@MissEmmaTurner Haha, my daughter used to play classrooms with her toys. She'd wrote reports. Give feedback on their learning etc.
Now has 0 interest in school/teaching/kids.
@MathsWebb It's hard. My preferred approach is to allow with control of time, place, you reading etc. That way they're included but you can help them navigate proper use. In a few years time they'll have a phone and access to everything - furm restrictions could cause a rebound later.
@mrallanmaths@StudyMaths The argument I heard was it was more natural/conceptual for pupils to count up (direction). We have 100 squares that go both ways at school, pupils usually take the side that starts at 1 top left.
@mrallanmaths It's an impossible game ๐คฃ. My daughter was easily bribed but it had to be in the moment. My son was more stubborn. I once bought a toy he wanted, taped it the fridge and once it had enough stickers on it he got it. He needed a visual.
@mrallanmaths You might need some quicker wins in amongst that. Though stickers might be enough. Also think about your strategy if she doesn't quite achieve it... No soft play? She'll wonder why she made an effort the other days. Good luck.
@Bruce_NextLevel@KHair_BusEd@dnleslie I've been using this simplicity to try and explain differentiation to our probationers. Those micro assessments and adaptations that teachers do throughout their lessons (unplanned) are so important too.
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@drewburrett@scotgov@ScotGovEdu@COSLA My daughter has just started physical at uni and the practical stuff is a bit of an unknown to get (and others). She had excellent teaching and support at high school, but there was little to no practical due to resources I think.
@NUthmani My daughter leaves in a few days for uni, and my son goes into 2nd yr uni and is likely moving out soon too. I have no idea what to do with myself! They're not far so I'll see plenty of them, but it's still very strange.