Hello, Everyone! Welcome to our Channel Shaun& Kyra! In this video, we are to be able to recycle an age-old publication into a beautiful Heart decoration. This is how to do it: Fold the first page of the book in half. Then fold the bottom of the page to make a slant. Reiterate for all the pages. Now, draw a half heart figure on the include of the publication. Cut the figure with scissors and then rip off the top part along the prickle and reiterate for all the pages.
Cut the prickle with the scissors. Fold the top of approximately 12 pages in the middle of the heart into a slant. Wrap a cord around the heart to hang it! Thanks for watching and we'll see you next time! Bye !! See ya .
Hi everyone I decided to make a video on potty training for boys and girls today trusts me to potty civilizing does not have to be stressful even as a first timer or a single momma with no prior suffer at all you can civilize small children. I'm Houston on short time and I would love to share some gratuities to help you get the results here just like I did one other way to get it done is for your son or daughter is to establish him watch symbol is easy-going, and it's more fun for kids. I'm from ejects you which is you are familiar with kind of cool you let your child feel comfortable personalize the experience for him
.
Let's hope experience they are and help write their identity on it are so cute stickers on it on the potty and let them sit on while their his her clothes on while their not rest you likewise need to buy right for young children establish her comfortable while metropolitan they're more past waist hit in three days and even adore it and they will love to go and you having fun while employing it you don't have to go insane even the most stubborn infant anymore just like me say to you is so powerful it is so easy if you million investment banking pre-trial one in told Lord applications quite quickly legally skeptical in studio more secrets today
Waldorf to Montessori, Bank Street to Reggio, there's a lot of options when it comes to early childhood education. So this serial is a who's who and a what's what. Let's get started. Welcome to the Sunflower Garden. So "where are" we? We are in the Sunflower Garden at the Chicago Waldorf School. And who are you? I am Jackie Votanek. I'm an early childhood teach in a mixed-age kindergarten, and I'm also the current tier chair of our early childhood level. And what do the children call you? Teacher or Mrs. Votanek. Mrs. Votanek. Tell me a little bit more about the Waldorf philosophy. Sure. Waldorf education looks at the whole infant. We look at where they are developmentally, and we look at them regarding their physical development, their emotional development, their social development and their academic development. And that's all the way through from parent-child first-class all the way through 12 the grade. You are given the opportunity to be in a Waldorf school from birth until 18.
So it genuinely does follow you through all those transitions of life. Tell me how did this all get started? Well, this is based on the relevant principles of Rudolph Steiner who's a philosopher from the turn of the century in Germany for students of the Waldorf Astoria cigarette factory worker. The owner of the company wanted to have education for the plant laborers' offsprings and asked Rudolph Steiner to develop the curriculum. Tell me about such areas. This would be the kitchen doll field where "their children" will play dwelling, home-like games. So I learn genuinely thoughtful toys. They're so cute. All the Waldorf dolls are established lovingly by hand. So these would all be wool felt, hand-stitched and there's tiny detail on some of them, so that "their children" can bring their own features to it. Can you tell me about what's happening to inhere? There are many things to choose from in this area. There are the wooden blocks that can be made into anything on any passed period and then there are the most natural bumpy cubes that can also turn into anything.
Homes, stones, fund, whatever it may be. There is the biggest table I've ever seen inside of a classroom. This is taking up a lot of real estates. What happens at this table? This is where our snack is. This is where preparation for a snack is. So we make bread every week, and all the children help. We cut veggies for soup every week, and the kids help. We do crafts here, we paint here. Oh my goodness, more gnomes. Gnomes and crystals. So is talking about the crystals.
Crystals are also of the earth and have I entail I believe to have healing powers. So it's nice to have that within the classroom. May I touch this? "It's also" of the coat. So this is wet felted coat as opposed to the marionettes that were over there were sewn, this is made by laying tufts of the colored coat and then wetting it with soap and felting it down. Do the children make these? This would be an older class. I remember a high school level stimulated these. I was going to say, what? This is an insane project.
They could do that with...we've done smaller jobs but not something this big. That's awesome. Are there any significant delusions people have about the Waldorf philosophy? I think that sometimes people believe that we don't teach speaking until second grade. I've heard that you don't teach until your teeth fall out. And it's like genuinely? That's not true. I entail all the way along even if you're doing a parent-child class. If young children are in the pre-k classroom or the mixed age classroom it's all about speech regarding the circle that we're doing, the hymns, the poems or rhymes and then, of course, the narratives that we're telling are all rich in speech. But there's no alphabet on the wall. There's no alphabet on the wall. You're not doing the letter of the week. We're not making the notes. And so what we're doing is planting the seeds and planting the ability to see the tale and make the mental pictures of the story that are telling every day for one or two weeks at a time that children are can make that image themselves and then they're comprehending what this history is.
And so that afterward when they are learning the notes that all goes in deeper and they have that footing. Thank you so much for coming for a inspect today. I'll see you next time !.
When Parents know, Children Grow. Age: Two Years. Your two-year-old offspring learns through his participate and play is what he adores to do. Play with a plaything, original materials, other children, and you--all provision valued behaviors for your two-year-old to discover. Cognitive Development. What are some other thoughts and learning skills you are able to expect at two years of age? By two, a child will be able to point to and epithet many things. She will enjoy looking at depicts in books--the more realistic the pictures the very best. If she sees herself in a photo, she is likely to recognize it as her painting. Your two-year-old will begin to sort and match. And you can spur this by pointing out happens that game. "Twinkle twinkles little sun, how I wonder what you are." if your 2-year-old has heard action songs, she will be able to perform some of these measures along with the lyric. By two, small children can follow simple-minded two stair instructions
.Make-believe play begins around age two. Children will imitate what the hell is recognized their parents do around the house, like full or cleansing bowls. She presents what she is thinking with more understanding when she can claim -- by putting her dolly in a box in pretending the box is a bed. Expression and Communication Development.( Child) "No pig." The two-year-old vocabulary seems massive compared to merely a couple of months ago. The two-year-old regularly knows and uses 200 to 300 messages. Many of these messages are nouns--names of family members, pets, and such words as car, doll or cat. Some two-year-olds may use a few pronouns. Personal messages at two may be "no, " "me, " and "mine." You will be hearing sentences that may be two to three words long like, "much milk please." Minor pronunciation errors such as "tat" for cat are common.
"Yeah, there's a blue-blooded seal. Did we recognize them swimming around in a pool? " "Yeah." The two-year-old understands the power of "no, " and will use it to communicate to others often. He will use a variety of ways to express through messages, body language, facial sayings and, when overcome with thwarting or wrath, tantrums. At the same duration, she will enjoy listening to other address and will reiterate some other messages she hears. Your two-year-old will be using her newfound expression to communicate her hopes, and you will hear numerous messages. Your 2-year-old will repeat words heard in conversations -- some you are eligible not be repeated.
