Saturday, 26 May 2012

How to Reward Children for Good Behavior Without Food

Behavior Chart
  1. Buy or make a chart behavior and the name of your child on it. Identify the behavior that you want, to do your child. When you make the chart, write the days of the week on the top and a list of desired behaviors the down side.
  2. Let your child personalize his chart by drawing on it or decorating it.
  3. Help your child to create a list of awards. The reward must be something which your child enjoys. You decide with your child, how many times per week, to earn a reward to the desired behavior. Also the scale of the child rewards. When the child runs twice the behavior, you can earn such as a yo-yo. When she runs 10 times the behavior, you can earn a film. Put the chart in a place where your child, such as on the refrigerator, or in the Hall from her bedroom, so it will remind you of the desired behavior.
  4. Often, time spent with a parent is a reward that pleases a child.
  5. Place a sticker or points earned (for older children) on the chart whenever he performs the desired behavior. Praise your child for his accomplishments.
  6. At the end of the week, review the chart with your child and give her the reward(s) she has earned.
  7. Gradually scale out the chart as your child internalizes the behavior.
Different Forms of Rewards
  1. Identify a variety rewards for your child, ranging from small, inexpensive items to moderately priced ones for difficult behaviors. Examples of inexpensive rewards are markers, noise-makers and notepads. Examples of moderately priced rewards include game and movie rentals, a ticket to a concert, clothes and a monetary contribution to something your child wants. Remember to include rewards that do not cost anything, such as a bike ride, a trip to a museum, staying up late or a sleepover.
  2. Use a variety of types of rewards for your child, including sensory (hugs, blowing bubbles or listening to music); verbal or social (thumbs up, hugs, pats on the back and smiling); material (pens and pencils, books and movie tickets); and general (tokens and points). General rewards often are redeemed for something else when the child accrues a specific number.
  3. Use coupons or money to give your older child more opportunities. Have your child make a list of things, what he like to do. Assign a value to each element. If your child earns enough "money" or coupon, he can for the reward trade.
  4. Use bonuses. When your child does something positive, give her a bonus. A bonus could be letting her sleep late on the weekend, buying additional minutes for her phone or giving her a night off from one of her chores.
Verbal Rewards
  1. Verbally reward your child for exhibiting desired behaviors. Make it a point to "catch your child doing something good."
  2. Praise your child as soon as she exhibits the desired behavior.
  3. State exactly what you are praising your child for doing. For example, say, "You did a great job cleaning your room today."
  4. Recognize your child for part of a behavior he does correctly, even if he doesn't get it all right. For example, if the only part of cleaning his room your child accomplished was picking up his clothes.
  5. Praise your child as often as possible. Aim to praise your child four times (or more) for every time you correct her. The praise must be deserved and genuine.

How to Compare Child Discipline to Punishment

Instructions

  1. Compare child discipline to punishment. These two are not necessarily the same thing. Discipline is specific training designed to produce specific character traits (such as honesty, integrity, kindness and respect for others) whereas punishment carries with it a penalty for an offense.
  2. Design discipline education for your child. A synonym for discipline is "Education." Recognize that you decide your child to discipline whether you train him one way or another. He will be brought up in your home to some positive or negative values. If he rules is never required, insured company discipline is maintained, and not as lovingly as a parent.
  3. Set for your child as from certain rules the trash, keep curfew neat and coming home her room.
  4. Physically punish (spank) only when necessary. Let the punishment of crime to fit. If he refuses, to the trash, take something what he wants to do, like a friend to play at home. By and by ignoring your authority as a parent must be treated however down with. A child, the willfully disobedient, disrespectful and threw tantrums a SWAT on the bottom is possible. A young child is slightly dangerous and ignoring verbal warnings (such as on the road play or play with matches) must feel the "heat" your correction.
  5. Think about your goals as a parent in the child to compare discipline. You want your child to obey out of love and respect, not to fear. Create clear rules for him to follow. Make sure that your child knows what is expected of her. Punish a child simply childish behavior that disturbs you.

