The objective of this article is to put forward some ideas to greatly help with the teaching of addition.
Combining categories of physical objects: for all students, that is their simplest experience of 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 each block.) For most, this process could be too involved, particularly for anyone students who present attention deficit disorder. If the kid cannot hold their attention for your of the experience, blocks will be put awry, towers can become with additional blocks, blocks are certain to get confused, and at the conclusion, the wrong answer is arrived at. The size of the method means when your son or daughter doesn’t master the style quickly, they are not likely to create progress at all. Additionally, it is difficult to increase this process right into a calculation that can be approached mentally: for example, try to imagine two large sets of objects in your face, and then count them up. Even for adults, this really is nearly impossible.
Simple drawings: jottings are a more useful alternative to the process described above. Write out the addition problem on a sheet of paper, and close to the very first number, make note of the appropriate amount of tallies (for instance, for the amount 4, draw 4 tallies). Ask your student to predict just how many tallies you will need to draw by one other number in the problem. When they arrived at the correct answer, ask them to draw the tallies. To finish with, ask just how many tallies they’ve drawn altogether. This method is a much simpler method of bringing together 2 groups, is less probably be subject to mechanical error, and is way better worthy of students with poor focus. It also encourages the little one to associate between what the written sum actually says, and why they’re drawing a certain number of tallies.
Counting on: this is a technique based around your student’s capacity to say number names. When your child has reached a level where they learn 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 really comparable to answering an improvement problem of the type 2+1, but helps to connect the ideas of counting and addition, which can be very powerful. This technique gets your student ready to utilize number squares and gives them the confidence to answer problems inside their mind. The technique may also be made more difficult, by asking, “what number is 2 more than… ” As soon as your child can confidently respond to such problems aloud, show them the question written down, and explain that this really is just like the problem you had been doing before. This can help the little one to see addition and counting as fundamentally related, and that new problem is actually something they’ve met before.
Playing games: this activity can be both a mathematical learning experience in addition to a nice pastime. Games that require a table to be moved around a board do a lot to encourage children to count on. If the board has numbers on it, the little one can see that the action is comparable to counting out numbers aloud, or employing a number line. Create a point of remembering to draw focus on the connection between using board games and addition.
Learning number facts: usually, we count on number facts learnt by heart to greatly help us answer addition problems. In a nutshell, we do not need to figure out the answer to 7 and 10, we simply remember it. Being able to recall addition facts permits us to tackle simple maths tasks confidently. Improve your student’s understanding 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 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 couple of flashcards with simple addition facts written on them, look at the cards one at a time, and ask the student for the clear answer, giving a great deal of applause when they give the proper answer. When they are confident, expand the number of facts. Games will prevent your son or daughter perceiving addition as dull, and will build confidence.
Addition printables and worksheets: Practise makes perfect – and the best style of practice also lends more confidence. By utilizing simple worksheets, aimed towards your student’s ability and attention span, you can significantly improve your child’s ability with addition, both orally and written down. There are plenty of free websites offering worksheets that help with the teaching of adding up, but it does matter what adding up worksheets you use. Ensure that the worksheets are aimed at the right level, being neither too hard nor too easy, and are of the correct length to keep up the student’s interest. You ought to be attempting to provide 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; when they create a mistake, don’t appear frustrated, but briefly explain their mistake. Using adding up worksheets in a considered way can definitely raise your student’s ability.
My children have been digitally active, and as I look back over time, one of the greatest choices I made was to show 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 social site in the past, but we might discuss that in a different article) Before I let her run wild with it, taking and posting photos to the internet for the world to see, I did so a couple of things and made a short training lesson for her. Here is what I did so and why.
First thing I did was to have a conversation with her about WHY she wanted it. During the time it had been just a repository for photos. You could 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 touch upon them. It had been an easier time. Anyways, in this conversation, she relayed to 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 the thing that was appropriate to share. Now most of us obviously know what comes to mind first when someone mentions a teen girl posting photos on the Internet, and frankly, I have never had an issue with her being provocative or scandalous, so even though our conversation hit that topic, it did not stop there or even focus there. What we discussed during our talk was this content of the data within 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 do want to take a moment and explain WHY it is very 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 as they are very handy for other such things as locating your son or daughter, or finding a device they lost… but that’ll 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 a simple 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 specific 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 very easy for everyone who wants to, and has usage of those photos to construct a chart of the region the youngsters are generally in. It can certainly 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 think for an instant what a significantly less than reputable person could do with such data, say as an example a place of the road your youngster walks home, a place of the inside of your house including obstacles, security and family unit members, and pets. Add compared to that data the relative times that the child is in each of those locations and it becomes a significant security risk for parents and an actual danger to children. I am no expert on this subject, and I’m 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 their photos. If you want more info regarding this topic, just Google’Children location data photos’and select 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 much better and more thorough job dissecting it than I will so I will leave it at that. Back again to the lesson.