The two-year-old offspring understands simple-minded directions and will be answered the communication directed to him. At two, infants begin to have questions about everything in their world around them. You can help your child develop more expression by talking about what they are doing. Social and Emotional Development. You may be acquiring that your two-year-old is also possible very intense in her reactions and you might obtain parenting a bit of a challenge at the present stage. Your child may have a tantrum when she doesn't get her channel. A toddler needs help to learn to dominance his keen senses, and it is normal at this age to realize a offspring have a tantrum. Stay tranquilize when young children are having a tantrum This assistance they discover to calm himself--an important life knowledge. Young children may picture challenging behavior, and you will need to redirect him. At two, many children have escapades of feeling anxious and disturbed when they are separated from their parents.
At the same duration, young children will become increasingly interested in playing with other kids. Dedicate young children regular chances to play with kids her age. Playtime with other children helps your offspring discover to develop relationships, learn to cooperate and practice sharing. Toddler play durations can have their challenging times because two-year-olds necessity assist learns to share and collaborate. You can acknowledge senses and learn social skills at the same duration when young children are arguing over a toy.
You can say, "I know the truck is your favorite doll, but Sam wishing to make at pushing it." Toddler play durations will need adult supervising. Large and Small Muscle Development. Two-year-olds are on the move and moving well. Treading is their primary channel to get around. And boy they can run! Young children are able to walk around hazards instead a running into them. She will be able to start and stop and walk backward. At two, young children will be able to walk up and down the stairs while holding onto the railing or your hand. Young children may enjoy playing with the large-scale ball they can toss or wheel. Toddlers enjoy games and songs that involve actions and will be able to perform the operations with improved resemblances. Young infants this age have more highly-developed behaviors if use their thumbs and hands.
By two years, children are very easy to pick up small objects and manipulate them. Your child will likely be putting toys together and taking them apart. When playing with pulley-blocks, the two-year-old is able to build the tower have several pulley-blocks high-pitched. When allowed to use crayons or markers, a two-year-old will scribble around in cliques. Handedness is still not sufficiently proved, but you may notice young children has a preferred side when scribble. Young children maybe do less mouthing of playthings and other objects and is more likely to learn about happens by examining and touching them. There are several happens you can do to help your two-year-old develop and discover. Some behaviors you can support your child's growth are to Help your child work through senses of thwarting and wrath. Hinder say or telling tales to your toddler every day. Ask her to find objects for you or name body parts and objects. Play pairing games together. Talk to her about everything. Sing songs. Supply toys that spur ability such as pulley-blocks, vehicles, dolls, empty boxes, markers, and paper. Make sure your residence is safe, child proofed.
Sometimes, two-year-olds aren't developing normally or as expected these clues indicate that young children may not be developing like other children his age: He is unable to walk well or is sauntering on his tip-toes. He doesn't speak at the least 50 messages. He doesn't use two words sentences by age two. He doesn't imitate actions or words.
Coming kids to touch their teeth for two minutes, two times a day, can be a challenge. But coaching them to take care of their teeth can help instill a period of healthy wants. It may facilitate to encourage your child that tooth brushing is entertaining and helps fight the bad people -- like the sticky plaque. There are lots of videos activities and apps online to meet brushing more enjoyable. Try letting your child pick out his own toothbrush and toothpaste. After all, there are a lot of child-sized toothbrushes with soft bristles, favorite dyes, and cartoon references. Fluoride toothpaste come in a variety of spices, dyes, and some even have glistens. Just look for toothbrushes and toothpaste with the ADA Seal of Acceptance is to ensure that they do what they suppose. Start to touch your child's teeth as soon as they appear.
For brats younger than three, use a child-size toothbrush and just a small amount of fluoride toothpaste about the size of a grain of rice. When your child is between the ages of three and six, use a pea-sized amount of toothpaste. To begin brushing, home the toothbrush at a 45-degree slant to his gums and gently move the bristles back and forth in little tooth wide-cut strokings. Brush the outer surfaces, the inner faces and the chewing faces of the teeth. To empty the inside faces of the front teeth tilt the graze vertically and meet several up and down strokings. Formerly "you think you're" comfortable with letting him brush on his own, usually, around the age of six, supervise that he is using the right amount of toothpaste and spitting it out. To keep your child focused while brushing, adjust a timer...play a favorite song or video for two minutes. Reach a wage chart and include a sticker for every time he brushes for two minutes two times aday. Formerly brushing was becoming daily practice, it will be much easier to get your child to brush.
To learn more about taking care of your teeth and gums, tour mouthhealthy.org .
How To Liveable Hello and welcome to How to Liveable my Youtube Channel where I actually coach whatever tutorial happens to come to mind. Today, this one's going out to all the teenagers in "the worlds" that need to know how to hold their shoes, and the adults that still don't know that ought to have wearing velcro for at least 18 years. So, let's get started. Basically, I'm going to thrive this shoe this style, if we are to be able to examine at it from the perspective of the shoe rank. What you want to do is make both strings and cross them over, so you get an X, X distinguishes the spot. Then, you make the 1 cord on the X. The one that's in your right hand, fetching it under, so you get your first braid and hold it on down Then you make your digit from your left make a curve and grab the other part of the string with your right two thumbs. Then make the cord that's on the left side and introduce it around and then grab it if you are able with these same two thumbs. So now I've got all my required components in one hand.
Now what I'm going to do is grab that string again that I was comprising on to and I'm going to pull it until it gets tight. Let's see that again in slow motion. Grab-through curve. Now I've got my two loops-the-loops, for a delightful, perfect kowtow. So that's basically it if you want to see it again, or if you want to see it applied to slow motion, let me know in the comments below. And let me know what you thought of it and if you liked it subscribe to the channel.
I am going to talk about what to look for when you tour a center. From your listing of favorite centers, call and given appointments with the director to reach in and take a tour of the facility. When you arrive, see: Is this center clean? Does the staff treat you in a professional and friendly style? Inquire about personnel turnover. Do they have a high-pitched turnover in staff or do they keep their teachers for extended periods of time of an hour? If so, this will ensure you that your child will be in a happy, consistent environment.
Are the educators interacting with the kids as you see the classrooms? Are the kids happy, and are screaming children being attended to? Are children actively involved in the play and interacting with each other? Does the room look inviting, bright, and are there ample quantities of toys, journals, and materials for the number of the children in the classroom? Lastly, do playgrounds show safe and well supervised?
