The purpose of this article is to put forward some ideas to greatly help with the teaching of addition.
Combining sets of physical objects: for many students, that is their simplest connection with adding up. This process normally involves collecting two sets of objects, then counting just how many objects you can find in total. (For example, by building two towers of cubes, and then counting up each block.) For all, this process may 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 is going to be put awry, towers will end up with additional blocks, blocks will get mixed up, and at the conclusion, the wrong answer is arrived at. The size of the process means when your child does not master the concept quickly, they’re improbable to produce progress at all. Additionally, it’s difficult to extend this technique into a calculation that can be approached mentally: for example, try to assume two large sets of objects in your face, and then count all of them up. Even for adults, that is nearly impossible.
Simple drawings: jottings are a more useful option to the method described above. Write out the addition problem on a page of paper, and alongside the first number, write down the appropriate number of tallies (for instance, for the number 4, draw 4 tallies). Ask your student to predict exactly how many tallies you should draw by one other number in the problem. If they arrived at the right answer, question them to draw the tallies. To complete with, ask just how many tallies they have drawn altogether. This process is a much simpler 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 little one to associate between what the written sum actually says, and why they are drawing a certain amount of tallies.
Relying upon: this can be a technique based around your student’s capacity to say number names. As soon as 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 when we count?) This is actually equal to answering a supplement problem of the type 2+1, but helps for connecting the ideas of counting and addition, that will 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 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, suggest to them the question written down, and explain that this is just like the problem you’d been doing before. This may 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 may be both a mathematical learning experience along with a nice pastime. Games that need a table to be moved around a table do too much to encourage children to count on. If the board has numbers onto it, the little one is able to see that the action resembles counting out numbers aloud, or utilizing a number line. Produce a point of remembering to draw awareness of the connection between using board games and addition.
Learning number facts: usually, we depend on number facts learnt by heart to greatly help us answer addition problems. In summary, we do not need to determine the answer to 7 and 10, we simply remember it. Being able 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 overall game of matching pairs with the student, where the purpose of the game is identify the location 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 to them, look at the cards one at any given time, and ask the student for the solution, giving much of applause when they give the right answer. When they’re confident, expand how many 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 proper design of practice also lends more confidence. By utilizing simple worksheets, aimed towards your student’s ability and attention span, you are able to significantly boost your child’s ability with addition, both orally and written down. There are plenty of free sites that provide worksheets that help with the teaching of adding up, but it does matter what adding up worksheets you use. Make certain that the worksheets are aimed at the right level, being neither too hard nor too easy, and are of the proper length to keep the student’s interest. You should 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, use the opportunity to offer them plenty of praise; if 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 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 in those days, 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 the world to see, I did so two things and made a short training lesson for her. This is what I did so and why.
The very first thing Used to do was to have a conversation with her about WHY she wanted it. During the time it absolutely was just a repository for photos. You might make an account, choose who’d access to your account and then upload photos to the account. People who were allowed access could browse your photos, maybe touch upon them. It was an easier time. Anyways, in this conversation, she relayed if you ask me several well thought-out, valid reasoned explanations why a healthy happy teen girl may want to share photos, and so we proceeded to talk about what was appropriate to share. Now most of us obviously understand what comes in your thoughts first when someone mentions a young adult 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 as well as focus there. What we discussed during our talk was this content of the information contained in and with the photo, i.e., the metadata. She was required to turn location information off on the photos she posted to ensure that no you could track her or map her from the GPS data that’s attached to most smartphone photos.
Before we continue with the lesson I had with my daughter, I want to take a moment 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 child’s device as they are very handy for other things like locating your child, 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’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 certain mapping feature in the service (in Instagram that’s’Photo Map’). The danger with GPS tagging children’s photos is so it helps it be super easy for everyone who would like to, and has access to those photos to construct a chart of the area the kids tend to be 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 believe for a moment what a less than reputable person could do with such data, say as an example a place of the path your son or daughter walks home, a chart 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 a severe security risk for folks and a genuine danger to children. I am not an expert on this subject, and I am 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 the photos. If you would like more info regarding this topic, just Google’Children location data photos’and select some 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’ll leave it at that. Back once again to the lesson.