After we’d arrived at a knowledge with location data and the dangers of it, and she was considering more 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 the main lesson, I took my smart-phone and within 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 on 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 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 or other surfaces innocuously in the edges of the shot. I took candid photos of nearest and dearest that were completely harmless, but some that have been 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 bag showing our mailing address off on the side. I included photos of our home from an angle that you could start to see the address in the backdrop, images of her brothers but making use of their school in the back ground, 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 otherwise make certainly one of us or another person 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 put together 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’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 thinking about any content or any consequences, but even before I explained my thinking and rules to her, she had been way ahead of where I thought she’d be. There have been some items which she missed, some things she hadn’t looked at, but also for probably the most part, she could 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 will, or perhaps I still see them as helpless little toddlers, but I should more frequently realize that I have inked a good job preparing them for a lifetime and they are very smart in their very own right. I often need to remind myself that the reason for all of this care and thoughtful training is in order that they are prepared to handle 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 place of not being negative, not beating her up over the ones she missed. Instead, I made those the kick off point of the conversation, focusing on WHY they certainly were not approved, how there have been elements included that seemed innocuous and how those ideas made the photo seem safe to post, but that which was present that made in questionable. Two great and important things originated in this. First, I seen that she had been paying very close awareness of the details 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 precisely what our expectations were to ensure that she could more easily meet them.
This brings me to a side topic that I will not stray past an acceptable limit onto but needs mentioning. In raising my children, more frequently than not, if they make a move I don’t approve of, it’s as much a failure of mine to properly convey my expectations since it is them attempting to’break free with something.’ All the stress factors between us and our kids could be attributed as often to bad communication regarding bad behavior. More times than not my students are trying around 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 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 the folks around us in an optimistic way it was very easy to agree with 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 aware of some possible dangers she’d previously not considered 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 pleased continuing, (we still use Instagram, so we aren’t to the end yet) there is a very important factor I hadn’t considered that quickly came into play.
As a parent, we are able to only respond to the stimuli open to us at the time of the response. We can anticipate a lot of 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 will be next. In the case of Instagram, only some weeks after our lesson and my approval of her use, Instagram made what I consider a core change. They 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 app, you’ve NO WAY to take it back away. Keep this at heart moving forward. I touched with this in an earlier article when I mentioned allowing apps for just one child on the family 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 am mentioning this for two reasons. First, I’m NOT perfect. I’m writing all this down just in case a number of it can help or inspires you, not showing you an ideal plan. There is no perfect plan. I walked down this path with deep thought, conviction, education, and research, and I walked directly into this wall. So are you going to, hopefully not this 1, hopefully, I’ve helped you avoid this one, but there is a wall, somewhere, and you will bang your nose whenever you walk straight into it. Second, I learned through this that everything will be OK. I was back-doored by an app and my thoughtful prized parenting was thrown wide open and the entire world didn’t end. My daughter is 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 issues 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 handled it. At one point she even canceled her account and started a different one in order that she could have a do-over and do have more control of the people 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 talk about options, ask questions and get my input when she did feel like she needed it. In a nutshell, 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, 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 acknowledge their very 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), whenever we think about emotional intelligence we notice it as an optimistic combination of skills and characteristics.
But what if “the capacity of individuals to recognize… other people’s emotions” can likewise have negative consequences?
Theresa Edwards, in an article titled: Empathy vs. Sympathy: What’s the Difference explains that “to empathize with someone is always 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.
In part among the 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 find the numbers so as and complete the worksheet.
In part two of the experiment, Luma showed a quick video with a man who was simply hysterically funny. She gave exactly the same assignment that she’d given in part one. The participants had to complete a different worksheet with the numbers 1 through 20 placed randomly on the page. Again, they were given one minute to obtain the numbers in order.
With no sense of empathy with the sobbing man, there could have been no difference in the success rates of the participants in both areas 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 many of them were not able to perform 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 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 people find tasks much harder to complete whenever we are sad.
This does not imply that empathy is bad and should really be avoided. This experiment simply illustrates that emotions, whether happy or sad, can definitely affect our performance (or situational intelligence).