According to my original intention, I don't want him to go. First of all, he is good at math, and his score is 140+. Is there any trouble? Secondly, he is good at learning. If he disrupts the rhythm, it's not worth the loss.
But my son was stubborn at that time, and he didn't listen to two points I told him, so he thought I was stingy and reluctant to spend money.
I had no choice but to follow him and find a familiar counseling institution.
The foundation is quite solid, and I signed up for an excellent class, tackling difficult problems, deviating from the topic and strange questions.
I was very happy to send him there two or three times before, and I was very active when I came back to be a teacher's thesis. After four or five times, I feel a little muddled along. I started to get flustered when I was doing the test paper, and then I asked my mobile phone to check the topic analysis. He was even more angry and annoyed when he said that it was wrong to check his mobile phone.
The sixth time, in the exam, I got 108 with a score of 150. I haven't paid attention yet. It must be difficult to train excellent students. The eighth time, I got 80. I think the problem is serious, so I'm going to suspend him. The son was unconvinced and said that he would not rest if he did it twice. The twelfth time, I only got 6 1!
Without saying anything, I went directly to the remedial class and paid the tuition. I have never been there again. I know, if you make up again, your child's math will be completely finished!
After the class was suspended, I had a talk with my son. Remind him of how he used to learn mathematics and where his ability is.
Because he has tasted the pain of failure, he is more eager for success.
Throwing away all the excellent materials, he plunged into the math book, reading textbooks, doing after-school exercises, summing up problems and doing exercises from the first grade. He only got more than 90 points in the first math exam in grade three, and just passed. By the middle of the year, he had reached120+; At the end of the first semester,130+; The second semester is stable at 140+, the self-enrollment paper 100 95, and the senior high school entrance examination 147.
In this case, we must make up classes accurately and make up classes as needed.
As an old teacher, I personally have never advocated making up lessons. My son never makes up lessons in high school, and his college entrance examination score is very good, which is a national key.
An entrepreneur I used to know, a pair of children made up from primary school to high school. They used to be very clever children, and finally they gave birth to two daughters and three sons. Daughters study fewer subjects than sons.
Mathematical compensation is biased. If someone makes up for it, it will be abolished. It's not that children don't work hard! It's not that children are not smart. Let's see why.
Xiaomei is a test friend that my niece Xiao Shengchu knows. Everyone entered the key middle school together and was assigned to a class. On the first day of school, when the teacher mentioned Xiaomei, my niece knew that Xiaomei was the first in the senior high school entrance examination, and she was envious and admired!
My niece has been aiming at Xiaomei and wants to catch up. In the mid-term exam, Xiaomei was the first in her class and the second in her grade, with math 100. Niece class 15, grade 75, with 80 points in mathematics. I heard that Xiaomei was making up lessons outside, and my niece was very moved and clamored to go. When I heard this, I refused directly, but I suggested to her that as long as her grades improved, tuition fees could be used as a reward to buy the supplies she needed.
In the final exam, Xiaomei got the eighth place in her class with 92 points and the sixth place with 96 points. After fulfilling her promise, her niece became more interested in learning. Xiaomei's parents still study for Xiaomei, and her niece still studies independently. In this year's senior high school entrance examination, my niece entered a key class in a key middle school and got 1 19 (full mark 120) in math. Xiaomei also entered the key middle school, but in the ordinary class, she got 95 points in the math test.
Xiaomei failed in her math training. The reason (1) is that she brushed a lot of questions through the sea tactics, which led to short-term excellent math results. On the surface, there is nothing wrong with it. However, in reality, students are too passive in learning mathematics. Without active induction and summary of mathematics learning, mathematics learning without strengthening double basics is just a castle in the air, and there will be no sustained growth. (2) Is the professor an experienced math teacher in a training institution? Experienced refers to teachers who have been teaching for several years from grade one to grade three. These teachers have made great efforts to grasp the important and difficult points of previous senior high school entrance examinations. The final exam and mid-term exam will contact the test center according to the situation of the students taught. (3) Xiaomei often attends math classes. When the school teacher teaches math, she will be distracted and distracted. In the long run, I will form the mentality that I can make up lessons anyway.
To sum up, three points are the reasons why children's mathematics is getting worse and worse. Summarize the suggestions on learning mathematics, and give priority to double basics, so that the mathematics scores can be greatly improved!
Seeing this problem, I smiled maliciously: it is said that making up lessons can make up for shortcomings, but as a result, I failed in mathematics. This is ridiculous and pathetic. Parents spend a lot of money to make up lessons for their children, but this is how they make up. The upward trend of parents' adrenal hormones is unstoppable. I don't know which "great god" this parent has found to make up math for his children. It's not a PE teacher, is it? However, as far as I know, some PE teachers' math teaching level is also quite good. For example, one of my former colleagues graduated from a sports school, but because of the lack of math teachers in the school, he has been a teacher in physical education class and a math subject teacher in two grades over the years. However, his grades are good every year, and his math scores are among the best in the town in his class.
