Jewish universities and faculties

Many global students come to the us in desire of reading at a Jewish college. Jewish universities and faculties within the US do an first rate activity of teaching those students who need an education immersed in their religion. There are numerous extraordinary Jewish universities in america that train a number of the best Jewish (and in a few instances, non-Jewish) college students.

Why have a look at at a Jewish college?
the primary cause international students pick Jewish universities in the usa are to continue with their training while also ultimate devoted to their faith. Jewish college students frequently spend their college years now not simply reading their desired principal, however additionally taking the time to develop deeper of their ideals while expertise the Jewish religion in ancient contexts. Jewish universities in the us are also famend for his or her attractiveness and schooling of Jewish college students from round the arena. Judaism is practiced around the globe, and college students from every corner of the earth come to america in search of spiritual and professional schooling. for that reason, Jewish schools are very attractive to international students.

What Do Jewish Universities and schools Stand For?

Jewish universities searching for to teach Jewish students in each a certain challenge in addition to the Jewish faith. most Jewish universities have many extraordinary instructional departments, however one of the maximum popular is the seminary school. Jewish universities prepare future Rabbis and priests for network provider by means of educating students on the history of Judaism, scripture, counseling, and modern problems in Jewish society. maximum Jewish leaders and Rabbis get their start by using analyzing at a Jewish college. international college students can be challenged through some of the first-rate instructional institutions in the country. sturdy education is the cornerstone of these Jewish institutions. one of the strongest capabilities of Jewish universities is their strong commitment to integrity. every university has an academic integrity coverage that each one college students have to abide by way of. This policy holds students responsible to the traditional values of each Judaism and the western international. college students must refrain from cheating or plagiarism. This rule makes college students responsible and answerable for their own paintings. students ought to also are seeking for to be sincere of their pursuit of education whilst spreading know-how. finally, the intention in their training is to make a contribution and boost the Jewish network.

expectations of a Jewish university in america

one of the important expectancies an global pupil should have whilst analyzing at a Jewish university is to hold a better knowledge of the Jewish scripture, the Torah. whilst college students can anticipate to take a look at any problem or fundamental that their university offers, they should expect to dive deeper into the readings and teachings of the Torah. similarly, college students can assume to take instructions bearing on Jewish history and the sturdy lifestyle of Jewish resilience. college students may also study modern Judaism and how the religion performs a position in modern society. most Jewish institutions are smaller, tight-knit personal establishments who consciousness on schooling and religion more than every other aspect of university. academic applications at these schools replicate the ones of many different universities with majors like: Biology and natural Sciences, enterprise and Accounting, history, Math, and arts and Social Sciences. Jewish universities also are trying to find to provide Jewish learning outside of the lecture room via stimulating network involvement and playing roles as teenagers within the Jewish network.

pinnacle Jewish Universities in the usa

There are several awesome Jewish Universities and faculties within the US. of these one in every of maximum famous is Yeshiva university. placed in the coronary heart of new York town, Yeshiva gives some of the most difficult instructional courses and packages in the america. besides rigorous instructional training, college students look at the Torah at each stage while inspecting the ethical, non secular and moral ideas that make up there faith. Yeshiva is domestic to each a top ranked medical and law faculty on big apple. Its challenging curriculum presents college students the preparation for graduate training. The faculty’s mission is integrate strong lecturers with thorough teachings of the Jewish scripture, to both stimulate a student’s thoughts and spirit. global students interested by studying at a Jewish college will not be disillusioned inside the rich education and records furnished.

Why Do Jews Exclude Other People?

Question

I've been asking this from everybody and I can't get an answer: Why do Jews exclude other people? My fiance's parents told me that for a Jew to marry a non-Jew and have children is worse than the Holocaust! I don't get it. Am I really that terrible? In a world with 6 billion people, what kind of G‑d is the Jewish G‑d, who chose a tiny percentage of the population of the world and left the rest without G‑d's mercy?

I don't think I have to mention that I'm not a Jew myself, but I am in a relationship with a Jew, and I want to know more. I want to understand, because right now, I have big problems finding acceptance and respect for Judaism, which of course causes problems in our relationship. I could ask him, but I would rather ask a rabbi, since I expect you to have deeper knowledge than my boyfriend.

Hope to hear from you soon.

Answer:

I'm glad you were persistent in asking your question, and I'm glad you've given us a chance to answer.