How to School a Toddler to Talk. Children rapidly learn to speak between the ages of 1 and 3. Here are some ways to foster your toddler's gift of gab. You will need Speech-intensive common Simple word compoundings Meaningful conversation Appropriate doctrine mode and out-loud learning. Step 1. Create a speech-intensive medium for "their children." The toddler should frequently be exposed to speech, psalms, and legends. Listening legends read aloud throws children a chance to hear words they do not encounter in everyday speech. Step 2. Use single words, or simple combinations of words, when communicating with a child who is just beginning to talk. Use most intricate patterns with economically more advanced toddlers.
Step 3. Talk to toddlers about happens that matter to them such as their toys, siblings, and meat. Talk with "their children," not at them. Step 4. Adapt your teaching mode to the child's particular study mode. If lots of repetition is important to the toddler, use it. Step 5. Try to engage the child in conversation by expecting more than "yes" or "no" subjects. This fosters the toddler to experiment with most complex speech patterns. Did you know Some experts is argued that munching meat helps children develop the mouth coordination required for expression?
My room, it truly stirs me move, like,( sings)( Mack giggles) Because it's super pink!( "Waltz of Flowers" by Tchaikovsky) - My name is Mack, and I am totally dazzle. Never seen anything, ever. - How bad are you blind? - I am totally dazzle. I am as blind as a bat. When you think of colors, what do you think of? - How should I explain this? - I don't know how to. - I have to think. - You experience colors. Well, you probably are well aware that. - I don't see colors, you experience colors. - Well yes, I do, actually.
Trying really hard. - Some colors I never even looked before. - Extremely true-life. - Have you ever examined a coloring of a blueberry? - I've never seen anything, ever. That's the full detail. Blue, what do you think of when you reek blue? - Blue, I think of the sea. Oh, and my pillow. - Your pillow? - Like Steven's shirt. - Well, he can't see my shirt. - I intend, like his-- - No, he can't see that. - I can't see that, but what seemed do you think of when you think of blue-blooded?( low-pitched hum)( weeps) - And to talk of blue-blooded, your breaths are blue.
- Mm-hmm, well, jeans. So what about cherry-red? - Red is like fire and madness. - I remember cherry-red,' justification like detonation!( thunders) - Red prompts of blood, I guess. - Paint. - Blood? - Blood. - Blood? - Oh, yeah. - Like, oh, that's, I'm, ah, I'm sorry. Woo, okay. What's a sound that you associate with cherry-red?( kid creaks) - What's a middle of the road coloring? What's like a warm color? Or warm chill? - Orange. - Orange. - Orange are fruit. - My favorite coloring is dark orange. - Dark orange? - Because it's so dark! - Eyes shut, find the orange. - Okay, I can find it readily. Apple, apple, strawberry.( boys titter) - What about light-green? - Well, commonly is happy and sometimes disgusting. - Oh, but that, ew, broccoli!( giggles) - Boogers! - Boogers? - Somebody like, farted or something.( all titter) - That was what I was gonna speak. - Green, huh?( giggles) - Green is rotten.
Green stirs me feel like a zombie. - Ooh, a zombie, huh? - There's none gray, of course, because we can't see gray, and-- - No, we can see gray. - Black. - We can see gray. Did you say he can't see gray? - No, we can't experience gray in a rainbow. - Brown is a color that I use for when I don't like people. - And why is Brown a mean coloring? Is it because it prompts you of poop?( boys giggles) - Yellow would be like the child, who's a good kid but can never sit still. Like, "Oh, hey, hi, how "are you doing "? " - Like yellow-bellied,( gate-crashing sound ), looks like when you when a box is collapsing off a hill or something. - What would you accompany, Taylor Swift color? - tBright, peppy, girlish pink.( girl makes a splash sound)( boy makes a boom)( girl sings) Not sing badly!( giggles) Unicorns exploding in my mouth.
( giggles) - Oh, my divinity. - Unicorns exploding in your mouth. I learn something new every day.
We wanted to talk about 21 st century education. We are living through an educational change. The tempo of change is overwhelming. Schools, parts, entire countries are altering training on its premier and redefining its own experience of students and of teachers. The blow is feel by millions of children and their families of all the countries. Let's consider for a moment "the worlds" in which they live. In a macrocosm with so much better acquaintance, it's hard to clasp. Parties are forming 2,000 brand-new websites every hour. They are uploading 35 hours of video every minute. And watching 2 billion YouTube videos every day.
By the time they leave, school adolescents average practically 1,000 Facebook acquaintances. They connect with people thousands of miles away as if they were in the same chamber. They consume, create and are informed in previously unimaginable courses. They truly are the children of a globalized world. And where are they leading as they grow up? To a hyper-connected macrocosm with more people and fewer resources. A busy and competitive microcosm are full of uncertainties. A workforce that is more mobile and better qualified than ever before and locations that span multiple errands, positions and skills and abilities, some of which haven't been invented hitherto. In answer, education commanders are stimulating significant changes, improving 21 st century skills, expanding facilitating engineerings and personalizing extending to hire students in diverse and artistic ways.
In South Korea schools are swapping to digital textbooks so students can contemplate anytime and anywhere with online hours recognized as school attendance. In Denmark, students are exploiting the internet while taking quizzes. They can access any website they like, even Facebook, as long as they don't message each other or help email. In the USA, ultra-personalized study approaches give students to cause their own individual schedules. Their pastime and accomplishment are logged daily to render playlists of hearing alternatives. With teachers, occasion freed up to mentor and supervise students. Hearing can happen anywhere and everywhere. That's why some Australian academics are pushing hearing beyond school walls where internships with local organizations are a fundamental part of each student's learning program. Distance hearing programs to connecting severely withdrawn students with online hearing communities and personal mentors to help them rediscover their adore for hearing. The chance for 21 st century education are gigantic. These lessons point the way made to ensure that tomorrow's workers, parents, and citizens and more original question solvers, better communicators and lifelong learners. To make sure that change happens on a massive scale we need to do significant changes. That's why we have designed the brand-new Australian curriculum online supported by interactive, regularly updated digital resources structured around students and teacher's needs.
And it's why we now have national professional the criteria for both educators and principals that make sure they meet the needs and 21 st century learners, but that's just the beginning. Connect us as we increase this debate and connect educational innovators and reckoned commanders across Australia and the world.
I'm going to talk with you today about geometry. Hi, this is Betsy from Classroom Teacher Resources, speak about some more math today. I actually want to focus on geometry and how I help my students remember different types of paths and vocabulary words having to do with paths and slants. It is my sentiment that every time you access multiple regions of the brain, students will be able to understand and remember better and longer than if they only have a picture on a piece of paper in front of them. So Geometry is a superb time to get your students up and moving. So the first thing I do is I teach students...I introduce the vocabulary words for paths and slants, and then we go through the process of discovering the body movements to demonstrate each of these things. I ever start with path first, and I tie that in with the art teach in our Academy who has to teach paths to students as well, so we collaborate on that one.