After we’d arrive at an understanding with location data and the dangers of it, and she was thinking about 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 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 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 create and which were 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 background 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 household members which 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 might see the address in the back ground, images of her brothers but using their school in the background, photos that included her mother’s license plate barely visible at the medial side of the photo. Anything I could think of that could 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 have been completely sanitary. After I had amassed a volume of photos, I assembled a little slideshow with a corresponding quiz book to ensure 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 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 believed she would be. There were some items which she missed, some things she hadn’t considered, however for 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 around I will, or possibly I still see them as helpless little toddlers, but I will more often understand that I have inked a great job preparing them forever and they’re very smart in their own right. I often need certainly to remind myself that the reason behind all of this care and thoughtful training is so that they are prepared to take care of 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 place of not being negative, not beating her up over those she missed. Instead, I made those the starting place of the conversation, emphasizing WHY these were not approved, how there were elements in them that seemed innocuous and how those things made the photo seem safe to publish, but what was present that manufactured in questionable. Two great and considerations originated from this. First, I realized that she had been paying very close attention to the important points and that gave me lots of faith and confidence to let her have the app and be free in the world with it. Second, it showed her precisely what our expectations were to ensure that she could quicker 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 frequently than not, if they take action I don’t approve of, it is just as much a failure of mine to properly convey my expectations since it is them attempting to’get away with something.’ Most of the stress factors between us and our youngsters may be attributed normally to bad communication as to bad behavior. More times than not my students are trying around I’m to help keep life easy and happy. For the absolute most part, they wish to please us and make us happy. They thrive on praise and wilt when criticized. With this in your 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 individuals around us in an optimistic way it absolutely was very simple to agree on some use standards and to see that we both wanted exactly the same things. I was reassured that she would have been 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 the general public internet. Now what is going next is “and most of us 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 a very important factor I hadn’t thought of that quickly arrived to play.
As a parent, we could only respond to the stimuli available to us at the time of the response. We can anticipate a lot of things, but in the world of the net, of computers and devices and an ever changing landscape of social interaction via the web, we never know what will be next. In the case of Instagram, only a few weeks after our lesson and my approval of her use, Instagram made what I think about 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. When you allow an app, you’ve NO WAY to take it back away. Keep this in mind moving forward. I touched with this back in a youthful article when I mentioned allowing apps for one child on the household 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’m mentioning this for two reasons. First, I’m NOT perfect. I’m writing all of this down in case a number of it can help or inspires you, not to show 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 have helped you avoid this 1, but there is a wall, somewhere, and you’ll bang your nose whenever 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 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 problems with things online? Yes, she did. Did it ruin it on 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 a different one so that she might have a do-over and have significantly more control of individuals 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 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 read about, discovered, and applied emotional intelligence in many different ways since Daniel Goleman first popularized it in 1995.
Wikipedia defines emotional intelligence as: “the capability of an individual to identify 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 model (and you will find several), whenever we think about emotional intelligence we notice it as a confident combination of skills and characteristics.
But what if “the capability of an individual to recognize… other people’s emotions” can also provide negative consequences?
Theresa Edwards, in a write-up titled: Empathy vs. Sympathy: What’s the Difference explains that “to empathize with someone would be 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 might find that empathy got in how of the participants’success.
Partly one of many 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 find the numbers in order 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’d given partly one. The participants had to complete a different worksheet with the numbers 1 through 20 placed randomly on the page. Again, they received one minute to find the numbers in order.
Without a sense of empathy with the sobbing man, there would have been no difference in the success rates of the participants in both parts of the experiment.
However, there clearly was 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 not able to perform 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 were able to complete their worksheets in enough 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 accomplish when we are sad.
This doesn’t mean that empathy is bad and should really be avoided. This experiment simply illustrates that emotions, whether happy or sad, will surely affect our performance (or situational intelligence).