The goal of this information is to place forward some ideas to help with the teaching of addition.
Combining sets of physical objects: for all students, this really is their most elementary connection with adding up. This process normally involves collecting two sets of objects, then counting just how many objects there are in total. (For example, by building two towers of cubes, and then counting up each block.) For all, this method could be too involved, particularly for those students who present attention deficit disorder. If the kid cannot hold their attention for the whole of the game, blocks will soon be put awry, towers find yourself with additional blocks, blocks are certain to get confusing, and by the end, the wrong answer is arrived at. Along the process means when your youngster doesn’t master the style quickly, they are not likely to make progress at all. In addition, it’s difficult to increase this process right into a calculation that can be approached mentally: like, try to assume two large sets of objects in your face, and then count them up. Even for adults, this is nearly impossible.
Simple drawings: jottings really are a more useful option to the method described above. Write out the addition problem on a page of paper, and close to the first number, write down the correct quantity of tallies (for instance, for the number 4, draw 4 tallies). Ask your student to predict just how many tallies you will need to draw by the other number in the problem. If they arrived at the proper answer, ask them to draw the tallies. In order to complete with, ask exactly how many tallies they have drawn altogether. This method is a much easier way of bringing together 2 groups, is less likely to be susceptible to mechanical error, and is better suitable for students with poor focus. Additionally, it encourages the little one to associate between what the written sum actually says, and why they are drawing a particular number of tallies.
Relying upon: this is a technique based around your student’s capacity to say number names. When your child has reached a stage where they learn how to count to five, start asking them questions like, “what number is 1 more than… ” (eg. what employs 2 when we count?) This is really equal to answering an addition problem of the type 2+1, but helps to connect the ideas of counting and addition, which will be very powerful. This technique gets your student ready to make use of number squares and gives them the confidence to answer problems inside their mind. The strategy can be made more difficult, by asking, “what number is 2 more than… ” When your child can confidently respond to such problems out loud, show them the question written down, and explain that that is just like the situation you’d been doing before. This will help the child to see addition and counting as fundamentally related, and that this new problem is in fact 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 table to be moved around a board do too much to encourage children to count on. If the board has numbers about it, the child is able to observe that the action is similar to counting out numbers aloud, or utilizing a number line. Produce a point of remembering to draw awareness of the partnership between using board games and addition.
Learning number facts: usually, we rely on number facts learnt by heart to simply help us answer addition problems. In summary, we do not have to determine the clear answer 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 game of matching pairs with the student, where the point of the overall 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 some flashcards with simple addition facts written on them, look at the cards one at a time, and ask the student for the solution, giving much of applause when they provide the best answer. When they’re confident, expand how many 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 boost your child’s ability with addition, both orally and written down. There are many of free web sites that offer worksheets that assistance with the teaching of adding up, but it does matter what adding up worksheets you use. Ensure that the worksheets are aimed at the best level, being neither too hard nor too easy, and are of the proper length to keep 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, utilize the opportunity to provide them plenty of praise; if they create a mistake, don’t appear frustrated, but briefly explain their mistake. Using adding up worksheets in a considered way can really 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 to exhibit my children from the beginning the dangers of over-sharing. I remember when my daughter asked me for Instagram and after it passed the app test. (it was NOT a cultural site back then, but we might discuss that in an alternative 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 two things and made a brief training lesson for her. Here is what Used to do and why.
First thing I did was to really have a conversation with her about WHY she wanted it. At the time it was only a repository for photos. You might make an account, choose who had usage of your account and then upload photos to the account. People have been allowed access could browse your photos, maybe discuss them. It was an easier time. Anyways, in this conversation, she relayed if you ask me several well thought-out, valid reasons why a wholesome happy teen girl might want to share photos, and so we proceeded to go over what was appropriate to share. Now most of us obviously know what comes to mind first when someone mentions a young adult girl posting photos on the Internet, and frankly, I have not had a problem with her being provocative or scandalous, so even though our conversation hit that topic, it did not stop there as well as focus there. What we discussed during our talk was this content of the info contained in and with the photo, i.e., the metadata. She was required to show 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 the majority of smartphone photos.
Before we continue with the lesson I had with my daughter, I wish to set aside a second 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 own child’s device because they are very handy for other such things as locating your youngster, or getting a device they lost… but which will be covered in future articles… )
Every photo that is 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 don’t upload to a particular mapping feature in the service (in Instagram that is’Photo Map’). The danger with GPS tagging children’s photos is so it makes it super easy for everyone who wants to, and has use of those photos to build a map of the area the children are generally in. It can very quickly show patterns of travel, behavior, and despite having a small amount of work, provide a reasonably accurate map of a school, or home, including layouts of rooms and furniture. If you were to think for a minute what a significantly less than reputable person could do with such data, say as an example a map of the path your youngster walks home, a place of the within of your property including obstacles, security and members of the family, and pets. Add to that particular data the relative times that the little one is in each of these locations and it becomes an extreme security risk for parents and a real danger to children. I am not an expert with this subject, and I’m 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 prefer more information regarding this topic, just Google’Children location data photos’and click on a number 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 to the lesson.