First, please keep in mind that I didn't make any of the statements you are citing. Start reading fresh, like we've never discussed this before. Because, we haven't.

I'm sure you understand that every creature G‑d has made on this planet wishes to survive. Not just each individual critter wants to go on living, but the mothers want to see their children survive and those children want to see their children survive and so on. In other words, each species wants to endure and survive.

We Jewish people also want to survive. We are a tiny portion of the 6 billion you mentioned. We've been around for almost four thousand years. At times, we made up more than 10% of the world. At other times, much less. Right now, we're less than a quarter of a percent.

Each people makes their contribution to humanity -- inventions, ideas, wisdom, music, art, culture. As a people, we've made many important contributions to the rest of the world. Such as monotheism, the value of human life, equality before the law, the concept of world peace. All these and many other ideas that are central to our society today find their source in the Bible and the other traditions of the Jewish people. Since Biblical times, we have made many more contributions to the societies in which we lived, whether in ethics, in philosophy, in medicine, in the sciences...you name it. So it would make sense that the other nations of the world, as well, would want us to survive.

Do we claim superiority? I don't think so. Christians and Muslims both attest to the truth of the Biblical account, where we were picked out by G‑d to perform a mission -- to be a light unto the nations. We contend that G‑d never changed His mind. And, as anyone can see, we've accomplished much of that mission. Most of the ethics we were charged to teach have been accepted by most of the world. Maybe they haven't put it all into action -- but they will, and we believe that time will come very soon.

Do we exclude others? Absolutely not. Any person who wishes to join the Jewish people and their holy mission is welcome, regardless of race, color, sex or family background. We only ask that they commit to keeping the rules G‑d gave us, just as the Jewish people accepted those rules when they received the Torah at Mount Sinai some 3300 years ago. And if they opt not to join, we believe that the righteous people among the nations will share in the rewards of the time to come. I don't know of any other religion so liberal as to say such a thing: You don't have to join us, you don't have to do the things we do, just believe in one G‑d and fulfill the basic requirements of every human being to society, and you're in.

So what's so terrible about us wanting to survive? Obviously, we aren't going to survive if we intermarry with everyone else and raise our kids as just a muddle of everything. Our only route to survival is for Jewish people to marry Jewish people and bring their kids up as good Jews.

Of course, if a girl from a non-Jewish family decides she wants to join the Jewish people, well, what's stopping her? But we don't push that sort of thing, because, first of all, we're not out to push our thing on others. You can be a righteous non-Jew and be loved by G‑d, so why should we push you down a path you weren't born into? You may well resent it later on -- as often happens -- and that doesn't make for a good marriage. And, secondly, some people become Jewish just for the sake of marriage, and then once they're married, the whole thing is dropped. Which means we have to be a little scrutinous about accepting converts, to be sure they're doing this because they truly want to.

I hope this explains things a little for you. If you still can't swallow it, please write me back.

I wish you all the wonderful things your life has in store, not one should go missing.

You Shouldn’t Stop Speaking Spanish at Home

Research that shows native language at home supports English education at school: 

When I was a second-grade teacher, around half of my students spoke Spanish at home. 
While nearly all of them were born in the United States, many of their parents and family members had immigrated from Central American countries. 

These parents often asked how they could help their children and because of their limited English, some felt they had no way to do so. This was not true.

 I told them they could speak, read stories and solve math problems with their children in Spanish—and that all this would support their children’s education in English.

When I was a second-grade teacher, around half of my students spoke Spanish at home. While nearly all of them were born in the United States, many of their parents and family members had immigrated from Central American countries.

These parents often asked how they could help their children and because of their limited English, some felt they had no way to do so.

This was not true. I told them they could speak, read stories and solve math problems with their children in Spanish—and that all this would support their children’s education in English.

At this point, I received some skeptical looks.

Such a suggestion strikes many Spanish-speaking parents as odd since English proficiency remains the ticket to increased economic opportunity and social integration. Many Latino immigrants view their young children’s use of Spanish cautiously, almost suspiciously, nervous that it will hinder their potential. And this belief is only reinforced when policymakers formally codify English-only mandates into state education laws.

SHE WAS AFRAID THAT SPEAKING SPANISH WITH HER CHILDREN WOULD DISRUPT THEIR ENGLISH DEVELOPMENT, SO SHE SPOKE ONLY ENGLISH AT HOME WITH THEM.
I remember getting a peek into this mindset in one discussion with a student’s mother. She was afraid that speaking Spanish with her children would disrupt their English development, so she spoke only English at home with them.

