The purpose of this article is to place forward some ideas to help with the teaching of addition.
Combining categories of physical objects: for all students, this is their simplest connection with 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 each block.) For several, this method could be too involved, particularly for anyone students who present attention deficit disorder. If the kid cannot hold their attention for the entire of the game, blocks is likely to be put awry, towers will end up with additional blocks, blocks will get confused, and at the conclusion, the incorrect answer is arrived at. Along the process means when your youngster doesn’t master the style quickly, they’re unlikely to produce progress at all. Additionally, it is difficult to extend this technique right into a calculation that may be approached mentally: like, try to assume two large sets of objects in your mind, and then count them up. Even for adults, this really is nearly impossible.
Simple drawings: jottings are a more useful option to the process described above. Write out the addition problem on a page of paper, and close to the very first number, write down the right quantity of tallies (for instance, for the amount 4, draw 4 tallies). Ask your student to predict how many tallies you will need to draw by the other number in the problem. When they arrive at the correct answer, ask them to draw the tallies. In order to complete with, ask exactly how many tallies they’ve drawn altogether. This method is an easier method of bringing together 2 groups, is less apt to be at the mercy of mechanical error, and is way better suitable for students with poor focus. In addition, it encourages the kid to associate between what the written sum actually says, and why they’re drawing a particular quantity 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 period where they know 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 really equal to answering an inclusion problem of the sort 2+1, but helps to connect 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 in their mind. The method can also be made more difficult, by asking, “what number is 2 more than… ” When your child can confidently react to such problems aloud, demonstrate to them the question written down, and explain that that is exactly like the problem you had been doing before. This may help the child to see addition and counting as fundamentally related, and that this new problem is actually something they have met before.
Playing board games: this activity can be both a mathematical learning experience as well as a pleasing pastime. Games that want a counter to be moved around a table do a great deal to encourage children to count on. If the board has numbers on it, the child is able to observe that the action resembles counting out numbers aloud, or employing a number line. Make a point of remembering to draw attention to the partnership 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 find out the clear answer to 7 and 10, we simply remember it. Having the ability to recall addition facts we can tackle simple maths tasks confidently. Boost 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 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 clear answer, giving much of applause when they give the best answer. When they’re 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 improve your child’s ability with addition, both orally and written down. There are many of free websites offering worksheets that help with the teaching of adding up, but it will matter what adding up worksheets you use. Ensure that the worksheets are aimed at the best level, being neither too hard nor too easy, and are of the right length to maintain the student’s interest. You ought to be attempting to present 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, use the opportunity to give them plenty of praise; once they create a mistake, don’t 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 through the years, one of the finest 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 social 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 web for all your world to see, I did so a few things and made a brief training lesson for her. This is what I did so and why.
First thing I did so was to truly have a conversation with her about WHY she wanted it. During the time it was only a repository for photos. You might make an account, choose who had access to your account and then upload photos to the account. People who have been allowed access could browse your photos, maybe touch upon them. It had been an easier time. Anyways, in this conversation, she relayed in my experience several well thought-out, valid reasoned explanations why a healthier happy teen girl should share photos, and so we proceeded to discuss that which was appropriate to share. Now most of us obviously know very well what comes to mind 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 as well as focus there. What we discussed during our talk was the information of the information within 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 one could track her or map her from the GPS data that is attached to most smartphone photos.
Before we continue with the lesson I’d with my daughter, I want to take the time and explain WHY it is very important 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 in your child’s device since they are very handy for other things such as locating your son or daughter, or finding a device they lost… but which will be covered in future articles… )
Every photo that’s 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 certain 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 for anybody who would like to, and has use of those photos to create a map of the region the children tend to be in. It can very quickly 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 believe 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 youngster walks home, a map of the inside of your home including obstacles, security and nearest and dearest, and pets. Add to that data the relative times that the kid is in each of the locations and it becomes a significant security risk for parents and an actual danger to children. I am no expert with this subject, and I’m 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 click a few of the more reputable sites. It’s 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 can so I’ll leave it at that. Back again to the lesson.
