Addition is not always a bore task for the children. It can be fun if you are aware of the right ways and approaches. While having a grasp of the medium of instruction with teaching English as a foreign language, the simpler yet complex task for you as a Subject Matter Expert or Teacher is to define how to make ‘addition’ fun and interesting not to meet the difficulty area.
- Fun to Add –
Being a teacher you must not always use the same methods of presentation when giving application work in addition. It is up to her to devise novel methods because they have all the fun of games, and the children enjoy them so much that they do not get distaste for numbers. As a teacher you should use the illustrate ‘problems’ to the child which can be equally successful on a flannel board.
- Addition using place value –
Teaching English as a foreign language shares some techniques in solving the addition and at the same give value. The samples would be graded to give practice first in ‘no carrying’. These samples are nothing but the regular practices, summation children are supposed to work on. Even with the carrying, there should be further grading, first with the units only and finally when learning with the hundreds and tens in a column format.
- Difficulties with Arithmetic –
Many children have difficulty in working out arithmetic examples which have been given in the form of problems. This is perhaps due to the following reasons:
- First is the lack of experience of small problems at a young age.
- Second is the insufficient practice with oral and written statements.
- Third is the failure to understand the words, phrases and sentences of the problem.
- Fourth is the inability to apply their knowledge of arithmetic in real situations.
- How to help children avoid these difficulties?
First is by making sure that from the start the children get used to the language of arithmetic. They must learn to understand phrases like “add up”, “how many in all?”, “find the total” – these are instructional words which needs to be understood by the young learners.
And particularly these words should be used as part of the teaching and learning process by the TEFL educators, who have seeked the theoretical as well as practical knowledge with teaching English as a foreign language program. The program delivers a compressive and trained knowledge for teachers.
Second, is the aspiring or existing global teachers must give plenty of “little” problems, in both oral and written format, which can be done as a class activity.
Third, by wording problems in such a way that children can easily grasp what is meant.
Fourth, it is by making problems “real” through basing them. It is an everyday experiences familiar to children.
For instance, the blackboard problems may write “there were two birds on a tree, another bird came and joined them. How many birds on the tree now? An answer would be mummy gave me the two and then had another.”