My heart sank a little, because there’s a large research base that shows parents should feel empowered to use their native language with their children. In fact, some studies have found that non-native language use by a parent can even negatively impact cognitive development and language learning for children as young as 2 years old.

As neuroscience expert Dana Suskind concludes in her book, “Thirty Million Words: Building a Child’s Brain,” research suggests that it is “always better” for parents to speak to children in their native language.

This holds true no matter the parents’ educational level or their English proficiency:

Since the new language, in this case English, was learned by parents as adults, their proficiency will never match that of their native tongue in vocabulary, syntax, nuance, or overall quality. This is because when people express themselves in the language that’s been part of their entire lives, they express more than just the concrete meanings of words; they express the more profound meanings, both emotional and, to the non-native speaker, somewhat veiled…The best scenario is that children of non-English-speaking parents learn the language of their parents from their parents.

STUDY SAYS
A recent study on Spanish-speaking preschoolers adds to this body of research on academic development in two languages. Researchers studied 125 Spanish-speaking Head Start students in an English-dominant classroom in the Southwest. Most of the children were Mexican Americans born in the United States whose families made less than $30,000 a year.

They were tested in the fall and spring to see how recognizing letters and decoding words in Spanish affected the learning of similar skills in English; they did the same for basic math skills in Spanish, like counting and basic arithmetic.

The study found that children entering pre-K with high levels of Spanish reading and math skills appeared to enhance their learning of those skills in English. These findings build the field’s research base in two key ways.

While findings are consistent with earlier research on elementary school children, researchers note the new study establishes the generalizability of those findings to children ages 3 to 5 in a way that was previously unclear.
Less research exists on cross-language associations between Spanish and English math skills. The recent study offers new evidence that math skills are not language specific, but rather can transfer from Spanish to English.
Taken together, the findings have useful implications for prodding Spanish-speaking families to help their youngest learners. Educators should instill parents with the confidence that their native language can promote academic readiness in English.

For example, teachers can encourage parents to include math-related speech in their Spanish conversations, such as counting and ordering objects, and to use Spanish literacy materials at home. But the study focused only on Spanish and English dual language-learners, so findings may not be applicable to students whose families speak other languages.

It’s a slightly counterintuitive idea, but the research continues to show that more native language at home supports English education at school. Educators must continue to reassure families that their native language, far from being a liability, is a valuable resource to nurture. 

 

 

Elementary and secondary education in Canada | School life in Canada

Education in Canada usually starts with kindergarten followed by grades 1 to 12. By law, children must go to school starting at the age of 5 or 6 and until they are between 16 and 18, depending on the province or territory.

Students go from primary to secondary school between grades 6 and 8, depending on the province or territory. Students who successfully complete secondary school get a high school diploma.

The school year usually begins at the end of August and finishes toward the end of June. Children go to school from Monday to Friday during the school year (except during holidays). If you and your family arrive in Canada during the school year, contact your local school board to find a place for your children.

Since Canada is a bilingual country, English-language and French-language schools are available across the country (even in areas where one language is more commonly spoken than the other).

You should contact the ministry or department of education of the province or territory in which you will be living to learn more about English-language and French-language education options that may be available to you.

It is up to parents to choose the type of schooling for their children. Parents can choose to send their children to free public schools or pay to send them to private schools. In many areas, parents can choose between English and French school options. Parents also have the right to educate children at home, rather than in a school. For more information, contact the ministry responsible for education in your province or territory.

School boards

School boards (sometimes called school districts, school divisions or district education councils) manage the schools within a certain local area. School boards are responsible for things like:

• administration;
• facilities;
• personnel; and
• student enrolment.

The public elects the people who run a school board (called trustees). They hold regular meetings where members of the public can express their views on how schools in their area are managed.

Enrolling in school

To enrol your child in elementary or secondary school, contact your local school board. Since school boards usually manage many schools, you may be able to choose the school that your children will go to.

To get into the school you prefer, make sure to enrol them well before the beginning of the school year. If you are enrolling your children in a Canadian school for the first time, the school or school board will assess them to determine what level they should be placed at and whether they need free support such as English or French language classes. There are also settlement workers in many schools who can help.

School life in Canada

Teachers: Teachers usually have university education.