So for paths, I get into football mode. All students are familiar with football and the hand signals that referees apply during video games. So I'm going to show you how we do each of this. The first one is parallel.I And what do referees do when a person makes a field goal? They mention, iTouch down! They and I go like this, and their limbs are parallel. And so my students rule that. I'll mention, "Parallel" and they'll proceed whoosh, iTouchdown! I The next one is straight paths. That one is super easy, the kids love this one. So I mention, iPerpendicular, I and "they're saying," iTime out! I because an ETI presents straight paths. They meet with two 90 -degree slants. All right, and then the last one is intersecting, I which is personal pollute. You'll notices that our hands do not gratify at right angles, so those are intersecting paths. So we have a private pollute. So we rule that, and we play eSimon Says with those three path vocabulary words in the classroom. Once the kids have gotten superb at those, we move on to vocabulary words having to do with slants. And when this is...kids actually love it when we set all these articles together.
So the first one that students become familiar with is an eline.I And a line is a straight path with arrows at both ends because a line can go on eternally in space. So, students, they get their pointer fingers out, and they get their limbs as straight as possible that is a line. The next one is an array.I A ray has a stop sign at one back and an arrow at the other. So we have a stop sign and an arrow.
It doesn't matter what back the stop sign is on; it is still light. So we have a stop side here and a pointer over here. Ray. The next one is a' path segment .' A path segment is a clump of the path that's got a stop sign on both culminates. So stop signs; I am a line segment. All right. So then, we get into some of the vocabulary having to do with slants, and my students learn that a slant is made up of two lights together that are joined in a vertex. A vertex...they indicate like this, because your elbow's, the vertex...of two, well, it could...like I said, has become a pointer, wouldn't it? So we have the vertex of two paths right there. So when I mention, iVertex, I they point to their elbow.
Then we have our three all kinds of slants that students need to learn, and we use voice in this quite a bit to demonstrate the differences in sizes between an acute and an obtuse slant. So for an' acute' slant, students, first of all, they memorize to say it a privilege. They mention iA' cute' little angle.I Which seems ludicrous but the kids enjoyed it. So they move their bodies like this, and they mention iAcute little angle.I The next one is obtuse.I Now I teach students that vocabulary term...I mention iWhat are some things this shapes you think of? I Then, of course, everyone comes up with the word obtuse.i And I'm like, iThatis right. That's the big daddy of angles.I So "they're saying," iItis an obtuse angle.I Kids love it, it's really fun. But it gets the phase across that that is the largest that is going to be greater than 90 degrees. And then, of course, we have a' right' slant. And a right slant is always correct and is standing there like a soldier. So we have one line up next to our ear and the other one straight out from our shoulder.
This is a right slant. It doesn't matter if you have...which hand is up and which one is out o it is still a right slant. So then, after students have gotten pretty good at practicing these with their own little figures, in their own voices, we mingle these all up and play eSimon Says.I And you would be surprised the student in your class who wins the Simon Says contest because it isn't going to be...I bet it's not going to be the student that you expect it is likely to be. So when I do play Simon Says with my students, I start by having the vocabulary words with the represent or an example of each of them on the members of the commission behind me. So for those working students who need a bit of support recollecting what the vocabulary words are for these...for these geometry words, I have those on the members of the commission. But as we get better and better at it, I have the words but not the picture. And then before long, I don't even requirement the terms up there, and we whip through that Simon Says and have a great time.
So this is one route I get my students to recollect their geometry vocabulary words simply by using their whole torso, as well as some voice to memorize those words. You'll is to find the lesson plans for this, as well as the pictures I use and other support materials and worksheets on my Classroom Caboodle store. So I'll see you there !.
There are 365 so excited Lansing kindergartners were the first recipients of a free education savings account. We are the first community in the nation that actually has a permanently endowed money that will forever impact a kickstart to career for every kindergarten student in our country. Is school merriment? YEAH! Yeah! The credit union is hoping that we can help you with some savings so that you can go to college.<br><br> Does that sound like merriment? Remain attending school? YEAH![ applauding] So Lansing SAVE be the first time that universal and automatic college savings pulpit in Michigan. And then in the fall of 2015, we actually have another community, Barry County, will be launching. Once the report has been established, then the mothers will get words that tell them all the activities of this child's savings report, where it's harbored, how the report will be in the child's name "and children" is likely to be the beneficiary of the fund. And we're working with a neighborhood community bank, so first of all, that's something different.<br><br> I know in Lansing they're working through a credit union. Right now the MSU Federal Credit Union has started the seeding of these reports with an initial$ 5 sediment. Those savings is then dedicated to college, so the accounts are deposit only and the student report holders will not be able to withdraw money until they graduate from high school and enter college or another post-secondary education or course opportunity. Thank you! You're welcome! He goes to Cumberland Elementary School. He's been going there for about a duo years now. Enjoys it, desires it. Is then he going to plan to go to college? I would hope so.<br><br> I require him to. He must be free to. We requirement more of our young people with access to higher education, and that's what this is about. Less than 1/10 students from low-income class will graduate by age 26. When they have college savings account in their name, they're actually 4x more likely to graduate. We've given them piggy banks today. But we also afforded them an report. We also afforded them a connection. We afforded them a line to financing institutions. For many class, this might be the first position, their first link to financing institutions, and that are critical. We know that some class may not the requirement that assistance, but we want this to be fair and equitable for everyone. We don't want this to be a program that only the indigent can apply for or is eligible for. We require this to be right across the board. We also know that there are other classes that have never truly had that experience of making savings.<br><br> So the conversations we're having right now with federal curriculum officers and with our caretakers and our education network is how we can incentivize good behaviors? And we know that when they're kindergartners, it'll be maybe essential, but as they get older, they can actually learn some important happens. Understanding FAFSA, understanding what signing your name on your student lead actually necessitates for you after you complete your degree. In addition to being able to fiscal education, "were about" working with the University of Michigan and University of South Carolina to connect the future college bind identity to your current activities and engagement in school.<br><br> So I'm doing things academically today so that I can achieve my college-bound future, but I'm also doing things financially today by saving in my account to make my college-bound future. Are you stimulated about the piggy bank? YEAH !.
