The purpose of this information is to place forward some ideas to help with the teaching of addition.
Combining categories of physical objects: for all students, this is their most basic 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 every single block.) For a lot of, this process 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 will undoubtedly be put awry, towers can become with additional blocks, blocks can get mixed up, and at the conclusion, the wrong answer is arrived at. The length of the method means that when your child does not master the style quickly, they’re not likely to produce progress at all. Additionally, it is difficult to extend this method into a calculation that may be approached mentally: for example, try to assume two large sets of objects in your head, and then count them all up. Even for adults, this is nearly impossible.
Simple drawings: jottings really are a more useful option to the method described above. Write out the addition problem on a sheet of paper, and alongside the very first number, make note of the right quantity of tallies (for instance, for the quantity 4, draw 4 tallies). Ask your student to predict how many tallies you will need to draw by another number in the problem. When they come to the right answer, question them to draw the tallies. To complete with, ask just how many tallies they’ve drawn altogether. This method is an easier means of bringing together 2 groups, is less apt to be susceptible to mechanical error, and is better worthy of students with poor focus. Additionally, it encourages the kid to associate between what the written sum actually says, and why they’re drawing a certain quantity of tallies.
Counting on: this is a technique based around your student’s capacity to state 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 comes after 2 when we count?) This is really equivalent to answering an inclusion problem of the type 2+1, but helps to get in touch the ideas of counting and addition, which is very powerful. This technique gets your student ready to make use of 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… ” When your child can confidently react to such problems out loud, suggest to them the question written down, and explain that this is just like the situation you’d been doing before. This may help the little one to see addition and counting as fundamentally related, and that new problem is obviously something they have met before.
Playing board games: this activity may be both a mathematical learning experience in addition to a pleasant pastime. Games that require a counter to be moved around a table do too much to encourage children to count on. If the board has numbers on it, the little one is able to note that the action resembles counting out numbers aloud, or employing a number line. Make 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 simply help us answer addition problems. In summary, we do not have to determine the answer to 7 and 10, we simply remember it. Being able to recall addition facts allows us to tackle simple maths tasks confidently. Improve 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 game is identify the precise location of the question (for instance, 7+8) and the corresponding answer from some cards all turned face down. Create a couple of flashcards with simple addition facts written to them, consider the cards one at any given time, and ask the student for the solution, giving a good deal of applause when they offer the right answer. When they are confident, expand how many facts. Games will prevent your youngster perceiving addition as dull, and will build confidence.
Addition printables and worksheets: Practise makes perfect – and the best design 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 internet sites offering worksheets that assistance 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 ought to be attempting to present 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 lots of praise; if they create a mistake, do not appear frustrated, but briefly explain their mistake. Using adding up worksheets in a considered way can definitely boost your student’s ability.
My children have always been digitally active, and as I look back over time, one of the finest 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 all the world to see, I did so a few things and made a short training lesson for her. Here’s what I did and why.
First thing Used to do was to truly have a conversation with her about WHY she wanted it. During the time it absolutely 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 have been allowed access could browse your photos, maybe touch upon them. It was a less complicated time. Anyways, during this conversation, she relayed to me several well thought-out, valid explanations why a healthier happy teen girl should share photos, and so we proceeded to go over what was appropriate to share. Now all of us obviously know what comes to mind first when someone mentions a teen girl posting photos on the Internet, and frankly, I have not 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 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 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 wish 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 own child’s device because they are very handy for other things such as locating your youngster, or getting a device they lost… but which is 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 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 unless 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 causes it to be super easy for everyone who would like to, and has use of those photos to build a map of the location the kids are generally in. It can easily show patterns of travel, behavior, and despite a little bit of work, provide a fairly accurate map of a college, or home, including layouts of rooms and furniture. If you think for a moment what a less than reputable person could do with such data, say for example a place of the trail your son or daughter walks home, a map of the inside of your property including obstacles, security and members of the family, and pets. Add compared to that data the relative times that the child is in each of those locations and it becomes a serious security risk for folks and a genuine danger to children. I’m no expert with this subject, and I’m not paranoid, but it 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 their photos. If you’d like more details regarding this topic, just Google’Children location data photos’and click on 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 will leave it at that. Back once again to the lesson.
