Is abacus method really helps the child improve the concentration?
960445
All indications are that it does.
482553
Actually, there are many studies which prove a small distraction during learning, such as radio, music, or even television, allows your mind to focus more clearly.  Think of sitting in a room and listening to a grandfather clock tick, tick, tick.  After while you no longer hear it.  This is the same process the brain uses to minimize the music and allow your mind to focus on the task at hand.  Ask Dad to allow you to try both ways, and see which one works best for you.
850187
Yes dears it's a very good way to support our kids cerebration\nby increase their math skills and join this skills with hearing sense , seeing sense and thinking sense .\n latest many of kids in Egypt Had this programs and the organize say that kids was a normal kids before educate and tested and now they become more improvisation in each field .
629222
To a child the task seems insurmountable so you need to make it seem less intimidating. With all my classes I always did this activity at "times tables" time.\n\nI wrote all the times tables lists on the chalk boardor white board, from 0x0 to 9x9 in lists of the 0 times, 1 times, and so on. Then I would say to the kids something like, "Ok, here are all the times tables you have to learn" and they would all groan. Then I'd say, "Let's look at this and see how easy it really is". So first we'd see how many they already knew, and usually we could establish that everyone already knew all the 0 times, 1 times, and often 2 times and 5 times, and we would clean all of those off the board in each place they occurred (two places) so we would begin to have gaps. \n\nThen we'd talk about the finger math method of figuring out all the 9 times and erase all of those because they could quickly come up with those. (The method is described in the first link.) \n\nThen we'd look at the ones that were left and talk about the fact that every single one was there twice, as 8x7 is the same as 7x8, etc., and we'd erase one of each pair. Then we'd be left with the ones they actually had to concentrate on learning. By then the task didn't seem nearly as insurmountable.\n\nI've included a couple of other links that should be helpful. Good luck with it.
979572
The standard abacus can be used to perform addition, subtraction, division and multiplication; the abacus can also be used to extract square-roots and cubic roots.\n\nThe abacus is typically constructed of various types of hardwoods and comes in varying sizes. The frame of the abacus has a series of vertical rods on which a number of wooden beads are allowed to slide freely. A horizontal beam separates the frame into two sections, known as the upper deck and the lower deck.\n\nBasics\nThe abacus is prepared for use by placing it flat on a table or one's lap and pushing all the beads on both the upper and lower decks away from the beam. The beads are manipulated with either the index finger or the thumb of one hand. \n\nBead Values\nEach bead in the upper deck has a value of 5; each bead in the lower deck has a value of 1. Beads are considered counted, when moved towards the beam that separates the two decks.\n\nCounting\nAfter 5 beads are counted in the lower deck, the result is "carried" to the upper deck; after both beads in the upper deck are counted, the result (10) is then carried to the left-most adjacent column.\nThe right-most column is the ones column; the next adjacent to the left is the tens column; the next adjacent to the left is the hundreds column, and so on. Floating point calculations are performed by designating a space between 2 columns as the decimal-point and all the rows to the right of that space represent fractional portions while all the rows to the left represent whole number digits.\n\nFor more info go to: www.ee.ryerson.ca/~elf/abacus/intro.html
1073473
Recent research by has shown that when ADD persons try to sit still, do a boring task, or concentrate- they actually enter stress as measured by labile electro - dermal activity \n\n(EDA , GSR ). Whereas the GSR was traditionally used to teach relaxation it was overlooked as a tool to teach relaxed concentration being dwarfed by the popular and successful neurofeedback. \n\nMeasuring electron flow in a circuit the body operates largely by a series of electrical impulses which have been shown to follow certain pathways and measure changes in the electrical resistance or the ability of the tissue to conduct electricity. The GSR activity marker is positive in the majority of ADD clients tested. Once tested, then the GSR biofeedback may be used to improve the stress result with different techniques. A protocol using this valid objective physiological marker has just been published in a video- "Guide for GSR Biofeedback Techniques for the Natural ADHD Practitioner" (Amazon.com). \n\nUsing the GSR protocol only takes 10 minutes to perform. The test is valid for children as well as adults and helps parents determine if their ADHD children need intervention. The measure may then be used to match a personal technique protocol to the client depending