The objective of this informative article is to put forward some ideas to simply help with the teaching of addition.
Combining groups of physical objects: for most students, that is their most basic 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 several, this approach can be too involved, particularly for those students who present attention deficit disorder. If the little one cannot hold their attention for your of the activity, blocks is likely to be put awry, towers will end up with additional blocks, blocks are certain to get confusing, and at the end, the wrong answer is arrived at. The length of the method means that if your child doesn’t master the idea quickly, they are not likely to produce progress at all. Furthermore, it’s difficult to extend this technique into a calculation that may be approached mentally: like, try to imagine two large sets of objects in your head, and then count them up. Even for adults, this really is nearly impossible.
Simple drawings: jottings certainly are a more useful option to the procedure described above. Write out the addition problem on a sheet of paper, and next to the first number, make note of the correct quantity of tallies (for instance, for the amount 4, draw 4 tallies). Ask your student to predict how many tallies you will have to draw by one other number in the problem. If they arrive at the proper answer, question them to draw the tallies. To complete with, ask just how many tallies they have drawn altogether. This method is an easier way of bringing together 2 groups, is less apt to be susceptible to mechanical error, and is way better suited to students with poor focus. Additionally, it encourages the kid to associate between what the written sum actually says, and why they are drawing a specific quantity of tallies.
Counting on: this is a technique based around your student’s capacity to state number names. Whenever your child has reached a phase where they learn how to count to five, start asking them questions like, “what number is 1 more than… ” (eg. what uses 2 when we count?) This is actually equivalent to answering a supplement problem of the type 2+1, but helps for connecting the ideas of counting and addition, that is very powerful. This technique gets your student ready to utilize number squares and gives them the confidence to answer problems within their mind. The strategy can be made harder, by asking, “what number is 2 more than… ” As soon as your child can confidently answer such problems aloud, show them the question written down, and explain that this is just like the issue you had been doing before. This may help the child to see addition and counting as fundamentally related, and that new problem is actually something they have met before.
Playing games: this activity can be both a mathematical learning experience in addition to a pleasing pastime. Games that require a counter to be moved around a board do a great deal to encourage children to count on. If the board has numbers about it, the kid is able to note that the action is similar to counting out numbers aloud, or using a number line. Create a point of remembering to draw attention to the connection between using board games and addition.
Learning number facts: usually, we count on number facts learnt by heart to help us answer addition problems. In summary, we do not need 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. Boost your student’s familiarity with 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 location of the question (for instance, 7+8) and the corresponding answer from a couple of cards all turned face down. Create a couple of flashcards with simple addition facts written on them, consider the cards one at the same time, and ask the student for the clear answer, giving much of applause when they offer 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 right design 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 plenty of free websites that offer worksheets that assistance with the teaching of adding up, but it will matter what adding up worksheets you use. Make certain that the worksheets are aimed at the best level, being neither too hard nor too easy, and are of the right length to keep up the student’s interest. You need to be attempting presenting questions that foster their recollection of number facts, plus a scattering of sums involving some calculation. On the occasions that the student is successful, utilize the opportunity to provide them plenty of praise; once they make a mistake, do not appear frustrated, but briefly explain their mistake. Using adding up worksheets in a considered way really can boost your student’s ability.
My children have always been digitally active, and as I look back over time, one of the best choices I made was to exhibit 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 back then, 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, I did so a few things and made a short training lesson for her. Some tips about what I did and why.
The first thing Used to do was to really have a conversation with her about WHY she wanted it. During the time it was just 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 touch upon them. It absolutely was a less complicated time. Anyways, during this conversation, she relayed if you ask me several well thought-out, valid explanations why a healthy happy teen girl might want to share photos, and so we proceeded to discuss that which was appropriate to share. Now all of us 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 an issue 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 information found in and with the photo, i.e., the metadata. She was required to turn location information off on the photos she posted so that no one could track her or map her from the GPS data that is attached to the majority of smartphone photos.
