Internet, and frankly, I have never had a problem with her being provocative or scandalous, so even though our conversation hit that topic, it didn’t stop there as well as focus there. What we discussed during our talk was the content of the data contained in 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 one could track her or map her from the GPS data that’s attached to many smartphone photos.
Before we continue with the lesson I’d with my daughter, I wish to set aside a second and explain WHY it is essential to show 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 because they are very handy for other things like locating your son or daughter, or finding 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 turn fully 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 that it makes it super easy for anyone who wants to, and has access to those photos to create a place of the area the kids tend to be in. It can very quickly show patterns of travel, behavior, and even with a tiny amount of work, provide a reasonably accurate map of a college, or home, including layouts of rooms and furniture. If you think for an instant what a less than reputable person could do with such data, say as an example a map of the road your youngster walks home, a map of the interior of your home including obstacles, security and family unit members, and pets. Add compared to that data the relative times that the little one is in each of the locations and it becomes an extreme security risk for folks and a genuine danger to children. I’m no expert on this subject, and I am not paranoid, but it was a large 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 the photos. If you prefer more info regarding this topic, just Google’Children location data photos’and click on a few of the more reputable sites. It’s 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 could so I will leave it at that. Back to the lesson.
After we’d arrive at a knowledge with location data and the dangers of it, and she was contemplating more 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. Because of this the main lesson, I took my smart-phone and on the course of a couple of days staged many photos, some completely sanitized for the web 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 publish and that have been not. A number of the photos that I staged were shots of flower arrangements up for grabs 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 nearest and dearest which were completely harmless, however many that have been significantly less than flattering or embarrassing. I shot cityscapes that contained candid photos of strangers. One was a photograph 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 you might start to see the address in the back ground, 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 possibly could think of that might be used to track, locate, stalk or else make one of us or someone 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 assembled only a little slideshow with a corresponding quiz book in order that she could answer questions and make comments on each photo when it were acceptable, or even, why and any thoughts she had 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 as 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 before where I believed she’d be. There were some items which she missed, some things she hadn’t considered, but for the absolute most part, she could 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 as much as I should, or even I still see them as helpless little toddlers, but I ought to more regularly realize that I have inked a good job preparing them for a lifetime and they’re very smart in their own right. I often need certainly to remind myself that the explanation for all this care and thoughtful training is so they are prepared to handle life on their own… I digress… After she had 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 ones she missed. Instead, I made those the kick off point of the conversation, concentrating on WHY they certainly were not approved, how there have been elements included that seemed innocuous and how those activities made the photo seem safe to publish, 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 attention to the important points and that gave me plenty 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 to ensure that she could quicker meet them.
This brings me to a part topic that I won’t stray too much onto but needs mentioning. In raising my children, more often than not, when they take action I don’t approve of, it’s just as much a failure of mine to properly convey my expectations since it is them wanting to’get away with something.’ The majority of the stress factors between us and our kids may be attributed normally to bad communication regarding bad behavior. More times than not my students are trying around I’m to keep life easy and happy. For the absolute most part, they want to please us and make us happy. They thrive on praise and wilt when criticized. With this specific in mind, back 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 a confident way it had been quite simple to agree on some use standards and to see that individuals both wanted the exact same things. I was reassured that she would be a responsible Instagram citizen and she was more conscious 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 most of us Instagrammed happily ever after..” This is simply not the case. While we did have a happy continuing, (we still use Instagram, so we aren’t to the finish yet) there was a very important factor I hadn’t thought of that quickly arrived to play.
As a parent, we are able to only react to the stimuli open to us at the time of the response. We could anticipate many things, but on the planet of the net, of computers and devices and an ever changing landscape of social interaction via the net, we never know what’ll be next. In case of Instagram, only a few weeks after our lesson and my approval of her use, Instagram made what I look at a core change. They truly became a complete social platform, with friends, and likes and invites and comments and a whole world of interaction that frankly scared the heck out of me. That is where I learned my hardest lesson of the app store. Once you allow an app, you’ve NO WAY to take it back away. Keep this in mind moving forward. I touched with this back in a youthful 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’ll dive deeper into this in a later article.
I’m mentioning this for just two reasons. First, I am NOT perfect. I am writing all this down in case a number of it helps or inspires you, not showing you a perfect plan. There is 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’ve helped you avoid this 1, but there is a wall, somewhere, and you’ll bang your nose whenever you walk straight into it. Second, I learned through this that everything could 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 in a different environment than I approved and prepared her for, she was a pro. Did she have difficulties with things online? Yes, she did. Made it happen ruin it on her or damage her? Not at all. When she’d an overly amorous follower, she dealt with it. At one time she even canceled her account and started another one to ensure that she would have a do-over and have more control of individuals she interacted with. Because I had been upfront about my concern and her safety, and I had 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 read about, learned all about, and applied emotional intelligence in a variety of ways since Daniel Goleman first popularized it in 1995.
Wikipedia defines emotional intelligence as: “the ability of an individual to identify their own and other people’s emotions, discern between different feelings and label them appropriately, use emotional information to guide thinking and behavior, and manage and/or adjust emotions to adapt to environments or achieve one’s goals.”
Regardless of the model (and you will find several), once we think about emotional intelligence we view it as a confident combination of skills and characteristics.
But imagine if “the ability of people 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 would be to assume their feelings upon yourself and allow you to ultimately feel what they feel.”
In the informal experiment I’m going to describe, you will dsicover that empathy got in the manner of the participants’success.
Partly among the experiment, Luma Al Halah showed a quick 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 were given 1 minute to obtain the numbers so as and complete the worksheet.
Simply two of the experiment, Luma showed a quick video with a person who had been hysterically funny. She gave the exact 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 get the numbers in order.
Without a sense of empathy with the sobbing man, there could have been no difference in the success rates of the participants in both elements of the experiment.
However, there clearly 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 to ensure that many were not able to complete their worksheets in the full time allowed.
After watching the funny video, the participants had an easier time placing the numbers in order- and many of them were able to complete their worksheets in the full 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 complete once we are sad.
This does not show that empathy is bad and should be avoided. This experiment simply illustrates that emotions, whether happy or sad, really can affect our performance (or situational intelligence).