Mixed classes: In most schools, boys and girls learn together in the same classroom. Some private schools are for boys or girls only.

School curriculum: Every province and territory has official course work that students will be taught in each grade.

Religion: Some provinces have separate Catholic public schools, which students of any religion may attend. Most communities also have private schools with religious affiliations.

Textbooks and school supplies: Schools lend textbooks to their students. In general, you will have to buy school supplies such as pencils and paper for your children.

Special needs: Students may get help if they have special needs due to a:

• physical;
• cognitive;
• psychological;
• emotional;
• behavioural;
• linguistic; or
• other difficulty.

Report cards: Children will get a report card several times during the school year that will tell you about their progress.

Missing school: In Canada, children must go to school every day. If your child is absent from school because of an illness or for personal reasons, you must tell the school.

Getting to school: Children can travel to and from school:

• with their parents
• on their own (by walking or by public transportation) when they are older
• by school bus (sometimes provided by the school at little or no cost to parents)

Ask the school for information on school buses.

School closures: Schools sometimes close for one or more days in the winter because of snowstorms or severe cold. If this happens, you will hear about the closing:

• through the school
• on the radio
• on television

Dress code: In general, children must follow a school dress code. Some schools require children to wear a uniform.

Extracurricular activities: These are activities that take place outside school hours (before school, after school or during lunch). These activities include sports, arts, hobby clubs, etc. Each school offers different extracurricular activities to students. These activities can help your child:

• make friends
• get used to the Canadian school system
• gain interests in areas outside school

Field trips: Schools organize field trips outside the school for students to visit places that are relevant to their education. Field trips can be to places such as:  

• museums
• workplaces
• cultural institutions
• city neighbourhoods

Bullying: Term is defined as “wilful, repeated aggressive behaviour with negative intent used by a child to maintain power over another child.” In schools across Canada, bullying should not be tolerated. If your child is a victim of bullying, talk to their teacher or principal. Learn about bullying, prevention programs and more by visiting HealthyCanadians.

Important Reasons For Teaching Kindness in Schools

Most people have heard the phrase ‘random acts of kindness’, which refers to a selfless act of giving resulting in the happiness of another person. Terms like this are increasing in popularity around the world, as more people identify a deficiency in their lives that can only be fulfilled by altruism.

It seems we just can’t get enough of those addictive feel good emotions and with good reason.

Scientific studies have shown that kindness has a great number of physical and emotional benefits, and that children require a healthy dose of the warm and fuzzies in order to flourish as health, happy, well-rounded individuals.

Patty O’Grady, PhD, is an expert in the area of neuroscience, emotional learning, and positive psychology with special attention to the educational arena. She believes that “kindness changes the brain by the experience of kindness. Children and adolescents do not learn kindness by only thinking about it and talking about it. Kindness is best learned by feeling it so that they can reproduce it. Kindness is an emotion that students feel and empathy is a strength that they share.”

A great number of benefits have been reported to support the theory of teaching kindness in schools:

1. Happy Children

Science explains that the good feelings we experience when being kind are produced by endorphins that activate areas of the brain that are associated with pleasure, social connection and trust, and it’s proven that these feelings of joyfulness are contagious, encouraging more kind behaviour by the giver and recipient.

2. Increased Peer Acceptance

Research on the subject has determined that kindness increases our ability to form meaningful connections with others. Studies show that kind, happy children enjoy greater peer acceptance because they are well-liked and that better than average mental health is reported in classrooms that practice more inclusive behaviour due to an even distribution of popularity.

3. Improved Health and Less Stress

It’s widely documented that being kind can trigger a release of the hormone oxytocin which has a number of physical and mental health benefits as it can significantly increase a person’s level of happiness and reduce stress. More recently though, it’s been found it plays a significant role in the cardiovascular system, helping protect the heart by lowering blood pressure and reducing free radicals and inflammation, which incidentally speed up the aging process.

4. Greater Sense of Belonging and Improved Self Esteem

Studies show that people experience a ‘helpers high’ when they do a good deed, a rush of endorphins that creates a lasting sense of pride, wellbeing and an enriched sense of belonging. Even small acts of kindness are reported to heighten our sense of wellbeing, increase energy and give a wonderful feeling of optimism and self worth.

5. Increased Feelings of Gratitude

When children are part of projects that help others less fortunate than themselves, it provides them with a real sense of perspective and helps them appreciate the good things in their own lives.