How to Discipline Children Without Yelling

Instructions

  1. Ask your kids to think about, such as her behavior affects you or others. For example, if your children don't pick up their toys questions they think about how this makes you feel, and then ask how to act so that you don't feel that way of thinking.
  2. For young children, use a timeout. Put it in a quiet place without bonuses to help you, they map out the bad behavior, and move on to a new activity, after it is done a simple explanation. The advantage of the time-out is that it keeps the child the attention that can reinforce bad behavior.
  3. Explain what behavior you expect before you punish. For example if your child makes a mess, to say it, why it is not allowed and clearly explain that the next time need to clean herself up. If she do it again, remind them of your warning and enforce the punishment.
  4. Discipline kids older than 10 by letting them experience the natural consequences of their actions. For example, if your child doesn't do his homework, he has to suffer the bad grade at school.

Positive Ways to Discipline Your Child

Rules

Positive discipline begins with the establishment and continuous enforcement of the rules. Children need boundaries to learn. Borders are as safety nets for children.

They understand what they can and what not, what they can or can not say, and what is expected of them. Rules provide the child with predictability boundaries and consequences, stability and consistency. The rules should be fair and age appropriate and have some flexibility.

Consequences

Positive discipline includes follow. A child should learn at an early age, there are negative as well as positive, consequences for his behavior. Learn natural consequences or the hard way help children understand and experience with related follow behaviors. Structured or planned follow help to see the correlation between their behaviors and their consequences for behavior. Children know what are their consequences in advance. Follow with planned the child makes a choice and therefore must recognize his behaviour and accept the result.

Time Out

Time out can the child time to think about their behavior.

Timeout can be the child the opportunity to reflect on his behavior. Typically, the child in time-out is one minute for each year of his age. In other words, if the child is 5 years old, is the child in time out for 5 minutes. Some children have a difficult time isolated in their rooms, while other children can enjoy the opportunity to their rooms. In this case might be time more effective, if the child has, in a corner or at the kitchen table to sit. If timeout is finished, should a conversation with the child be made, to assure that he has sympathy for the discipline why was attached.

Redirecting

If the child to do something or act in a negative way, can his attention to something else redirect reduces or stops the behavior. It is important to the child to an activity or chore that find pleasant or stimulating the child would redirect. For example, when Johnnie, who loves to help in the kitchen is he on his little sister, Susie, picking can be redirected to say something as simple as, "Johnnie, you have to help me make dinner."

Teaching

Teaching is a proactive discipline technique. With this method, the child is prepared in advance. For example, if you plan to take an active child to a funeral, you can speak with the child in advance. Talk to him about what he will hear or see, in addition to what is expected of him. This proactive technique will also help alleviate fears, which sometimes attribute to anxieties in children.

How to Help a Child Who Doesn't Respond to Discipline

Instructions

Assess
  1. Observe your current use of discipline and its outcome. Is it working?
  2. When the use of discipline or punishment. Discipline comes from the word "Disciple", which means "to teach." Children are more likely to respond positively to a method of teaching, the real life choices and consequences as with fear-based punishment includes.
  3. When the use of discipline or punishment. Discipline comes from the word "Disciple", which means "to teach." Children are more likely to respond positively to a method of teaching, the real life choices and consequences as with fear-based punishment includes.
  4. Make a list of behaviors of that bother you. On the opposite side of the list, please write down the behaviors you want to see instead or to appreciate what you know about your child.
  5. Decide which behaviors do not need discipline and which ones need to be addressed.
  6. Think about how you can your child from point of view of loving approach so that he, wants to work with you. Note can real instructions that you use with your child that confirm to promote your child's value and cooperation. For example "I really appreciate that you the blocks picked up" or "I noticed that Maggie helped, if these children were her bother." "You showed that you care."
Discuss
  1. Talk with your child about discipline and ask your child how he want to solve behavior problems. Older children often have solutions with those parents would find acceptable.
  2. Focus on behaviors you would like to see rather than spell out a list of forbidden behaviors.
  3. If you have a pre-verbal child, consider ways you can redirect behavior from something that is inappropriate to an appropriate action.
Choice
  1. Point out the choices your child makes all through out the day so the focus is not only on negative outcomes.
  2. Teach with choices rather than punishment. If your child will not pick up her toys when asked, offer her a choice. Say something like, "If you pick up your toys now you will have them to use later today
  3. Offer to join in and clean up together with children who are young or very frustrated.
 Consistency
  1. Be careful not to overuse choices and consequences so they become punishment in disguise.
  2. Plan ahead and follow through with choices and consequences so you and your child both get used to a consistent way of teaching.
  3. Allow yourself the space to experiment and grow with the process of discipline. This may be a new way of teaching your child, and there may be times when you question yourself.
Anger
  1. Describe how you feel rather than direct your anger toward your child.
  2. If you feel at any point that you have crossed the line into punishment because you are angry, don't be afraid to apologize and start over.
  3. Discuss ways to appropriately deal with anger with your child. Children who are old enough can talk about what they are feeling, while not blaming others.

