The goal of this article is to put forward some ideas to simply help with the teaching of addition.
Combining groups of physical objects: for a lot of students, that is their most elementary experience of adding up. This method 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 all, this technique could be too involved, particularly for those students who present attention deficit disorder. If the child cannot hold their attention for the whole of the experience, blocks will undoubtedly be put awry, towers find yourself with additional blocks, blocks can get mixed up, and by the end, the wrong answer is arrived at. The length of the method means that when your son or daughter doesn’t master the idea quickly, they’re not likely to produce progress at all. In addition, it is difficult to give this method right into a calculation that can be approached mentally: for instance, try to imagine two large sets of objects in your mind, and then count them up. Even for adults, this is nearly impossible.
Simple drawings: jottings really are a more useful option to the procedure described above. Write out the addition problem on a sheet of paper, and close to the initial number, write down the appropriate quantity of tallies (for instance, for the amount 4, draw 4 tallies). Ask your student to predict how many tallies you should draw by the other number in the problem. When they arrive at the proper answer, ask them to draw the tallies. To finish with, ask just how many tallies they’ve drawn altogether. This process is an easier method of bringing together 2 groups, is less likely to be subject to mechanical error, and is much better suitable for students with poor focus. In addition, it encourages the child to associate between what the written sum actually says, and why they are drawing a certain amount of tallies.
Counting on: this is a technique based around your student’s capacity to say number names. As soon as your child has reached a stage where they understand 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 really equivalent to answering an inclusion problem of the sort 2+1, but helps to connect the ideas of counting and addition, which can 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 may also be made more difficult, by asking, “what number is 2 more than… ” When your child can confidently react to such problems aloud, show them the question written down, and explain that this is just like the issue you’d been doing before. This can help the child to see addition and counting as fundamentally related, and that this new problem is clearly something they’ve met before.
Playing 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 a great deal to encourage children to count on. If the board has numbers on it, the kid is able to observe that the action resembles counting out numbers aloud, or using a number line. Make 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 help us answer addition problems. The bottom line is, we do not need to determine the solution to 7 and 10, we simply remember it. Being able 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 overall game of matching pairs with the student, where the idea 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 in it, look at the cards one at the same time, and ask the student for the solution, giving a good deal of applause when they offer the proper 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 best style of practice also lends more confidence. By utilizing simple worksheets, aimed towards your student’s ability and attention span, you can significantly enhance your child’s ability with addition, both orally and written down. There are lots of free internet sites offering 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 directed at the best level, being neither too hard nor too easy, and are of the proper length to maintain the student’s interest. You should be attempting to provide questions that foster their recollection of number facts, and also a scattering of sums involving some calculation. On the occasions that the student is successful, use the opportunity to offer them plenty of praise; when they create a mistake, do not appear frustrated, but briefly explain their mistake. Using adding up worksheets in a considered way can actually raise your student’s ability.
My children have been digitally active, and as I look back through the years, one of the best choices I made was to exhibit my children right from the start the dangers of over-sharing. From the when my daughter asked me for Instagram and after it passed the app test. (it was NOT a cultural site back then, but we may discuss that in a different article) Before I let her run wild with it, taking and posting photos to the internet for all your world to see, I did two things and made a brief training lesson for her. Some tips about what I did and why.
First thing I did was to truly have a conversation with her about WHY she wanted it. At the time it had been merely 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 comment on them. It had been a less complicated time. Anyways, during this conversation, she relayed in my experience several well thought-out, valid reasons why a wholesome happy teen girl may want to share photos, and so we proceeded to discuss that which was appropriate to share. Now all of us obviously know what comes in your thoughts first when someone mentions a teenager girl posting photos on the Internet, and frankly, I have never had a concern with her being provocative or scandalous, so although our conversation hit that topic, it didn’t stop there or even focus there. What we discussed during our talk was the content of the data found 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’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 since they are very handy for other things like locating your youngster, or getting 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 switch 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 don’t upload to a particular mapping feature in the service (in Instagram that’s’Photo Map’). The danger with GPS tagging children’s photos is that it makes it quite simple proper who would like to, and has access to those photos to create a chart of the location the youngsters tend to be in. It can quickly show patterns of travel, behavior, and despite having a small amount 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 for example a chart of the road your son or daughter walks home, a chart of the within of your property including obstacles, security and household 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 severe security risk for parents and an actual 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 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 the photos. If you prefer more details regarding this topic, just Google’Children location data photos’and click some of the more reputable sites. It has been well covered by 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’ll leave it at that. Back once again to the lesson.
