The purpose of this short article is to place forward some ideas to greatly help with the teaching of addition.
Combining categories of physical objects: for most students, that is their simplest experience of adding up. This method normally involves collecting two sets of objects, then counting how many objects there are in total. (For example, by building two towers of cubes, and then counting up every single block.) For all, this method may be too involved, particularly for those students who present attention deficit disorder. If the kid cannot hold their attention for the whole of the experience, blocks is likely to be put awry, towers will end up with additional blocks, blocks can get confused, and by the end, the wrong answer is arrived at. The size of the method means that when your son or daughter doesn’t master the style quickly, they’re not likely to produce progress at all. Additionally, it’s difficult to give this method into a calculation which can be approached mentally: for example, try to assume two large sets of objects in your face, and then count them all up. Even for adults, this is nearly impossible.
Simple drawings: jottings certainly 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, jot down the right number of tallies (for instance, for the number 4, draw 4 tallies). Ask your student to predict how many tallies you will need to draw by one other number in the problem. Once they arrived at the proper answer, question them to draw the tallies. To complete with, ask how many tallies they’ve drawn altogether. This approach is an easier means of bringing together 2 groups, is less likely to be susceptible to mechanical error, and is much better worthy of students with poor focus. It also encourages the child 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. When your child has reached a stage where they know 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 actually equivalent to answering an improvement problem of the type 2+1, but helps for connecting the ideas of counting and addition, which is very powerful. This technique gets your student ready to use number squares and gives them the confidence to answer problems inside their mind. The method can also be made more challenging, by asking, “what number is 2 more than… ” When your child can confidently answer such problems aloud, demonstrate to them the question written down, and explain that this really is just like the issue you’d been doing before. This can help the kid to see addition and counting as fundamentally related, and that this new problem is actually something they’ve met before.
Playing board games: this activity could be both a mathematical learning experience in addition to a pleasant pastime. Games that need a table to be moved around a table do a great deal to encourage children to count on. If the board has numbers on it, the little one has the capacity to note that the action is comparable to counting out numbers aloud, or using a number line. Create a point of remembering to draw attention to the relationship between using games and addition.
Learning number facts: usually, we count on number facts learnt by heart to simply help us answer addition problems. In a nutshell, we do not need to determine the solution to 7 and 10, we simply remember it. Being able to recall addition facts we can tackle simple maths tasks confidently. Enhance your student’s understanding 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 game is identify the precise location of the question (for instance, 7+8) and the corresponding answer from a couple of cards all turned face down. Create a set of flashcards with simple addition facts written to them, go through the cards one at the same time, and ask the student for the answer, giving much of applause when they provide the right 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 proper style of practice also lends more confidence. By utilizing simple worksheets, aimed towards your student’s ability and attention span, you can significantly boost your child’s ability with addition, both orally and written down. There are lots of free internet sites that provide worksheets that help with the teaching of adding up, but it will matter what adding up worksheets you use. Make sure that the worksheets are targeted at the best level, being neither too hard nor too easy, and are of the right length to maintain the student’s interest. You should 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 offer 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 really boost your student’s ability.
My children will always be digitally active, and as I look back over the years, one of the best choices I made was to exhibit my children right from the start 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 social 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, Used to do a couple of things and made a brief training lesson for her. Some tips about what Used to do 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 was merely a repository for photos. You will make an account, choose who had access to 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 to me several well thought-out, valid reasons why a healthier happy teen girl may want to share photos, and so we proceeded to discuss what was appropriate to share. Now we all obviously understand what comes in your thoughts first when someone mentions a teenager 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 did not stop there as well as focus there. What we discussed during our talk was this content of the data contained in and with the photo, i.e., the metadata. She was required to show location information off on the photos she posted so that no you could track her or map her from the GPS data that is attached to many smartphone photos.
Before we continue with the lesson I’d with my daughter, I want to take a moment 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 in your child’s device since they are very handy for other things like locating your child, or getting a device they lost… but which is 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 turn fully 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 is’Photo Map’). The danger with GPS tagging children’s photos is so it helps it be quite simple proper who wants to, and has usage of those photos to build a chart of the area the kids are generally in. It can very quickly show patterns of travel, behavior, and even with a tiny amount of work, provide a fairly accurate map of a school, or home, including layouts of rooms and furniture. If you think for an instant what a significantly less than reputable person could do with such data, say as an example a map of the road your child walks home, a place of the interior of your home including obstacles, security and family members, and pets. Add compared to that data the relative times that the little one is in each of the locations and it becomes a significant security risk for parents and a genuine danger to children. I’m no expert with this subject, and I’m not paranoid, but it had been a big enough concern for me personally 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 click a number of the more reputable sites. This has 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 could so I’ll leave it at that. Back to the lesson.
