Virtuous circle method-woodmam


  If you are in a hurry to get your child's academic performance up, it is often counterproductive, called "speed is not good enough".

  Adults know that you must be in a hurry to do a certain thing, but the result may not do well. Driving in a special hurry, rush to a place, accidents are often such drivers.

  Therefore, the child who studies hard is generally not a matter of exerting pressure, the main thing is to let him find ways and means to improve his performance, so that he can be flexible and lively, and increase interest and self-confidence.

  12.8 Exciting method

  The third type, study is not very hard, but excellent results.

  This kind of children tend to be more intelligent, not too hardworking, but the results are better. Sometimes a little bit sloppy, sometimes a little bit careless, sometimes a little bit not serious about doing homework, not reviewing a little bit during exams, not too much effort in learning.

  This type of child actually has a particularly large potential for development.

  As long as parents have the right approach, it is easy for him to improve.

  How to get him to work harder and put more effort into his studies is something that parents need to figure out.

  These children tend to be more assertive and, in parental terms, self-righteous. This is a time when you should never use your parents' self-righteousness to transform your child's self-righteousness, as this is often counterproductive.

  It is important to appreciate and encourage this kind of children, but you can also use the appropriate method of provocation.

  For a child who studies hard, but has average or even poor grades, you can't provoke: Look at who's learning how great. This will frustrate him.

  However, the child who is naughty and self-righteous, the results are still good, you will stimulate a little, you praise another child, he may be a little stimulated, but also with some energy, to mobilize his learning potential.

  The excitement method is a method of encouragement and example.

  Whether it is an ancient or modern example of hard work and achievement in learning, or a role model around, always look for a role model to naturally form an incentive for him.

  The first step is especially important when you start to work hard.

  It is important to get the child into a virtuous cycle of using work. If the child is motivated by an appropriate method to work hard, the change will be more significant.

  Why do we need to use the motivational method? As we have said in early childhood education, it is important to take advantage of the aggressive mentality of the willful, naughty and mischievous child.

  These children tend to be more aggressive, so use his aggressiveness to guide him.

  If he has worked harder than in the past and his grades have improved, be very much in place to implement parental appreciation and praise.

  12.9 Virtuous Cycle Method

  The fourth type, not studying hard and getting average grades, or not studying hard and getting poor grades.

  Parents may have more headaches because of the average or poorer grades for not studying hard.

  The correlation between learning hard or not, liking or disliking learning, and good grades is particularly obvious.

  These three often form a vicious circle: because of the lack of effort, the grades are worse; because the grades are worse, there is less interest in learning; even less interest, there is less effort to learn.

  The solution to the vicious circle is to start with one of the three links.

  It is unlikely to start with grades, and without effort and interest, the grades go up on their own, and after they come up, there is interest. This is generally not possible.

  Negate this link.

  It is important to consider both interest and effort.

  There are some cases where it is appropriate to start with interest, but it is difficult to get a child who is not doing so well and not trying so hard to suddenly increase interest in learning.

  Here, attitudes should differ for children of different ages.

  Older children need to work more primarily on the effort aspect to break the vicious circle.

  Younger children should think more about interest. For example, a child in the first or second grade does not like arithmetic, so he does not work hard and certainly does not do well in school. How to make him like it? Debug him with the law of games.

  For older children we have to tell him that breaking the vicious circle depends on effort first. If you don't work hard, you won't learn well, and if you don't learn well, you'll be even less interested, and your grades will be even worse.

  Because the results are not good, so do not like to learn, do not like to learn the result is more unsatisfactory results. So first you have to work hard. If you make an effort, you will make progress, and if you make progress, you will become interested.

  It starts with effort.

  The effort of learning is related to the child's upward motivation, to self-confidence, and to attention and perseverance.

  In short, you have to motivate your child in various ways and make an effort for a while in a short period of time to make a little relative progress in academic performance. The improved performance is shown, the teacher's judgment is there, the parents' appreciation and praise follow, and the child may form a rise in interest.

  This enters a virtuous cycle.

  Be sure to make it clear to your child that the vicious cycle can be changed, if you work at it.

  12.10 The method of taking advantage of the situation

  The fifth type, declining academic performance.

  Whether your child's learning is now good, bad or poor, as long as he has regressed from the original, parents must pay special attention.

  Even if your child's learning is at an intermediate level, but he has improved from the original, then you can rest assured. The child's status is benign and on the rise.

  Even if your child is now at a good level, but he was excellent, this is a regression.

  Regression has several manifestations.

  One type of regression occurs in large, stage-specific spans, such as going from elementary school to middle school and from middle school to high school, and finding that your child's learning is not the same as it was.

  The first thing to see is that this is a change in the competitive environment that the child is in and a change in competition rivals. Many children from general middle schools encounter this problem after they enter a major high school. His horizontal comparison has regressed, not necessarily his vertical comparison relative to his past.

  A child who was a top student in his previous school becomes an intermediate or even a lower intermediate in his class when he enters a major high school. This kind of horizontal comparison causes regression, often on the child and parents are very strong psychological impact. The child can't stand it, and neither can the parents.

  But this difference often cannot yet be fundamentally changed.

  Your child is number one in the general secondary school, to the key school, many of the school's top students are concentrated together, and it is very difficult for your child to compete for the first place.

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