Before we continue with the lesson I had with my daughter, I wish to take the time 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 on your own child’s device since they are very handy for other things like locating your youngster, or getting a device they lost… but that 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 turn 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 until 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 super easy for anyone who wants to, and has use of those photos to create a map of the area the kids are generally in. It can simply show patterns of travel, behavior, and even with a little bit of work, provide a fairly accurate map of a school, or home, including layouts of rooms and furniture. If you were to think for a moment what a 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 interior of your house including obstacles, security and household members, and pets. Add to that data the relative times that the kid is in each of the locations and it becomes an extreme security risk for folks and a genuine danger to children. I’m not an 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 some 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 will so I’ll leave it at that. Back again to the lesson.
After we’d arrived at an understanding with location data and the dangers of it, and she was considering 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. With this part of the lesson, I took my smart-phone and on the span 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 which were not. A few 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 backdrop 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 members of the family that have been 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 might start to see the address in the back ground, images of her brothers but with 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 may be used to track, locate, stalk or otherwise make certainly one of us or someone else feel violated, uncomfortable or self-conscious. I mixed these in with similar photos that were completely sanitary. After I’d amassed a volume of photos, I put together 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’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 contemplating 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 thought she would be. There have been some things that she missed, some things she hadn’t thought of, however for the absolute 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 will more frequently realize that I did a great job preparing them for life and they are very smart in their particular right. I often need to remind myself that the explanation for all of this care and thoughtful training is so that they are prepared to deal with 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, focusing on WHY they were not approved, how there have been elements in them that seemed innocuous and how those ideas made the photo seem safe to publish, but what was present that produced in questionable. Two great and considerations came from this. First, I realized that she had been paying very close awareness of the details and that gave me lots of faith and confidence to let her have the app and be free on the planet 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 will not stray too much onto but needs mentioning. In raising my children, more regularly than not, when they do something I don’t approve of, it is just as much a failure of mine to properly convey my expectations because it is them wanting to’break free with something.’ A lot of the stress factors between us and our youngsters may be attributed as frequently to bad communication regarding bad behavior. More times than not my children are trying as much as I am to help 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 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 the folks around us in an optimistic way it had been very simple to agree on some use standards and to see that people both wanted the same things. I was reassured that she will be a responsible Instagram citizen and she was more aware of some possible dangers she’d previously not looked at and was reminded of best privacy and security practices on people internet. Now what should go next is “and we all 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 end yet) there was something I hadn’t thought of that quickly came into play.
As a parent, we can only react 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 internet, of computers and devices and an ever changing landscape of social interaction via the internet, we never know what’ll be next. In case 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 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. This is where I learned my hardest lesson of the app store. As soon as you allow a software, you’ve NO WAY to take it back away. Keep this at heart moving forward. I touched with this back a youthful article when I mentioned allowing apps for starters child on the family share. While allowing these apps is solely at your discretion, taking them back away is nearly impossible, 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 a few of it can help or inspires you, not showing you a perfect plan. There’s no perfect plan. I walked down this path with deep thought, conviction, education, and research, and I walked directly into this wall. So can you, hopefully not this 1, hopefully, I have helped you avoid this one, but there would have been a wall, somewhere, and you will bang your nose whenever you walk straight into it. Second, I learned through this that everything could be OK. I was back-doored by an app 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. Achieved it ruin it for her or damage her? Not at all. When she’d 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 significantly more control of the people she interacted with. Because I have 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 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’ve read 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 ability of individuals to acknowledge 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 conform to environments or achieve one’s goals.”
Regardless of the model (and you will find several), whenever we think about emotional intelligence we notice it as an optimistic mixture of skills and characteristics.
But what if “the ability of individuals to recognize… other people’s emotions” can likewise have negative consequences?
Theresa Edwards, in a write-up titled: Empathy vs. Sympathy: What’s the Difference explains that “to empathize with someone is to assume their feelings upon yourself and allow yourself to 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.
Simply one of the experiment, Luma Al Halah showed a brief video of a person who eventually 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 one minute to get the numbers so as and complete the worksheet.
Partly two of the experiment, Luma showed a quick video with a man who was hysterically funny. She gave the 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 get 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 elements 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 were not able to perform their worksheets in enough time allowed.
After watching the funny video, the participants had a much easier time placing the numbers in order- and most of them could 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 individuals find tasks much harder to accomplish whenever we are sad.
This doesn’t show that empathy is bad and must be avoided. This experiment simply illustrates that emotions, whether happy or sad, can actually affect our performance (or situational intelligence).