If the child's original score is above the passing line, but he fails after making up the lessons, it has to be said that such a make-up teacher has reached the highest level of "adding chaos" in teaching standards: for example, this student already has a good mathematical thinking, and may also have a reasonable mathematical learning method. He was originally interested in mathematics learning, but this make-up teacher perfectly consumed the student's last interest, making his thinking rigid and his thinking ability not good. "
I don't think every student is suitable for making up lessons, and making up lessons may not necessarily make all children's grades advance by leaps and bounds, because making up lessons is not without retrogression. When you make up math, you don't make up your math score. I think there should be two reasons:
In order to reflect their own level, teachers in some extracurricular tutoring institutions basically find out the most difficult topics to tutor students when making up lessons for students, which is tantamount to "icing on the cake" for some students with very solid foundation and "adding insult to injury" for students with poor foundation. Why do you say that? Because some students' basic knowledge of mathematics is not solid enough, once the content they have learned is too difficult and they are puzzled by some topics similar to Olympic Mathematics, they will have a fear of mathematics. When the interest in learning dissipates and the fear of learning rises, can math scores not regress?
Many years ago, my cousin wanted to sell a cock. In order to make the rooster heavier and sell more money, my cousin tried to stuff sweet potatoes into his mouth, but the rooster struggled all the time and couldn't eat a bite ... This parent's approach is estimated to be in the same strain as my cousin's: the child doesn't want to make up lessons at all, but you have been forcing the child to make up lessons, and the child has a rebound in his heart, right? I even suspect that the reason why the child failed in the exam may be because he deliberately did so badly in the exam, in this way to protest against his parents treating him as a "marionette."
What if the child can't make up the math? I used to be a teacher in a remedial class. I didn't teach math, but I taught Chinese and English. It's not that I can't teach, but I think math is too complicated. Let me talk about the present situation of our school. The math teacher was re-employed by a retired teacher. According to the truth, he has excellent qualifications and should be able to tutor students well. But for children with good grades, it is undoubtedly icing on the cake. Teachers are willing to teach students to learn. But for children with poor foundation, teachers are not so patient. I found several times that the math teacher asked poor students to copy other people's homework.
Once, because a student didn't like the math teacher, I didn't check him. I wanted to check my homework. I asked, Mr. Zuo, why did the child copy other people's homework? He said that children can't teach, and they can't understand after teaching. He can also memorize several answers by copying. There are so many students that I can't teach him one question at a time! I suddenly feel terrible! This is the cram school teacher. I can say that most of them are. Teachers are unwilling to teach children with poor grades.
My child has been a little disobedient at home recently. I sent him to a remedial class, and he was sent to a remedial class with better qualifications. A month later, the child's grades not only didn't improve, but even worse, they declined. The homework checked by the teacher. When I came back to check again, I found that there were still wrong questions. I decisively took the child home and tutored myself! Tutors in remedial classes are all in their teens and twenties, and they don't have much patience to tutor a child with poor foundation. If parents can teach, tutoring at home is more reliable!
First, what happened to my daughter and the people around her:
Of course, these incidents do not mean that the training course is not good. There are always students with good grades in the training class outside. I have also analyzed several reasons here, and you can also compare them to see if there are any right ones and omissions.
Interest is the best teacher. Including interest in this course or interest in this teacher, I like this teacher. She often praises me or her class for its charm. Of course, children are more willing to study and listen carefully.
From the first grade, it is normal for each student to attend five or six interest classes. Often, this interest class rushes to another interest class just after class. Obviously, what the teacher said in class was understood, but when it was time to solve the problem, it was returned to the teacher because it was not digested in time.
My children are very interested in this course and usually take the initiative to learn and find problems, but now many training courses use punching to consolidate teaching. For interested students, it is very passive, not taking the initiative to learn, but punching to complete the task to do this.
An interest class, each class has at least 10-20 students. Everyone's understanding ability is different, so it is impossible to take everyone into account. If children don't understand, they don't ask questions in time, which makes it more difficult to learn in the future. Here, I believe that junior teachers should still be competent.
Every nanny is anxious, so am I. My daughter usually gets good grades. Seeing other good nannies applying for Olympic Mathematics and English, especially in the class that has spoken English for three years, I am very confused. We haven't read all the 26 letters of ABC, just as the previous nanny answered. We are also afraid that after she knows, she will not listen to the class and her attention will drop.
I am mother snail, let's calm down and grow together!
This problem proves that tutoring is not suitable for children, and parents need to reflect, find out the reasons and prescribe the right medicine.