on what type of technique helps improve the GSR from lability to stability during rest. \n\nThe GSR is measured as labile and steadily increases in amplitude when the ADHD child tries to sit quietly for 2 minutes. The GSR is then increasingly more labile during an eyes closed condition. This is in contrast to the GSR in anxiety where there is usually a decrease during a relaxing eyes closed baseline condition. In some instances- the GSR in ADHD is stable - however, will not return to baseline after prompted with a mild stimulus like noise. This shows that a symptom of ADHD when trying to sit quietly and concentrate -is acting like a stress-or for him her. This is not unlike the "disorientation" experienced in dyslexics when trying to read. \n\nMany ADHD clients- upon producing a stable GSR after a biofeedback assisted relaxed concentration technique - will claim when asked-that this is the first time ever they felt what relaxation /concentration is. This may be compared to someone not having ever tasted a tasty food like an orange. You can't describe it to them. However, once they taste it- they know what it feels like. So too, it turns out, with the sense of relaxation, focus in ADHD. When asked to compare this sensation with the sensation of an ADHD medication- the majority of ADHD people will say that the natural biofeedback induced sensation is better than medication- and medication does not "feel well" even though it does help them concentrate. This shows that medication like Ritalin has a different mode of action working to help ADHD than natural and behavioral methods. \nThe relaxation and relaxed concentration response is natural and seems to be lacking in many people with ADHD. These responses might have been lacking at birth or were compromised with an unbalancing childhood medical problem (Ears nose and throat, asthma,-sleep disorder-medical operation). However, once re-learned or acquired - the ADHD person can re-produce this \n"sensation" upon need. Like learning art or music- some are born with it- but all can learn to be artists or musicians with the proper instruction. This objective physiological test is easy to replicate only with the most sensitive /graphic GSR biofeedback equipment.
574684
In what context?\n\nIf you are asking about skill transfer and generalization for special needs students, specifically in the area of language, then what aspect are you asking about?\n\nSpoken and auditory receptiveness would best be answered by a speech-language pathologist.\n\nFor reading and writing, student motivation to learn and interest in the skills being taught greatly increases the rate of transfer to other subjects and environments.
58562
This means how long can the child focus on any one particular activity.\n\nFirst of all, the activity must be one designed for a First Grader.  \n\nThere is really no 'average' because each person differs.  Some kids grow up more slowly even if they are destined to be really swift.  I know, I was one.\n\nSome teachers are so dumb they do not know who is smart.\n\nBehavior problems can make a few smart kids appear dumb.  Some kids may need eyeglasses (again, I was one, it was like a new world opening up when I got them).\n\nIf you are under 30 if takes someone older and with educational experience to assess your child.\n\nAttention spans at this stage range from 5 minutes to 30 minutes.  Smarter or more mature kids will have a longer one.\n\nBut, the subject matter also makes a difference.  If someone very interesting visits, someone who knows lots about animals, for instance, and is a good teacher they all might listen enthralled for a whole hour, even more so if actual animals are brought in to look at.\n\nKids this age are just starting to find out about the world.  They are interested in animals, types of machines and vehicles like airplanes, helicopters, trucks, fire engines, police cars.\n\nThis is where they learn the alphabet and start associating letters with words...\n\nWhen that work is done (their attention flags), the teacher may switch to fingerpainting.\n\nChildren this age like STORY TELLING very, very much.  You will GREATLY help your child if you also participate in story telling, at least three times a week.\n\nThat is a big plus that trains your child to focus his / her attention.  They also see that lots of good stuff is in books...\n\nThat has a BIG PAYOFF for the rest of their lives.\n\nADHD kids should be given fish oil supplement along with calcium and magnesium tablet that is broken up and grinded into their food.  \n\nThe drugs are a very poor substitute for an insufficient diet.\n\nMake sure your kids take a daily kid's vitamin and drink lots of water.\n\nKids MUST also have physical activities like playing ball, running around, sack races (you get the picture)...\n\nIf they do not have enough of this it will greatly contribute to learning problems in the more mental activities.
668298
Hi. Ok, repetition isn't bad and always necessary, but explainig mathematical things, or every subject, with a relation to daily life is very important. It helps the child understand easy as well as complex matters.