6. Better Concentration and Improved Results

As it increases serotonin, which plays an important part in learning, memory, mood, sleep, health and digestion, kindness is a key ingredient that helps children feel good. Having a positive outlook allows them greater attentions spans and enables more creative thinking to produce better results at school.

7. Less Bullying

Two Penn State Harrisburg faculty researchers, Shanetia Clark and Barbara Marinak say, “unlike previous generations, today’s adolescents are victimizing each other at alarming rates.” They argue adolescent bullying and youth violence can be confronted through in-school programs that integrate “kindness — the antithesis of victimization.”

Many traditional anti-bullying programs focus on the negative actions that cause children anxiety and often with little impact. Teaching kindness and compassion in schools, not only fosters the positive behaviour that creates warm and inclusive school environments, but helps children feel that they belong. It’s documented that the effects of bullying can be significantly reduced by integrating kindness based programs in schools.

8. Reduced Depression

Dr. Wayne Dyer, internationally renowned author and speaker, says research has discovered that an act of kindness increases levels of serotonin (a natural chemical responsible for improving mood) in the brain. It’s also found that serotonin levels are increased in both the giver and receiver of an act of kindness, as well as anyone who witnesses that kindness, making it a wonderful natural antidepressant.

Maurice Elias, a professor at Rutgers University Psychology Department says that “as a citizen, grandparent, father, and professional, it is clear to me that the mission of schools must include teaching kindness. Without it, communities, families, schools, and classrooms become places of incivility where lasting learning is unlikely to take place.

We need to be prepared to teach kindness, because it can be delayed due to maltreatment early in life. It can be smothered under the weight of poverty, and it can be derailed by victimization later in life. Yet despite these and other travails, the receipt of kindness and the ability to show kindness through service are both growth enhancing and soul cleansing.

Kindness can be taught, and it is a defining aspect of civilized human life. It belongs in every home, school, neighborhood, and society.”

It’s become quite clear that modern education must encompass more than just academics, that in order for children to develop into happy, confident, well-rounded individuals, matters of the heart must be taken seriously and nurtured as a matter of priority.

Is Your Child Learning Enough?

One of the big questions most new homeschoolers ask is, “How will I know if my child is learning?”

When a child is in public school he or she is constantly tested. Each week there are spelling tests, there are chapter tests on a regular basis, and in many states there is standardized testing. Many parents of public school students decide that if the grades coming home on test papers and report cards are good, then their child must be learning.

When students are pulled from a traditional school setting and placed in homeschooling it is sometimes difficult for the parent to know if the student is actually learning enough to keep up with their grade peers. A big problem is that homeschool students tend to not be tested as often as public school students. But is it really a problem and is testing the only way to know if a student is learning enough?

How Long?

Sometimes it is difficult to tell if a child is learning enough in homeschool because homeschooling generally takes much less time than traditional education.   Homeschooled children generally do not spend as much time on a particular topic as traditionally educated students because they are neither ahead nor behind their classmates. Part of the reason for this is that your homeschooled child is receiving one-on-one attention. They do not have to wait for others to catch up, nor are they holding up other students back if they need to spend more time on a topic. If the student understands the topic then he or she can move on right away.

Traditional education is set up for a traditional school year, in many states that is approximately 180 school days. That is, for each subject an hour of instruction per day for 180 days, or 180 hours per subject. Now, consider this question: Is a public school hour of instruction really an hour? Students must move from class to class, spending time talking to peers, going to lockers, and moving between classrooms and even buildings. A traditional school hour of education might be as short as 45 minutes by the time moving, getting settled, and ready to actually learn are taken into account.

Homeschoolers can take almost all of that transition time out of their day. The commute from math at the kitchen table to history on the sofa takes considerably less time than moving from one end of a building to another and climbing a flight of steps or two.  When was the last time you heard of a traditionally educated student actually finishing a complete textbook in a year?  It is safe to say that a homeschooled student can probably cover more material in a school day than traditional educated students can. It is not unusual for a homeschooled student to complete the entire course in a homeschool curriculum.

Testing?

Homeschooled students generally do not take as many tests as public school students do. Consequently, less time is spent teaching “to the test”. Teaching to the test limits a student’s exploration of a subject by limiting them to the material that will be tested. Testing is not necessarily a true measure of understanding of a topic.