After we’d arrived at an awareness with location data and the dangers of it, and she was considering higher than a duck-face or her makeup in the photo, we proceeded to step two.
We discussed 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 over 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 on her behalf (which she thought was stupid..) and she took it, identifying which photos were safe to publish and of not. Some 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 backdrop 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 members that have been completely harmless, however, many that have been 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 bag showing our mailing address off on the side. I included photos of our home from an angle that you might begin to see the address in the back ground, images of her brothers but using their school in the backdrop, photos that included her mother’s license plate barely visible at the side of the photo. Anything I could think of that would be used to track, locate, stalk or otherwise make one of us or someone else feel violated, uncomfortable or self-conscious. I mixed these in with similar photos which were completely sanitary. After I’d amassed a level of photos, I put together 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 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 ahead of where I believed she would be. There have been some things that she missed, some things she hadn’t looked at, but also for the absolute most part, she would 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 will, or even I still see them as helpless little toddlers, but I should more regularly know that I have done an excellent job preparing them for a lifetime and they’re very smart in their very own right. I often have to remind myself that the cause of all this care and thoughtful training is in order 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 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 they certainly 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 that which was present that produced in questionable. Two great and essential things originated from this. First, I seen that she had been paying very close awareness of the facts 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 just what our expectations were in order that she could quicker meet them.
This brings me to a side topic that I will not stray too much onto but needs mentioning. In raising my children, more frequently than not, once 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 trying to’escape with something.’ A lot of the stress factors between us and our kids could be attributed as often to bad communication regarding bad behavior. More times than not my children are trying around I’m to help keep life easy and happy. For probably the most part, they would like to please us and make us happy. They thrive on praise and wilt when criticized. With this specific 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 the folks around us in a positive way it was very simple to agree with some use standards and to see that people both wanted the exact same things. I was reassured that she would 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 public internet. Now what should go next is “and we all Instagrammed happily ever after..” This is simply 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 one thing I hadn’t thought of that quickly arrived to play.
As a parent, we are able to 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 the event of Instagram, only some weeks after our lesson and my approval of her use, Instagram made what I think about a core change. They truly became the 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 really is where I learned my hardest lesson of the app store. When you allow an app, you have NO WAY to take it back away. Keep this in mind moving forward. I touched with this in an earlier 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 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 this down in the event a number of it helps or inspires you, not to exhibit you an ideal plan. There is 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 have helped you avoid this one, but there would have been a wall, somewhere, and you will bang your nose when you walk straight into it. Second, I learned through this that everything would 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 an alternative environment than I approved and prepared her for, she was a pro. Did she have difficulties with things online? Yes, she did. Made it happen ruin it on her 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 could 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 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 find out about, discovered, and applied emotional intelligence in a number of ways since Daniel Goleman first popularized it in 1995.
Wikipedia defines emotional intelligence as: “the capability of an individual to acknowledge their particular 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 the model (and you can find several), whenever we think of emotional intelligence we view it as a confident mixture of skills and characteristics.
But imagine if “the ability of an individual to recognize… other people’s emotions” can also have 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 explain, you will dsicover that empathy got in the manner of the participants’success.
Simply one of the experiment, Luma Al Halah showed a quick 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 one minute to find the numbers so as and complete the worksheet.
In part two of the experiment, Luma showed a brief video with a man who was simply hysterically funny. She gave the same assignment that she’d given partly one. The participants had to accomplish a different worksheet with the numbers 1 through 20 placed randomly on the page. Again, they were given 1 minute to get 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 parts of the experiment.
However, there is 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 in order that many of them were unable 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 outcomes of the experiment showed that we find tasks much harder to do when we are sad.
This does not signify empathy is bad and must be avoided. This experiment simply illustrates that emotions, whether happy or sad, will surely affect our performance (or situational intelligence).