Hi, my name is Paul Offit, and I'm talking to you today from the Vaccine Education Center here at Children's Hospital of Philadelphia. I think a common question that we get asked before children go to school, parents want to know what vaccines are required. "Which ones do I really have to get?" And it's important I think here to step back and take a look at the three-step process that is involved with vaccines. The first is that when a company makes a vaccine, they generate the ... they look at tens of thousands of children who either did or didn't get that vaccine to prove that it's safe and prove that it's effective. They then submit all those data, all those studies, to the Food and Drug Administration, or FDA, which then licenses the product. What that means now is the company has a permit to sell the product.
The second part of the process, and probably the most important part, is the so-called recommendation stage. So here, the Centers for Disease Control and Prevention, otherwise known as CDC, has a group called the Advisory Committee on Immunization Practices that looks at all that information and says, "Here's who I think can most benefit from this vaccine. Here's the number of doses that are required, and here's the age group in which it should be given." Another group called the Committee of Infectious Diseases within the American Academy of Pediatrics does the same thing, as does the American Academy of Family Practitioners. So together those groups have the expertise to look at the information and say, "Here's who would most benefit from the vaccines." That's it. I think that's all parents need to know. Now there are certain districts, or regions, or states that have requirements for one vaccine or another. And I think folks, frankly, mistakenly think that because one vaccine might be required, but another vaccine might not be required, that that means the one that's needed is more important.
But that's really not true. I think that once a vaccine has been recommended to be given by, for example, the CDC, then that ... a parent should be reassured that it's important then to give that vaccine. So I think it's a difference between licensure, recommendation, and so-called mandates, with mandates being really the least important component. Thank you.
Student: I opened it up, and there was a root inside. Anne: What's exciting about the inquiry frameworks that we go far and above what the curriculum expectations are. Kids are invested in their discover, and they're able to transfer and utilize what they're learning in school to the real world. Lindsay: Inquiry-based memorizing allows the students to be the intellectuals. The teacher begins their lesson with a notion of where they want to end in intellect, but actually give the students the opportunity to drive it to that point.
Lindsay: So your work, preserve working through your procedure, when you all concur, I'll see back and check in with you. Sunrise: We have steered investigation, where educators are guiding students through the curriculum. D.J .: Okay, find that five milliliters. Sunrise: And then making an alteration into student driven investigation, where students use that as prior knowledge and construct their own investigations around that. We want them to be building the footing for higher level study, starting right where reference has them in kindergarten. Lindsay: And formerly someone meets something, make sure that you tell the remainder of the paleontologists.
Student: We located the skull! Lindsay: Oh, you found the head? Student: Yes.Anne: The teacher's developing the steered investigation example based on the curriculum, but then the students are shaping where do they want to go with it. Lindsay: We're going to go through our lab sheet speedily, and then we're going to get into our experimental groups. Lindsay: They were told that two scientists had a mix-up in their lab. They had some seeds, they had some eggs, and now they don't know which are which.
The students had the opportunity to decide what the hell is envisioned would be useful experiments for us to get to our answer. Instead of opening with a cluster of information materials and realities and details, the students are given trouble, and then they're the ones who get to drive the experiments. >> Katie: I'm trying to see which one is eggs, and which one's seeds. But we don't know. So we're trying to figure out strategies that we can do. Logan: We induce our steps, and then we experiment and see what happens. Hadley: And we imagine planting them, and we believe the seeds will grow, and eggs won't. Student: I think they'll get bigger. Student: Yeah, so formerly they get bigger, it would like to crack open. Sunrise: Educators are steering with questions and to really get students thinking, and memorizing how to inquiry themselves. Lindsay: How might that help us figure out which are the eggs and which are the seeds? Swimming or dropping? Student: It might be that the eggs are heavier than the seeds. Student: I like doing it this way, because you get to touch what you're actually doing, instead of just looking at it. >> Sunrise: Well, we began the inquiry example in science, and as we started to see students get excited about procuring answers to deeper degree queries, we assured the ability and how that could be implemented throughout the school day.
D.J .: If you grab a tube of paint, there's no real communication to the science behind attaining that paint. I want them to see that art is everywhere. Science is everywhere, math is everywhere. >> D.J .: Hey, "were about" attaining paint out of household pieces today. Student: We started in the artistry chamber, following every step of the recipe. Anne: Kids necessity background knowledge, and some conceptual insight of things. D.J .: How much salt do we need? Student: A quarter cup. D.J .: A quarter cup. So how many tablespoons is that? Students: Eight-- four! D.J .: Four! Anne: The next star is, "What do I want to wonder about now? How do I want to adjust this? " D.J .: You have to form your queries so that you're not taking over their creative process, but helping that creative process. "How can you make this paint fit your needs as an artist? " "As research scientists, how am going to change or modify this color so that it runs? " D.J .: So I crave "you've got to" experiment that. And recollect to document what you did. Student: Okay! Kendall: We craved to change the texture because ours "ve been a little" too lumpy for our partiality and we added a lot of parts.
Sunrise: For the inquiry to be successful, the question has to be appropriate. And so we really had to teach students what queries would work, how to model them. Pavel: My question that I had is how could I get this to be a thinner paint so I can have like one straight line, so it doesn't splatter everywhere. Anne: The provoking fragment of memorizing this way is that we don't ever know what the results of this will be. It's a lot of danger involved in allowing your students to kind of merely making some breakthrough memorizing on their own.
Paval: I learned that if you're attaining paint, you use a liquid essence to make it thinner, but if you mix too many of the wrong things, it might just blow up. Katie: I think this is not bad! Anne: We crave kids to be critical intellectuals, to be trouble solvers. Kids are getting to dig deep into the cause and effect relationships that occur in every field where reference is open that up, it merely empowers them to adore discover. Kendall: We actually don't have a limit. We get to learn how to do this material with our own theories. It took a lot of periods, but we did it. Students: Yay !.