How to Talking With Preschoolers About Their Behavior

Approaching Preschoolers

If you must talk about their behavior with preschoolers, knees on their level. This is them with respect and allow you while your produce conversation eye contact. You should for their full attention and eye contact, as well as issues. Approach children in a quiet way, close enough that you must raise not your voices. Approach and the way you preschooler sets the tone for a conversation about their behavior. Stop you overreact to and cause further inappropriate behavior.

Positive Reinforcement

In talks with children pre-school age children about good and bad behavior, use positive reinforcement. When children achieve goals or show friendliness, you praise the specific behavior and called proud to bring. Use positive language also to recognize inappropriate behavior in children of pre-school age. For example to a child, which throws a ball in the classroom, and say to him: "You have only to, throw the ball outside" instead of "not the ball to throw." The opinion will provide the child guidance and avoid a negative interaction.

Clear Communication

Consider the age and language development of children of pre-school age, when the talk with them about their behavior. Use short sentences and a syllable words help you communicate with them clearly. Mention your most important points first, while you have their attention. Enter your expectations after your concerns about their behavior reflected appropriate and ask the children to repeat it back to you. This helps maintain the messages.

Teaching Consequences

When inappropriate behavior which addresses children of pre-school age, let them know why they made bad decisions, follow with the Declaration. They tell them that are way sure that measures affect them personally along with those around them. For example, if a child grabs a toy from a classmate, explicit, to her cause as this makes the other child feel and let them know it to peers no longer with her play want to. Should children point out how their positive actions make others feel good.

Saturday, 5 May 2012

The Method of Separating Variables

For a variable, or unknown, solving in mathematics, you need to isolate the variable. Isolating one variable means that one it alone on one side of the equal sign. If two or more variables are available, first need the variables to isolate, separate one from them.

Simplifying Equations

        The first step in evaluating an equation is to simplify it. Divide both sides by any common factors. For example, if you are simplifying the equation 10xy^2 = 6y, you would divide each side by 2y. The equation then becomes 5xy = 3. Without having a second equation, you cannot solve for "x" or "y"; you can only get one variable in terms of the other. To isolate the "x" variable, divide each side by 5y. Thus, x = 3/(5y). Alternatively, divide each side by 5x to isolate the "y" variable. Thus, y = 3/(5x).
    

Fractions

        If fractions are present in the equation, reduce the fractions. To do this, divide the numerator (top expression) and denominator (bottom expression) by any common factors. For example, if you are simplifying the fraction 10xy^2/(5xy) = 3, you would divide the numerator and denominator by 5xy. The equation then becomes 2y = 3. Note that you do not divide "3" by 5xy. Because the equation 2y = 3 only has one variable, it can be solved. Dividing both sides by 2, you get y = 3/2. That is true regardless of the value of x, and so you do not have enough information to solve for x. The only limitation on the value of x is that it cannot equal zero because the denominator of a fraction cannot equal zero.
    

Quadratics

        Quadratics are equations with 2 as the highest exponent. Quadratics can be factored but each factor will still contain both variables. For example, a^2 + 2ab + b^2 = 0 can be factored into (a + b)^2 = 0. Taking the square root of both sides of the equation, you get a + b = 0. Thus, a = -b and b = -a. As described above, you cannot solve for either variable; you can only get one variable in terms of the other. If you have a second equation, you would substitute "-b" in for "a" and solve that equation for b. You would then use the relationship of a = -b to solve for a.
    

Trigonometry

        One of the most useful trigonometric identities (or expressions that relate trigonometric functions to each other) is (sin x)^2 + (cos x )^2 = 1. That is true for any angle "x". Thus, if an expression contains two angles, you may be able to eliminate one of them by substituting "1" for (sin x)^2 + (cos x )^2. For example, (sin y)[(sin x)^2 + (cos x )^2] = 0.105 simplifies to (sin y)(1) = 0.105, so sin y = 0.105. You can solve for y by taking the inverse sine of 0.105 on a scientific calculator.