When my children attend the fifth-grade elementary school math tutorial class next semester, their math scores suddenly become extremely unstable, and they didn't even get 80 in the final exam. Of course, getting this score is also related to the difficulty of mathematics in the final exam. It seems that the highest score in the class is 88.
With the evaluation of children's stage achievements, remedial classes have not only played a positive role, but also played a negative role: because after handing over the children to the remedial classes, I once became a "hands-off shopkeeper" as a parent, and I no longer paid attention to children's math learning.
With my child's "Waterloo Experience" in mathematics, I never dare to be a shopkeeper again. After that experience, the countermeasures I took were: in the sixth grade of primary school, I decisively stopped the weekend tutoring mode of mathematics, and changed it to: selecting reference books for mathematics, and I personally supervised him to do exercises+aiming at stage mistakes, I asked the math tutor to focus on strengthening the tutoring mode. After the adjustment of this method, the children's math scores in the sixth grade of primary school are much more stable.
Back to this question, parents should never regard remedial classes or tutors as "master keys", let alone give them peace of mind. Teachers also need to pay attention to a kind of "harmony" with children. What others think of as a good teacher and a good teaching method may not really suit our children. What our parents need to do is to be observant and help their children find teachers and teaching methods that are really suitable for their children. In addition, if we don't consolidate the weekly high-intensity remedial classes, the effect is very doubtful, which requires our parents to do a good job of supervision and management in the usual links, and it is indispensable for children to consolidate their daily study. Taking mathematics as an example, the specific methods are as follows: around children's phased learning tasks, find relevant exercises to make children insist on doing several things every day, so that children can keep the habit of "reviewing the past and learning the new" at any time.
Now that my child is in the first grade, in mathematics, I once again return to the mode of remedial class+self-study+one-on-one tutoring, while English and Chinese are adjusted to abandon the remedial class mode and change to the self-study mode under the supervision of parents. This method is very effective from the children's stage test results, which proves that the method is correct and sustainable.
In order to find the right way for children, we need parents to observe and evaluate their learning sustainability.
Above, for reference.
? What about college majors? Share the analysis for you.
Why do children make up math and fail? This is definitely a question of the way and direction of compensation. In short, it is not correct.
I have a say in this, because I have experienced this thing.
When I was in junior high school, my grades were basically ok. We didn't have the habit of cramming in middle school. Everyone does homework and exercises after the teacher. I don't have this method of cramming, and I don't cram. I haven't done any extracurricular exercises.
In the third grade, there was a county-wide physics competition. Each township had to select five students, and then they were selected in the county-wide examination. At that time, there were about four middle schools in our hometown, and each middle school had about four graduating classes, with about seventy or eighty students in each class and 10 students in each class. At that time, there was no hope for this competition, because there were about 1000 senior three students in the township to participate in this competition. We always send about 20 people, but surprisingly, the two of us got the top five, one of whom was me and I was the third.
When it comes to the second chemistry competition, in order to pay attention to this matter, we always give training to people with better grades. I haven't won once.
In high school, physics was ok, basically in the top few.
In the second year of high school, it is said that to participate in a national and provincial physics competition, we must first select the key high schools in the county. So in our spare time, we began to tutor physics at night and on weekends. The physics of competition is different from the physics of routine examination, and the questions are difficult and strange. So I gave up my usual physics exam and simulation training.
Basically, the top students in physics have given up, and the training in this area begins with competition training. That teacher is our physics teacher.
As a result, we trained for two months. As a result, all the participants in the Sun Shan Competition failed, and no one was selected. At that time, in the final physics exam, all our grades plummeted. Originally, we all took 134, and we also took 1 12 at the end of the term.
It can be seen how complicated the physics teacher's mood is. We haven't trained a talent yet, and all the students we brought failed the all-around exam.
Everyone's intelligence is different, which means everyone's learning talent is different. Therefore, we should make up lessons according to our own advantages and disadvantages, such as exams. Most of the questions are basic questions, which are above the average level, a few are difficult questions, and about 10% are particularly difficult questions.
60% of the basic questions, most candidates can get more than 90% of the scores, but for the upper-middle questions. Some clever students can also get full marks. For the extremely difficult question of 10%, basically only very smart students can get the score.
In fact, our students spend 10 minutes, and most of them get 60% basic questions and 20% medium questions.
If you give up most of the questions that can get points, don't go to targeted training and simulation. This is a question of pursuing the final 10%. The final result is a 10% question, which may only get a few points, or not at all, and most of the basic questions have been systematically trained and dropped a lot of points.
I don't care if the gender is wrong when I see someone else as a tutor. In fact, it is not worth the loss. If you lose watermelon, you lose sesame.
That will make things worse and worse.