After we’d arrived at an understanding with location data and the dangers of it, and she was contemplating higher than a duck-face or her makeup in the photo, we proceeded to step two.
We mentioned 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 course of a few days staged many photos, some completely sanitized for the web and some that had hidden data in the photo. I made a quiz on her behalf (which she thought was stupid..) and she took it, identifying which photos were safe to post and that have been not. A few 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 backdrop 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 family members which were completely harmless, however many that were significantly 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 an envelope showing our mailing address off on the side. I included photos of our home from an angle you could start to see the address in the background, 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 think of that might be used to track, locate, stalk or elsewhere make among 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 volume of photos, I assembled only a little slideshow with a corresponding quiz book so 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 thinking about any content or any consequences, but even before I explained my thinking and rules to her, she had been way in front of where I believed she would be. There have been some things that she missed, some things she hadn’t thought of, but for probably the most part, she could have been quite fine without my help. This really 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 will, or perhaps I still see them as helpless little toddlers, but I would more often realize that I did a good job preparing them for life and they are very smart in their particular right. I often have to remind myself that the reason for all of 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 point of not being negative, not beating her up over the people she missed. Instead, I made those the starting place of the conversation, emphasizing WHY they certainly were not approved, how there have been elements in them that seemed innocuous and how those things made the photo seem safe to create, but that which was present that manufactured in questionable. Two great and considerations came from this. First, I realized that she was already paying very close awareness of the facts and that gave me lots of faith and confidence to let her have the app and be free on earth with it. Second, it showed her just what our expectations were to ensure that she could easier 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 often than not, once they make a move I don’t approve of, it’s as much a failure of mine to properly convey my expectations because it is them trying to’break free with something.’ Most of the stress factors between us and our youngsters could be attributed as frequently to bad communication regarding bad behavior. More times than not my students are trying as much as I am to keep life easy and happy. For probably the 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 the people around us in an optimistic way it absolutely was very easy to acknowledge some use standards and to see that we both wanted the same things. I was reassured that she will be a responsible Instagram citizen and she was more conscious of some possible dangers she’d previously not looked at and was reminded of best privacy and security practices on the public internet. Now what should go 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 was one thing I hadn’t looked at that quickly came into play.
As a parent, we could only respond to the stimuli available to us at the time of the response. We are able to anticipate several things, but in the world of the internet, 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 some weeks after our lesson and my approval of her use, Instagram made what I think about a core change. They truly became a complete social platform, with friends, and likes and invites and comments and an entire world of interaction that frankly scared the heck out of me. This is where I learned my hardest lesson of the app store. Once you allow a software, you have NO WAY to bring it back away. Keep this in mind moving forward. I touched on this in an earlier 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 almost impossible, I’ll dive deeper into this in a later article.
I’m mentioning this for 2 reasons. First, I’m NOT perfect. I am writing all this down in case a number of it will help or inspires you, not to exhibit 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 1, hopefully, I have helped you avoid this 1, but there would have been a wall, somewhere, and you’ll bang your nose when you walk straight into it. Second, I learned through this that everything could be OK. I was back-doored by an application and my thoughtful prized parenting was thrown spacious and the entire world didn’t end. My daughter is really 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 issues with things online? Yes, she did. Achieved it ruin it on her behalf or damage her? Not at all. When she had an overly amorous follower, she managed 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 like she needed it. In summary, because I trained her to be and then encouraged her to be, she is now a trustworthy and responsible citizen of the internet.
We have learn about, discovered, and applied emotional intelligence in a number of ways since Daniel Goleman first popularized it in 1995.
Wikipedia defines emotional intelligence as: “the capacity of individuals to identify their particular 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.”
Whatever the model (and there are several), whenever we consider emotional intelligence we view it as a positive mix of skills and characteristics.
But imagine if “the capacity of individuals to recognize… other people’s emotions” can also provide 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 way of the participants’success.
In part one of many experiment, Luma Al Halah showed a short video of a man who ultimately 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 get the numbers in order and complete the worksheet.
Simply two of the experiment, Luma showed a short video with a person who was simply hysterically funny. She gave the exact same assignment that she had given simply one. The participants had to accomplish 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 out 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 is 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 unable to complete their worksheets in the time allowed.
After watching the funny video, the participants had a much simpler time placing the numbers in order- and a lot of them could complete their worksheets in the time allowed.
The participants’empathy for the sobbing man left them with sad feelings. The results of the experiment showed that individuals find tasks much harder to accomplish once we are sad.
This does not signify empathy is bad and ought to be avoided. This experiment simply illustrates that emotions, whether happy or sad, can actually affect our performance (or situational intelligence).