After we had arrived at an awareness with location data and the dangers of it, and she was thinking about higher 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 the main lesson, I took my smart-phone and over the course of several days staged many photos, some completely sanitized for the net 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 or other surfaces innocuously in the edges of the shot. I took candid photos of family members that have been completely harmless, but some that were 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 an envelope 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 with their school in the back ground, photos that included her mother’s license plate barely visible at the medial side of the photo. Anything I really could consider that would be used to track, locate, stalk or elsewhere 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 volume of photos, I come up with 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 being 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 before where I thought she would be. There have been some things that she missed, some things she hadn’t considered, 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 frequently know that I have inked a great job preparing them for a lifetime and they’re very smart in their particular right. I often need certainly to remind myself that the reason for all this care and thoughtful training is so they are prepared to take care of 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 place of not being negative, not beating her up over the people she missed. Instead, I made those the starting point of the conversation, emphasizing WHY these were not approved, how there were elements inside them that seemed innocuous and how those activities made the photo seem safe to post, but that which was present that made in questionable. Two great and considerations originated in this. First, I realized that she had been 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 earth with it. Second, it showed her precisely what our expectations were in order that she could easier meet them.
This brings me to a side topic that I won’t stray too far onto but needs mentioning. In raising my children, more frequently than not, when they do something I don’t approve of, it is as much a failure of mine to properly convey my expectations as it is them attempting to’get away with something.’ A lot of the stress factors between us and our children could be attributed as often to bad communication as to bad behavior. More times than not my students are trying as much as I am to keep life easy and happy. For the absolute 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 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 quite simple to acknowledge some use standards and to see that we 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 had previously not thought of and was reminded of best privacy and security practices on the general public internet. Now what should go next is “and we all 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 clearly was a very important factor I hadn’t considered that quickly came into play.
As a parent, we can only respond to the stimuli open to us at the time of the response. We are able to anticipate several things, but on earth of the web, 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 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 is where I learned my hardest lesson of the app store. When you allow an application, you’ve 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 one 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 two reasons. First, I’m NOT perfect. I’m writing all of this down in case a few of it helps or inspires you, not showing you a great plan. There’s no perfect plan. I walked down this path with deep thought, conviction, education, and research, and I walked straight into this wall. So can you, hopefully not this one, hopefully, I have helped you avoid this 1, 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 will be OK. I was back-doored by a software and my thoughtful prized parenting was thrown wide open and the world didn’t end. My daughter is really a champ. I taught her well and she was equipped and prepared. Even yet 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 had an overly amorous follower, she handled it. At one point she even canceled her account and started a different one so that she may have a do-over and do have more control of individuals she interacted with. Because I had 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. The bottom line is, because I trained her to be and then encouraged her to be, she is becoming a trustworthy and responsible citizen of the internet.
We have read about, learned all 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 an individual to recognize their very 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 the model (and you will find several), whenever we think of emotional intelligence we view it as a positive combination of skills and characteristics.
But imagine if “the capacity of people 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 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 the manner of the participants’success.
Partly among the experiment, Luma Al Halah showed a quick video of a man who ultimately 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 in order and complete the worksheet.
Simply two of the experiment, Luma showed a brief video with a person who had been hysterically funny. She gave the same assignment that she had given partly one. The participants had to perform an alternative worksheet with the numbers 1 through 20 placed randomly on the page. Again, they received 1 minute to obtain the numbers in order.
With out a 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 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 many of them were not able to perform their worksheets in the full time allowed.
After watching the funny video, the participants had an easier time placing the numbers in order- and most of them could complete their worksheets in enough 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 complete when we are sad.
This does not mean that empathy is bad and must be avoided. This experiment simply illustrates that emotions, whether happy or sad, can definitely affect our performance (or situational intelligence).