After we had come to a knowledge with location data and the dangers of it, and she was contemplating greater 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. Because of this area of the lesson, I took my smart-phone and on the course of a few 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 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 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 family unit members that were completely harmless, however, many 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 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 medial side of the photo. Anything I really could think of that may be used to track, locate, stalk or elsewhere make certainly one of us or somebody else feel violated, uncomfortable or self-conscious. I mixed these in with similar photos which were completely sanitary. After I’d amassed a volume of photos, I assembled only a little slideshow with a corresponding quiz book to ensure that she could answer questions and make comments on each photo if it were acceptable, if not, why and any thoughts she’d regarding them. When she took the quiz, I was amazed at how near 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 ahead of where I believed she’d be. There were some items which 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 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 would, or perhaps I still see them as helpless little toddlers, but I will more frequently recognize that I did an excellent job preparing them for life and they’re very smart in their very own right. I often have to remind myself that the reason for all this care and thoughtful training is so that they are prepared to take care of life on their 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 ones she missed. Instead, I made those the starting point of the conversation, concentrating on WHY these were not approved, how there were elements included that seemed innocuous and how those ideas made the photo seem safe to publish, but that which was present that made in questionable. Two great and essential things originated in this. First, I realized that she was already paying very close focus on the facts 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 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 much onto but needs mentioning. In raising my children, more often than not, when they make a move 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’break free with something.’ All of the stress factors between us and our kids may be attributed as often to bad communication concerning 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 wish to please us and make us happy. They thrive on praise and wilt when criticized. With this particular in 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 a positive way it absolutely was very easy to acknowledge some use standards and to see that individuals both wanted the 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 public internet. Now what should go next is “and most 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 finish yet) there was one thing I hadn’t considered that quickly came into play.
As a parent, we can only answer the stimuli available to us at the time of the response. We are able to anticipate several things, but in the world of the net, of computers and devices and an ever changing landscape of social interaction via the internet, we never know what will be next. In case of Instagram, only some weeks after our lesson and my approval of her use, Instagram made what I look at a core change. They truly became a full social platform, with friends, and likes and invites and comments and a complete world of interaction that frankly scared the heck out of me. That is where I learned my hardest lesson of the app store. After you allow an app, you’ve NO WAY to take it back away. Keep this in mind moving forward. I touched on this back an early on article when I mentioned allowing apps for one child on the family 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 2 reasons. First, I am NOT perfect. I am writing all of this down just in case some of it will 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 will you, hopefully not this 1, hopefully, I’ve helped you avoid that one, but there will be 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 spacious and the entire world didn’t end. My daughter is a champ. I taught her well and she was equipped and prepared. Even yet 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. Made it happen ruin it for her or damage her? Not at all. When she had an overly amorous follower, she managed it. At one point she even canceled her account and started another one in order that she would have a do-over and have significantly more control of the people 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 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 learn about, learned about, and applied emotional intelligence in a number 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 conform to environments or achieve one’s goals.”
Regardless of model (and you can find several), once we consider emotional intelligence we view it as an optimistic mixture of skills and characteristics.
But imagine if “the capacity of individuals 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 explain, you might find that empathy got in how of the participants’success.
Simply 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 were given 1 minute to obtain the numbers so as and complete the worksheet.
In part two of the experiment, Luma showed a quick video with a person who had been hysterically funny. She gave exactly the same assignment that she had given partly one. The participants had to perform a different worksheet with the numbers 1 through 20 placed randomly on the page. Again, they were given 1 minute to obtain the numbers in order.
With out a sense of empathy with the sobbing man, there would 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 accomplish the worksheets. After watching the sad video, the participants had a much harder time placing the numbers in order- so much so that many were not able to accomplish 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 many of them were able to complete their worksheets in the time allowed.
The participants’empathy for the sobbing man left them with sad feelings. The outcome of the experiment showed that individuals find tasks much harder to accomplish when we are sad.
This does not show that empathy is bad and must certanly be avoided. This experiment simply illustrates that emotions, whether happy or sad, can actually affect our performance (or situational intelligence).