After we had arrive 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 talked about 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 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. Some of the photos that I staged were shots of flower arrangements available or counter, but with prescription bottles from the household 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 household members that were completely harmless, but some which 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 a package 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 medial side of the photo. Anything I possibly could think of that could be used to track, locate, stalk or otherwise make among us or someone else feel violated, uncomfortable or self-conscious. I mixed these in with similar photos that have been completely sanitary. After I had amassed a level of photos, I come up with 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 near 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 in front of where I thought she’d be. There were some items which she missed, some things she hadn’t thought of, however 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 around I would, or possibly I still see them as helpless little toddlers, but I would more often recognize that I have inked a great job preparing them for a lifetime and they are very smart in their particular right. I often need to remind myself that the explanation for all this care and thoughtful training is so that they are prepared to handle life on the 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 those she missed. Instead, I made those the starting point of the conversation, focusing on WHY these were not approved, how there have been elements inside them that seemed innocuous and how those things made the photo seem safe to publish, but what was present that produced in questionable. Two great and considerations originated from this. First, I seen that she was already paying very close focus on the facts 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 just 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 too far onto but needs mentioning. In raising my children, more regularly than not, once they make a move I don’t approve of, it is as much a failure of mine to properly convey my expectations since it is them wanting to’escape with something.’ The majority of the stress factors between us and our youngsters can be attributed as frequently to bad communication concerning bad behavior. More times than not my children are trying around I am to keep life easy and happy. For the most part, they wish to please us and make us happy. They thrive on praise and wilt when criticized. With this specific at heart, 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 an optimistic way it absolutely was very easy to agree with some use standards and to see that individuals both wanted exactly the same things. I was reassured that she will be a responsible Instagram citizen and she was more aware of some possible dangers she had 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 is not the case. While we did have a pleased continuing, (we still use Instagram, so we aren’t to the finish yet) there clearly was a very important factor I hadn’t looked at that quickly arrived to play.
As a parent, we can only respond to the stimuli offered to us at the time of the response. We could anticipate many things, but in the world of the internet, of computers and devices and an ever changing landscape of social interaction via the web, we never know what will be next. In case of Instagram, just a few weeks after our lesson and my approval of her use, Instagram made what I think about 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. This is where I learned my hardest lesson of the app store. After you allow an application, you have NO WAY to bring it back away. Keep this at heart moving forward. I touched on this in a youthful 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 hard, I’ll dive deeper into this in a later article.
I am mentioning this for just two 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 are you going to, hopefully not this one, hopefully, I’ve helped you avoid this 1, but there is a wall, somewhere, and you will 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 available 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 difficulties with things online? Yes, she did. Achieved it ruin it on her behalf or damage her? Not at all. When she’d an overly amorous follower, she handled it. At one point she even canceled her account and started a different one in order that she would have a do-over and have more control of the folks 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 discuss 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 is now a trustworthy and responsible citizen of the internet.
We have learn about, learned 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 recognize 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 adapt to environments or achieve one’s goals.”
Regardless of model (and you will find several), once we think about emotional intelligence we notice it as a confident mixture of skills and characteristics.
But what if “the capacity 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 is always to assume their feelings upon yourself and allow yourself to feel what they feel.”
In the informal experiment I’m going to spell it out, you will see that empathy got in how of the participants’success.
In part one of many experiment, Luma Al Halah showed a quick 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 received one minute to find the numbers so as and complete the worksheet.
Simply two of the experiment, Luma showed a short video with a man who was simply hysterically funny. She gave 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 got 1 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 accomplish 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 of them were unable to accomplish their worksheets in the time allowed.
After watching the funny video, the participants had a much simpler 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 people find tasks much harder to do when we are sad.
This doesn’t 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).