In fact, standardized tests can be detrimental to students who are from different backgrounds and upbringings. Consider, for example, a standardized test question that asks reasons for the Civil War. Since the Civil War is viewed differently by different ethnicities, as well as different locations, a question designed to show understanding of the reasons behind the war might not realistically test a student’s knowledge.

Another problem with standardized testing is that some students are very test savvy, understanding how to take tests well even if they do not understand the subject matter. Other students are poor test takers and do not do well under the pressures of timed tests. A low score by a poor test taker is not a true measure of their knowledge or learning ability, only their testing abilities.

You’ll know!

It sounds cheesy to say that you will know if your child is learning but the reality is that you will know if your child is learning. You can see it on their faces, you can tell by their attitude, and you will see forward progress.

If your student begins their homeschool day ready to go to school, moves quickly through their assignments, and is hungry for more information, it is safe to say that the student is learning.

If your student can not only give you the instructed materials on a multiple choice test, but can hold a conversation about the material you will know they understand the material. When a student can play the part of the teacher, either giving a speech, or teaching other children in a subject, then that student will have sufficient knowledge of a subject to move on to new material.

Finally, as the parent as well as the teacher it is possible to see the student in all stages of learning. You will not have to depend on a report card, or a test score. You will see your student work through the instructional material, watch them answer questions, and be able to judge for yourself if your student is actually learning.

Constructive Ideas For Teaching

The purpose of this article is to put forward some ideas to help with the teaching of addition.

Combining groups of physical objects: for many students, this is their most basic experience of adding up. This process 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 many, this method can be too involved, particularly for those students who present attention deficit disorder. If the child cannot hold their attention for the whole of the activity, blocks will be put awry, towers will end up with additional blocks, blocks will get mixed up, and at the end, the wrong answer is arrived at. The length of the process means that if your child does not master the concept quickly, they are not likely to make progress at all. In addition, it is difficult to extend this process into a calculation that can be approached mentally: for example, try to imagine two large sets of objects in your head, and then count them all up. Even for adults, this is nearly impossible.

Simple drawings: jottings are a more useful alternative to the process described above. Write out the addition problem on a sheet of paper, and next to the first number, jot down the appropriate number of tallies (for instance, for the number 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 come to the correct answer, ask them to draw the tallies. To finish with, ask how many tallies they have drawn altogether. This method is a much easier way of bringing together 2 groups, is less likely to be subject to mechanical error, and is better suited to students with poor focus. It also encourages the child to associate between what the written sum actually says, and why they are drawing a certain number of tallies.

Counting on: this is a technique based around your student’s capacity to say number names. When your child has reached a stage where they know 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 actually equivalent to answering an addition problem of the type 2+1, but helps to connect the ideas of counting and addition, which is very powerful. This technique gets your student ready to use 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 respond to such problems out loud, show them the question written down, and explain that this is the same as the problem you had been doing before. This will 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 pleasant pastime. Games that require a counter to be moved around a board do a lot to encourage children to count on. If the board has numbers on it, the child is able to see that the action is similar to counting out numbers aloud, or using a number line. Make a point of remembering to draw attention to the relationship between using board games and addition.

Learning number facts: usually, we rely on number facts learnt by heart to help us answer addition problems. In a nutshell, we do not have to figure out the answer to 7 and 10, we simply remember it. Having the ability to recall addition facts allows us to tackle simple maths tasks confidently. Improve your student’s knowledge of 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 location of the question (for instance, 7+8) and the corresponding answer from a set of cards all turned face down. Create a set of flashcards with simple addition facts written on them, look at the cards one at a time, and ask the student for the answer, giving a good deal of applause when they give the right answer. When they are confident, expand the number of facts. Games will prevent your child perceiving addition as dull, and will build confidence.

Addition printables and worksheets: Practise makes perfect – and the right style of practice also lends more confidence. By utilizing simple worksheets, aimed towards your student’s ability and attention span, you are able to significantly improve your child’s ability with addition, both orally and written down. There are plenty of free internet sites that offer worksheets that help with the teaching of adding up, but it does matter what adding up worksheets you use. Ensure that the worksheets are aimed at the right level, being neither too difficult nor too easy, and are of the correct length to maintain the student’s interest. You should 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 a lot of praise; when they make a mistake, do not appear frustrated, but briefly explain their mistake. Using adding up worksheets in a considered way can really boost your student’s ability.

Chicago University