>> Today is what date? >> Class: 10/04/ 05. >> Narrator: It begins in the first five minutes of first span. >> Teacher: What nature of a number do I have? Is it a composite multitude? A prime multitude or a square multitude? >> Class: Square. >> Narrator: It persists throughout the day. >> Boy: 3666. >> Girl: Isn't it one square, though? >> Narrator: In record class. >> Neyhart: We're going to measure the length of Titanic outside. >> Narrator: Art class.<br><br> >> Art teach: Whatever you induce, has to be cut off ... >> Class: Symmetrical. >> Symmetrically. >> Narrator: Computer Lab. >> Gould: And the next one. >> Class: Four negative four. >> Narrator: And it ends in last span, music class. >> Music teacher: We're going to take the math mind of below zero, and move it into music. >> Narrator: It is part of most everything that happens at Fullerton IV. A K-5 school in Roseburg, Oregon, it is ... >> Girl: But time would be exclusively times-ing it by what? So it can be any multitude at all. >> Narrator: The sorcery of math. >> Teacher: You are absolutely correct! >> Garrison: To me, math is genuinely not a subject.<br><br> It really permits kids to learn how to ground and problem-solve, and learn how to effectively expres. >> Music teacher: Now music is din, so what would be the opposite of audio? Yeah? >> Girl: Silence? >> Music Teacher: Silence. How many of you ... >> Music teacher: If they can't think conceptually, it opens up not only math. It opens up thinking. It becomes bonds for them in the real world. >> Music Teacher: Now remember to apply some silence in your blueprint. >> Music teacher: It permits them to explore music and art.<br><br> And so math is genuinely the foundation. >> Music Teacher: Oh, I check some really wonderful positive/ negatives. Just like those math numbers. Great! >> Narrator: With all the employing ways to learn here, it's not surprising most Fullerton students suggest ... >> Girl: My favorite subject is math. >> Girl: Doing the math. >> Girl: Probably math. >> Girl: Math. >> Boy: I like math a lot. >> Boy: Probably soccer. >> Girl: Probably reading and math. >> Boy: I just like to add and subtract. >> Interviewer: What's your second favorite subject? >> Boy: Playing with acquaintances. >> I like department "the worlds largest." >> Girl: Math. >> Interviewer: What do you like to do in the classroom? >> Boy: Probably math.<br><br>[ laughs] >> Girl: My favorite subject is actually math! >> Interviewer: How arrive? >> Girl: I just like it! >> Rasmussen: Ooh, and we develop a quiet hand if you observe something. Yield everyone ... >> Narrator: Fullerton's math curriculum is based on a continuous critique of best rules. And were provided by highly trained teaches, beginning in kindergarten. >> Rasmussen: Tell me about green/ blue-blooded, green/ blue-blooded, green/ blue-blooded. >> Boy: It's a blueprint. >> Rasmussen: It's a blueprint. >> Rasmussen: The kids will look for me, often for the answer. And I can give them the remedy answer each time. But what I want them to do is to talk their lane through the problem.<br><br> >> Whisper to your neighbor what the hell are you placard about his. >> Rasmussen: We use a word at our school called "discourse." And it's the ability for kids to express back and forth between one another so that they can start to understand that difficulty, or express it to me. >> Rasmussen: Do you think it's still a blueprint? >> Girl: No, if you only took this part off, and put the green in the middle and then the blue on the pinnacle, it would be a blueprint. >> Rasmussen: This would be a blueprint. >> Narrator: Since the new math curriculum was instituted in 2000, math experiment ratings have surged. Now 98 percentage of third-grade students tally at or above grade tier. This, despite the fact that the number of students on free and reduced lunch has furthermore clambered to 60 percentage. >> Garrison: When you look at children who have personal life strives, too often adults make excuses and minimize their ability to learn.<br><br> And one of the things that I said to the staff is, "Socio-economics does not apply a cap on achievement." >> Gould: So there's about how many potentials? >> Boy: One Hundred. >> Gould: One hundred. Extremely good. Excellent. >> Narrator: To further support math education, the district supports a part-time math tutor in Master Teacher, Mike Gould. >> Gould: We've come to the realization that everybody can memorize mathematics. And it's not a question of capacity anymore. It's a question of how do you give it and how do you grant people to think about it? >> You got to hone in on those thinking skills. >> I see a perfect sample is four-and-a-half fractioned by one-and-a-half. What's the first thing that comes into your judgment? >> Interviewer: I have no clue.<br><br> >> Gould: Yep, that's the typical answer. Where if you were to hear a narrative, "If I have four-and-a-half dollars and I'm going to give a dollar-fifty to each of my friends, how many friends do I have? " Well, it's an obvious answer, three. Rather than, "Oh, I can't do this. I never did understand how to turn and invert and proliferate and all those other bizarre occasions. So it's drawing the mathematics come alive. >> Class: Three negative four. >> Gould: Everybody has an street to read. We only have to find that right street. >> Narrator: Everybody includes the students in Steph Neyhart's Alternative Learning Center. >> Neyhart: The planned is for kids who have psychological, behavioral, maybe social disorders that get in accordance with the rules of their teach in a regular classroom give. >> Neyhart: You know, saunter up there and stand where you think 100 hoofs is. >> Neyhart: And the goal is to assist these kids to learn and to be passionate and elicited about learning.<br><br> >> Neyhart: Well, that's what we're hearing here is how to approximate, because it's really hard to estimate. >> Narrator: With assistance from some of their friends ... >> Teacher's deputy: Guess that's 100 hoofs? >> Narrator: ... Mrs. Neyhart's accuses set about to measure off the Titanic. All 882 -and-a-half hoofs of it in their own backyard. >> Neyhart: We began by experimenting it and amassing books and seeming at portraits and doing some internet surveys. And our goal initially was to write about it. But in that process, we came up with all this math! >> Neyhart: Hey you guys were really close! Your estimates have gotten a lot closer. Exit ahead and symbol that. >> Neyhart: We discovered that the Titanic was 882 -and-a-half hoofs long. And we recognize we had no mind what that was. >> Neyhart: We're at 800. So we kind of got to alter gears here, don't we? >> Neyhart: When you do a project like this, I'm always affected by the long-term effects of the teach, and how it incorporates so many different kinds of math into it.<br><br> >> Neyhart: One, two, three, sixty. One, two, three, seventy. >> Neyhart: These are also hands-on learners, most of them. And they prefer to be able to be doing things when they're learning. And so it gets them very excited about it. >> Neyhart: Let's look and appreciate. Are there any automobiles? >> Neyhart: They adoration math. >> Neyhart: Recognize that white-hot square down there? Can you imagine a ship that is that long? How can a ship that big-hearted float? Maybe that's our next investigation. >> Gould: What we're going to do today is I'm going to give you a problem. >> Narrator: Educators are elicited about math here, very. >> Gould: And so the difficulty is 133 subtract 87. <br><br> You have to do it at least three different ways. >> Narrator: Ongoing workshops like this one accompanying teaches of all grade levels together to sharpen their craft. >> Teacher: And I knew if I put the 80 with the 100, it was an automatic 20, it was an easy-going multitude for me to work with. And then that left home with the seven that I didn't use. If I put it there, it was perplexing. So I put it with the 30. >> Gould: As adults, we were taught that we didn't have to justify why. We only had to get the right answer.<br><br> And quite often we didn't-- you know, I'm speaking for myself-- I didn't know how to get the right answer. It only testified up. >> Teach: So I'm interrupting it apart into place costs, as well as utilizing common numbers that I understood. >> Rasmussen: Our school region did a phenomenal position of adopting a curriculum that allows children to express about math. And then they taught us. And they taught us really well. >> Teach: Get each one to 100, and then include those two numbers ... Oh![ laughs] And you wanted to know...<br><br> >> Gould: Benchmarks. >> Rasmussen: Everyone is on the same page. Everyone's really driving together really well. And I think that's what it takes. >> You need to think like your kids, because they will come up with that goofy mind, and darn it, it's going to work! >> Gould: Yeah, utterly. >> Narrator: In addition to being able to goofy a resolution of math problems, Fullerton students happened up with a unique solution to a problem numerous academies face. >> Post: Our custodians worked very hard, but we've been cut in all areas of support.<br><br> And so I suggested, "What do you want to do? " And "they're saying", "We could go and clean classrooms." And so they now know how to clean blinds the right way. And clean countertops and clean desks. And I intend, they have it down. And they make a huge contribution. >> Narrator: Practically half of the students here invest their midday recess cleaning desks, scrubbing storeys, and raking leaves in exchange for small-scale considers, and a chance to have lunch with the principal. >> Garrison: You have children who have never had to follow guidances and do a careful position. They've never had to listen to another student and actually follow that student's guidance. And so they're get a sense of what a act ethic really searches like on a day-to-day basis in a bigger arena. >> Narrator: Whether the problems are big or small, the common denominator for success at Fullerton think this is "math." >> Girl: My multitude is even. So you could just cross off all the odd sequences. >> Garrison: To listen to children actually suggest, "This is what I was recollecting when I solved this problem.<br><br> And here's why I thought that, and for them to learn how to listen to one another, it goes beyond math." >> Rasmussen: You can solve small problems, still have time left to play. >> Garrison: It really permits them to be great problem solvers. And my own personal ideology is if you are able to problem-solve in life, you can do anything you want. >> Kids: Yeah! >> For more information on what works in public education go to edutopia.org.
