Teaching sight words

How children are taught sight words? Children learn sight words through practice, repetition by repeated exposures. Since the class time is rarely enough time to teach a child sight words at him / her should really master of his word lists, use the parents every opportunity to exercise their children at home and help outside the classroom . Children should learn to recognize and spell these words.

There are many games for sight words and activitiesavailable to assist in teaching these important words. There are many words list view Dolch Word List and Fry's word list. sight word activities and educational games such as flash cards, bingo games and online learning are great ways to help your child to recognize and spell words lists more quickly - and your child will ultimately help readers develop a more effectively and easily.

Children do not learn from their sight sound words, or with the use of Pictures. More instructive words with pictures is highly inefficient. Children, moreover, the analysis or phonetic decoding rules should apply to these words very frustrated with trying to read - as are taught sight words do not follow the phonetic rules or coding rules at school. In order for a child in an effective and smooth player he / she must develop to gain control of its lists of words and substance that they have memorized. Teach the words of children through various> Games and activities can give your children the repetition of the exposure he / she need words to the eyes.

Some Ideas For Teaching Autistic Children

Teaching children is a difficult enough endeavor on its own. Throw in an autistic child with learning disabilities, and the task can seem overwhelming. However, the task is not impossible. By following some simple guidelines, you may be able to see a marked improvement. Whether you're a parent home schooling your child or a teacher with an autistic student in your class, these tips should prove helpful.

The first thing you may want to keep in mind is that autistic children are generally very dependent upon routine. Rather than fighting this, it is a good idea to incorporate it into the learning process. In a classroom setting, routine is already well established, but it can be more difficult in a home setting. The key, though, is to stick to a schedule, and to not deviate based on convenience or other factors whenever possible.

It can also be beneficial for an autistic child to learn in an environment that is as simple and uncomplicated as possible. Autistic children are easily over-stimulated, too many decorations or visual aides can serve to be a major distraction from the lesson being taught. An area free from distractions, loud noises and bright lights is what you should be aiming for.

Another interesting idea is to incorporate multiple methods of delivery into your teaching lessons. While many children respond differently to different mediums, this difference is much more distinctive in autistic children. They may respond best to visual images, so incorporating simple illustrations or symbols that represent learning concepts can be a valuable teaching tactic. Experiment to find the method of delivery that is easiest for them to learn from.

Offering an autistic child a choice is another great way to get them involved in the learning process. Rather than presenting a child with an answer and asking him or her to figure out if it is correct or incorrect, present a series of options and let the child choose the option that seems best to him or her. This is a great way to create an interactive teaching environment, and to stimulate thought and cognitive response from a child. It is also a good way for them to feel more in control, lessening the chance of a frustration outburst or negative associations with a particular lesson or idea.

A key point to remember is autistic children are extremely resistant to changes in their environment. Because of this, you should meet their expectations whenever you can. Introduce new ideas gradually. Introduce new learning methods when the child is having a good day or is in a positive mood. Adhere to routine as much as possible, as this is what your child expects and desires, and what will facilitate the most effective learning environment.

It's true that teaching an autistic child can be difficult. But it is not impossible. It takes a little hard work, a little patience, and significant understanding of the needs of the child and the teaching methods and strategies that will be most beneficial to them. If you follow these simple guidelines, you'll have a great start on teaching autistic children effectively.

Managing Creativity and Innovation, Part 1 of 2

Leaders, consultants and managers must be competent in at least thirteen domains to even begin effectively managing creativity and innovation. Part 1 of Managing Creativity and Innovation covers the first seven of these domains.

a) The difference between creativity and innovation. Often used interchangeably, the two must be thought of as separate and distinct. One definition for creativity is that it is problem identification and idea generation, whilst innovation is best described as idea selection, development and commercialisation. These definitions alone imply at least six competencies (including one holistic). At a minimum, the differences mean that, at each stage, varying skills, processes and structures are required.

b) The size and richness of idea pools. Initially creative thinking is used to generate an idea pool and then critical thinking reduces those ideas to feasible ones. To maximise the quantity and quality of the idea pool, a conscious application of processes and techniques must be applied. Some of these include:

1) Using a variety of stimuli and frameworks to open up pathways.

2) Not stopping when a good idea seems to present itself.

3) Consciously stimulating change in direction.

4) Distinguishing between the numbers of ideas produced, their novelty, diversity and frequency of production.

c) Creative types. There is common belief that some people just are more creative and certain theorists argue for creativity characteristics such as tolerance of ambiguity and intolerance for conformity. However, traits are notoriously difficult to detect and not stable nor transferable across situations. Also, motivation is thought to be more important than traits - this is similar to possessing high intelligence - one must be motivated to improve and apply it.

d) Learning versus Talent. Can creativity be learned and developed or is it a natural talent or gift? The best way to answer this question is to investigate whether creativity improves with practice. The experience curve, automisation, learning theories and the experiences of practitioners suggest that people do get better at generating more, better, diverse and novel ideas - but there are caveats, such as an increase in path dependency and peaks and troughs in motivation.

e) Motivation. Someone with natural ability or placed in the right environment may not take advantage of it unless motivated. Intrinsically motivated individuals tend to expend more effort and create more output and synergistic extrinsic motivation better enables a person to complete an endeavour. On the other hand, non-synergistic extrinsic motivation leads to a person feeling controlled and manipulated and is incompatible with intrinsic motivation. Specific motivators such as material reward, progress to the ideal self, self-determination, self-evaluation, feedback, enjoyment, competency expansion, recognition and feasibility can all be quantitatively measured and monitored.

f) Organisational Culture. We can all be more creative, so what is stopping us? Often people complain of some degree of evaluation apprehension - this manifests itself in many ways but two of the most common are a fear of seeming unintelligent or unoriginal. Some cultures are more risk averse than others, others do not manage competition well and yet others engender friction by misallocating resources.

g) Organisational structure. Many theories argue that certain structures, such as hierarchical and mechanistic, hinder creativity and innovation. Whilst these theories generally tend towards validity, there are many reasons why a business has a particular organisational structure - history, logistics, market segmentation, product line, strategy and so forth - therefore it is unreasonable to ask a firm to change it. Ultimately, what managers need, is a knowledge of the properties of a fostering structure so that they may incorporate those elements into their existing one.

This field yields much interesting data. For example, many respondents argued that all structures, even those so-called flat structures, are in reality hierarchical.

Some very simple changes can be implemented. These include:

1) Direct communication links to decision makers.

2) Cross-divisional information flow.

3) Tangible progress of ideas.

Part 2 of Managing Creativity & Innovation will discuss Group Structure, Knowledge, Networks and Collaboration, Radical and Incremental Creativity and Innovation, Structure and Goals, Process and Valuation.