I remember when I was in senior three, many of our classmates attached great importance to doing the basic big questions at the back, but ignored the fill-in-the-blank questions and multiple-choice questions at the front. Later, the teacher said that the first blank had a multiple-choice question with 5 points, two multiple-choice questions with 10 points, and the last big question with only 15 points at most. You got all three multiple-choice questions right, far more than it took you more than half an hour to do a big question.
For example, an Olympic gold medalist in mathematics and physics, if you let him take the college entrance examination, he may fail ordinary students because he is training difficult problems every day, but he has not trained basic problems.
Make up lessons and attend classes are like snacks and meals. When we have a normal dinner and are hungry, it is beneficial and harmless to eat a little snack, but we don't eat dinner and only rely on snacks. As time goes on, our bodies will get sick. I think it is appropriate to describe the child in question in this way.
First of all, it is very important to make up lessons on the basis of children's willingness. Without this, making up lessons is a waste of time and money. A friend of mine, on weekends and summer vacations, students go to him to make up lessons. Because most children are forced by their parents, or go with the flow, their grades have not improved with make-up classes. The role of friends is just to watch the fun, not to make up lessons. Only a few children are voluntary, and friends can see that they are voluntary and will focus on taking care of him, so their grades have improved.
Secondly, on the basis of children's voluntary, according to the children's own situation, targeted supplements.
1. For those children whose grades are good and their classroom knowledge is completely digested, they should be promoted to a higher class, so that their grades can be upgraded to a higher level, and children will be interested in making up lessons. Otherwise, it will be repetitive work and will dampen their interest in making up lessons.
2. For those children whose grades are average and their classroom knowledge is not fully digested, the role of the cram school is to help these children complete this step, first to master the classroom knowledge, and then to consider upgrading the class.
3. For those children who have poor foundation and can't keep up with the class, they need to report to small classes or even one-on-one, and need tutors to help them make up the foundation. I remember my friend's last child. In the second half of the third semester, there was a child with a very poor foundation in science, but the child suddenly became very studious and had a clear goal-to be admitted to high school. The child's mother spent a lot of energy persuading friends to help the child with one-on-one tutoring, and finally she was admitted to an ordinary high school. After three years of hard work in high school, I was finally admitted to two universities.
Make up lessons, children's voluntary is the first premise. On the basis of children's voluntary, we should be targeted and pay attention to classroom efficiency, so as to have an effect, otherwise we will get half the result with half the effort or have no effect.
It is normal for children to make up lessons and fail. A few years ago, we had a child here and asked him before going to school, "What's your last name?" He knows the answer: "My name is Mao." After school? Ask him again: "What's your last name?" He replied, "My name is Liu."
Therefore, making up lessons is not everything, and going to school is not everything.
I teach math in cram schools, and I often see the phenomenon that I fail after making up classes. The argument that making up lessons can improve your grades is not credible and should not be too tolerant.
There used to be a master teacher in our cram school, who was an excellent teacher from primary school to university. After graduation, he stayed in a cram school for ten years, but he didn't make up for a student's grades. This teacher is also a good classmate of our boss. Maybe the teacher is too clever, which makes the students frustrated everywhere.
If you want to improve your children's math scores by making up lessons, in my experience, you should care about students and make them interested in teachers and math, at least not too depressed. Teachers should know more about students' past math scores, weaknesses and thinking habits. As long as teachers fully understand the shortcomings and advantages of students, they can arrange courses well and give targeted counseling, so that counseling can be effective and efficient. These external efforts, instead of doing difficult problems, explain. This will only make students win their grades for a while, and it will become more and more difficult in junior high school and high school.
Mathematics achievement should not only learn knowledge well, but also develop the habit of rigorous thinking, standardized writing and one-step implementation. If you are a little careless, you may make mistakes in the whole problem. Therefore, we must lay a good foundation before we can learn to run and practice flying. Otherwise, the wood will be upside down and the learning will be a mess.
The content of the cram school is to meet the needs of the market and the hearts of parents, and it is not really education. Improving your grades quickly is the greatest pursuit, and things after two or three years will not be considered.
Because the students in the cram school are mobile, many students and parents will change to a cram school every one or two years, and the teachers will change frequently. Moreover, the teachers in the cram school are extremely unstable, leaving after teaching, and it is impossible to cover everything. More of a show, muddle through. I especially want to say here that you must not change the make-up teacher at will. That basically hurts the child, makes the child more tired, and the learning effect is worse. It's too late to regret it. It is often seen that parents have fallen into chicken feathers for so-called famous teachers or experienced teachers. The compensation for cram schools is to let students practice twice in remedial classes.
In short, children nowadays basically go to cram schools. It is a common phenomenon that the more they make up, the worse they make up. The poor inherit the wind. The cram school pursues the immediate effect that everyone loves most, not the real education. When all this has side effects, it is reasonable to fail the exam.
If you can't reach the above personal experience and views, I hope you can give me more advice. Welcome to exchange comments.