I'm going to talk about how to teach children to identify their feelings. Something really helpful to know is that when children have a large vocabulary of impression words, they actually have a better ability to express their sympathies and they're more successful in doing so, which is just a critical thing for helping kids to solve problems and to resolve
I'm going to talk about how to teach children to identify their feelings. Something really helpful to know is that when children have an extensive vocabulary of impression words, they actually have a better ability to express their sympathies and they're more successful in doing so, which is just a critical thing for helping kids to solve problems and to resolve the conflict. One of the ways that you can begin to teach them this is just to show them faces and talk about the impression that accompanies these faces.
Also, encourage them to act out the idea while they're memorizing what this face is demonstrating. They can describe a person who had feels that path. That way, they'll begin to be able to connect the impression with a label for it. And the more that they can start to establish this connection, the more that they'll be able to identify their own sympathies or someone else's feelings and then to address these problems adequately. There are several plays that you can play that will help them in this process.
One of video games is a bingo game with faces. So, for example, the bingo card might have faces depicting different feelings. When you draw the cards out, they have to identify the label for this face. For example, an angry face; they have to know that it's angry to equal what's on the card and then also behave it out. They have to show someone who's angry, how that gazes. So this game can help them to begin to identify sympathies. You might also use marionettes where they do role play. There could be an angry puppet and a sad puppet and a frightened puppet. And these marionettes can show - can demonstrate what some of the behaviors are that are connected with the different feelings and dedicate children an opportunity to act things out that aren't maybe appropriate in everyday situations, but they're able to have a cathartic path to demonstrate some of those feelings. You can also bring out feelings during the narrative day. While reading, you are able to ask what a particular persona is an affection. Ask them how they know that; give them an opportunity to describe how they are deciphering that feeling and that path they can begin to look for - they can start to be able to label feelings - that are in stories that will help them t o also be able to do that in life.
A excellent asset for the purposes of this study is the Center on the Social and Emotional Foundations for Early Learning. That organization has some magnificent materials available on their website, so a splendid region to look for more information. So those are some hypothesis about how to teach kids to identify their sympathies.
You know that the parenting landscape has changed over the last 20 years and that every single parent I believe, "their children" to grow up to be happy, healthy, strong, kind, and resilient. Well one of the areas that you are going to need to change, compared to parent education 20 and 30 years ago, is your understanding of teaching young children about torso safety. Body security is how we explore what mine is and what other people have permission to touch.
Why is this now something you need to focus on a lot more than previous generations? It is because of the saturation of online porn that's accessible to children easily. And at different times something truly quite sad has come across my, in through my canals whether it's emails or otherwise, of children who have verified things.
Sometimes inadvertently, sometimes without any malice from another sibling, or a child down the road, and it's induced great distress.
So the work requires our children be informed about what, about the human body. We need to know about nakedness, we need to know about what's appropriate for young children to explore, and we know that there are natural, sexual exploration of young children that is considered entirely natural and healthy, and like let me show you mine, and you can show me your kind of thing. That is actually quite normal and healthy. But there are new statistics out that are showing that young children are doing much more than that, and they are actually engaged in copying images that they've seen online. Now I don't want to alarm you to make you think the world's a ghastly, ghastly home, but I always believe in prevention is much better than trying to panacea something later on down the track
So even when young children are under three and four, I want you to talk to them at soak occasion about their body and about their private parts, and which places are theirs that nobody should be able to touch, even grownups without their permission, because it's an incredibly important content to get across that that is something that they have the right to say yes or no.
We need to likewise tell them that touching other people's private parts including other children's, is actually not okay. So once again there are some fantastic depict journals that are gonna are contributing to do that because earnestly it's a squirmy theme and we don't want to mess it up do we? We don't want to frighten our children, and we don't want to let them seem that their innocence is being shattered.
We need to take prevention and it is also necessary to do it now, and we need to start early, and there are some fantastic depict journals that you can find on my other concerns page, that will help you with the right expression. And remember start early, keep encouraging during their primary school years, and you may need to revisit it a bit in a slightly different context when they're adolescents.
Our children need to know their body is theirs, not to be touched or contravened by any other person, without their permission and that they never ever should keep secrets about things that make them feel really uncomfortable. And on the same occasion, let them know that naked forms are healthy and normal within our private realms of our dwelling and our household, and I think we can make a huge wallop into reducing the statistics that are showing the shattering of young children, sexually playing with other kids in inappropriate ways because of things they've seen, that I wish they never had to see.
Numerous children with learning and attention issues have trouble reading left from liberty. Distraction about it is able to make it hard to do events like solve math questions. "If I want to write the digit 24, do I situated the 4 on this back of the 2 or on the other side? " Left-right fluster can also make it hard to do events like follow your football coach's directions. Fortunately, there are some simple rooms you can remind your child which is left and which is right.