1128681
Do it!!! Definitely take your child to piano lessons. If he can do it, it will be good for him. Musical training can be a very healthy and developmental activity for a young child. Plus remember, children who study music get better grades!\n\nHere is a list of other benefits:\n\nBuilds self esteem\nDevelops initiative\nEncourages creativity, self-expression, and communication\nProvides a skill and appreciation that will continue to give pleasure throughout a lifetime\nDevelops a sense of responsibility for behavior and effort\nPrepares a foundation for other artistic endeavors\nDevelops attention span and concentration level\nDevelops visual and aural memory\nEncourages time-management and organizational skills\nPractices goal-setting, task-completion, and problem-solving skills\nGives confidence in facing new situations and challenges\nAssists poise
426378
Yes it does .The treatment should start very early by age 3 to be most effective.I work with special needs kids.These kids get up to 40 hours a week of in home therapy.I am working with one little boy who had no language less than a year ago and all he wanted were his visual stims,to make screeching sounds and he never made eye contact.He has had intense therapy and is doing so well with possitive reinforcement.Most people would not even know that he was autistic for the most part.Finding a good therapy really makes a difference.It is awesome to change these kids lives.
200766
In the UK we use programmes called Sounds-Write and THRASS which encourage children to listen to the sounds in a word and break it down in order to spell it correctly. They are not listening only for single letters but for block sounds too - th, gr, ee, etc.\n\nWe have lots of word games that we play. One of the most popular is a jigsaw puzzle type game for putting parts of words together to see the different words you can make and spell correctly. Children have a picture in front of them which they then 'label' with the puzzle pieces. ie picture of a frog; child finds 'fr' and 'og'.\n\nYou can use everyday objects around the house to encourage your son to speak. 'J' for juice. 'B' for bed. Get him to say these things with you. When you go shopping, give him his own list and help him work through it around the store, crossing off words as he finds the object. This will help him link words with daily life. \n\nTry not to make a huge thing out of it though. You don't want to put him off! His achievements, however small they may seem to you, need praising and he needs constant encouragement. \n\nI hope you understand what I mean.\nGood luck.
272119
When a child reaches this age range he or she requires more stimulus to keep him or her interested.  Basically it becomes more of a chore to keep the childs attention.  This is a good thing because it shows that they've developed definate interests and is exhibiting intellect.  Of all the problems in the world, this is a good one!!!
754379
Children learn in spite of their teachers....The first thing I was taught at teacher training. \n\ndrilling is fine provided you understand what you are learning. The multiplication tables are a good example of this. We used to memorise those tables like a poem. Did it help? Yes becasue they provided us with quick answers when dealing with more complex issues. \n\nThe fact is that there are some things you just need to know. You can either make the effort to remember it (and there are lots of techniques for that) or you can look it up in a book every time you need to know.
214558
The same way a child does. There is an excellent phonics curriculum put out by Abeka. I taught my children how to read at home using it. It's easy and it works!
1182242
totally, its something thats actually fun.  I tried it once and it was very fun.  It'll give kids something new to do.  It also helps improve hand-eye cordination.
695538
Your first step would be to start doing some written evaluations. Without knowing the children's ages, it is impossible to be able to give you a more accurate answer. You need to start observing and documenting and after a few days of doing that for each child you are concerned about, compare your notes with developmental milestones that you know they should have either already reached, or should be working on. Then you need to use those findings to write out a goal for that child to reach the next milestone using what you know they have already learned.\nAs a teacher it is your role to not TELL a parent what is "wrong" with their child, but to look to yourself to see what you can do in the classroom utilizing the tools of observation and knowledge. \nIn parent teacher conferences, this tool is excellent. You can bring out your written observations and show the parents...this is where your child is, this is where he should be, this is my goal for him, what things are you noticing at home.\nThis way is best because you are not approaching the parent with a "teacher knows best" tact, you are using your knowledge and expertise to tell the parent that they are needed in their child's development and asking them for ideas and suggestions and including them in your program specifically designed for their child.\nWhen a parent feels that you are going above and beyond for their child, more than likely they will jump on board.\nI use this method. I have yet to have any complaints or awkward meetings. \nOf course, you will get the occasional parent who just won't listen or will think you are wrong. Maybe there is a culture difference or even a language barrier that makes the situation harder than you feel it should be. However, your chosen venue, being a teacher, means that you should have the patience (not all the time of course) to not only search and try the best avenue into helping the children in your care, but also looking into helping those families with difference in culture and language barriers as much as the other families because the children are your first and foremost priority in the classroom.\n\nI hope this helps.