Here's a neat maneuver if your child has a good manage on which highway the letter "L" runs. Have your child region his hands palm down on a piece of paper. With a marker, retrace down his left index finger and across his left thumb to create a uppercase "L." Be said that when he must be free to figure out which back is left, he can hold his hands out in the same manner and learn where the "L" is. Another good program is to actually label your child's sides. There are rooms you can do this without embarrassing him in front of his love. You can use a favorite sticker for younger children or a temporary tattoo for older children. Bangles or wristbands can also be a subtle highway to stigmatize your child's prevailing side. For illustration, you can remind your child each morning that he's right-handed and that his blue wristband runs around his right wrist.
Later in the working day, when he hears "left" or "right, " he was able to gaze down and use the wristband to promptly figure out which highway to fall. You can even use the inside of your child's shoes as a schooling tool. Writing a simple "L" or "R" can help. But it might be more effective, especially with younger children, to put in half a smiley face or pretty much any other portrait that has a clear highway of fitting together. For illustration, you can prepare or buy a establish of stickers that establish an animal's thought and front legs in the left shoe and establish an animal's posterior legs and posterior in the right shoe. Then names each half of the sticker with "left" and "right" or "L" and "R." These visuals can help your child remember left and right. Even after they seem to have mastered left and liberty, look for ways to practice during daily numbers. With younger children, you can do the Hokey Pokey or play Simon Says.
With older children you might answer, "Please specified the table, and situated the fork on the left side of the plate." Or ask your child, "Which way should I turn to get into the common? Right or left? " With lots of rule and inducement, you can help your child find more self-confident about knowing left from right ..
Now we're going to learn how to sound out. This is the most essential skill, this will come back over and over and over for the next 2, three years maybe so make sure you go slowly and clearly and don't worry about reproducing as many times as is practicable until young children catch on. Start with consonant, vowel, consonant is usually primary so we'll take the simplest word of all, "cat-o-nine-tail."
Now what we do is, first we cover up everything but the c and your juvenile is reading their character resonates so he or she speaks kk, have them say it openly and aloud and then the vowel gets stretched, kkk, aaa, kkk, aaa, don't let them do anything else hitherto, just kkk, aaaa, kkk, aaa, and then lastly lend the ending, kkk, aaa, tuh, and then you ask them, what are that words and they speak felines. Now you can do this to show them for the first few but eventually very quickly you want them to do all the work themselves, and they should read to encompass with their paw, of course not the room I am, but they'll cover with their paw, everything but the first character and sound it out.We'll do another one.
And at this time I too like to switch up the vowels a lot and the consonants, I don't like to do all A's or all e's. So this one, have them cover up all but the first character, go ahead, tell your child to announce that out, ppp, iii, good, make sure they get that iii clearly, they don't make it announce eh or anything else and now set it together, pp, ii, nnn.What I tell them is, in the beginning, is we extend it out, but when we get to know it we compress it, we construct it together, p i n, rod, rod. And then we just say it, one syllable, rod, and what is that word? Pin. And make sure they know that this, in the very beginning they might speak rod, looks just like you fry on the fry rod, that tells you they don't quite know what the vowel is yet, make sure it's ii and not aa or anything else.
So until they tell you pin, oh, looks just like you put a rod in a rod cushion, that's when you know it. And do that very carefully. It might seem like you're dragging it on. Don't worry, go slowly, depart carefully, do it over and over. This is the most important foot in discovering to speak and write.
This is my daughter Fireese, and she just became 1, and I want to show you some of the signs that she knows. What's daddy! DADA! Dada! how about Mama? What's momma? MAMA momma! Excellent What is the sign for devouring. Devour! Devour! How about more? MORE! More! How about finished? Finished! Good And Freesewhat's this?' O' is for Cheerios, we do' O' for Cheerios GOOD! And what's this? Stars, they just starring. And Fireesewhat's this? Apple, good girl! Apple! And oh how about this what about this? Cheese, good! We do this for cheese. Good! How about milk? What's the sign for milk? Milk, good! And how about kiwi? That's, we thumb spell the kiwi, K I W she and I are not really finger spelling but she's trying. What's a kiwi? Liquid! She just asked for sea. That's right water, here. And WATER! Good and Whats the sign for kiwi? KIWI! Check how she is trying to thumb spell it. Good! Water, you want more sea? And Freeze what the sign is for a journal? Book, that's right and How about a hat? HAT, that's right. How about illumination? LIGHT! Good girl! And what's the sign for the cracker? Cracker, right! And how about the bath? That's right, that's the sign for a bath. What about a child? BABY! Good girl! And how about the ball? BALL! Ball! Yes, How about sleep? Sleep, that's right that's the sign of sleep. And how about a phone? Do you know the sign for a phone? Telephone! Good girl. Those are just a few of the signs that she knows. And she is very verbal as you can hear some of the words as she signs them. She knows over 20 words and 30 signs, so she has a vocabulary of over 50 words. Some people are worried that where reference is sign them that it will hamper their vocabulary, but as you can see it doesn't. Whenever I sign to her I am forever talking about here her, so there is no reason why it would hamper her vocabulary. And as "you're seeing" "were about" ratify and talking, signing indeed does work. As found on Youtube
About this time, it's great to make a nice big whole amount grid poster. You can manufacture one maybe about with 4 sheets of eight 1/2 x 11. If you're personal computers savvy, you can do it on your computer and blow it up at a copy arrange. Or you could just break away the ruler, take a black magic marker and correctly manufacture yourself a smart amount grid 1 to 100. You'll is my finding that you can use this for many different things throughout their additive learning process. But the first thing is with math, with supplementing and subtracting, it's very nifty to see how the numbers fit on the amount grid with increasing and subtracting. So here we have my smaller number network, you can originate yours bigger. If you want to use it over and over and be able to write on it, it's good to get wise laminated, and then implementation wipe away markers to write so you can always erase your observes and have a new amount grid again.
Or you can make this, leave it an 8 1/2 x 11 form and run off a bunch of photos follows and then you can keep playing with it. But for additive, let's answer we have 5+7. Start with the 5. Now 5+7 is a little bit harder so let's start with 5, count up 7. Start moving as you weigh, tell them. We're at 5, now consider 7. 1, we run on the 1, we don't tally while we're on the 5. 1, 2, 3, 4, 5, 6, 7. 5+7= 12. You can do that with subtraction too. 14 -6. Start with the 14 and tally, this time with subtraction, teach them that you weigh downwards. 14 -6, start counting as you move. 1, 2, 3, 4, 5, 6. 14 -6 is 8. It'll work with skip counting later on. You can curve different amounts and you can just implementation this thing for thousands and thousands of different hear undertakings.
From: Expert: Matt Moskal
Bio: Matt Moskal is a free-lance artist with a BA in Elementary / Special Education. Filmmaker: Christopher Rokosz
