Cultivation of motivation -woodmam

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As children get older, they transition to managing all aspects of their own learning.

  Parents are expected to refrain from managing their child's school bag and from cleaning up their child's homework, textbooks and school supplies spread out on the table from the first grade onward. Gradually induce your child to manage his or her own things. Use your appreciation and praise to make him happy and good at managing.

  Gradually improve your child's self-management skills

  The ability to manage one's own learning essentially includes the ability to learn on one's own. A person who has no ability to manage himself cannot have the ability to learn by himself.

  An important aspect of the ability to manage one's own learning is the ability to organize one's own time and make plans.

  Therefore, when your child grows up a little, besides letting him or her manage his or her own school bag and school supplies, you can hopefully let him or her gradually learn to manage his or her own time.

  If you take care of your drawers when you are young, and your school bag when you go to school, and then slowly transition to being able to take care of your own time, your child will gradually be on the path of managing his or her own learning.

  He will be able to deal with the relationship between study and rest, the relationship between in-class study and out-of-class study, the interrelationship between various subjects, the relationship between immediate study and long-term study, the relationship between study and exercise, and the relationship between study and play.

  9.2 Facing specific problems

  What are the difficulties parents often encounter when facing their children?

  What if the child does not study hard and diligently?

  The child's academic performance is unsatisfactory. There are several manifestations of unsatisfactory, poor is a kind of unsatisfactory, not very good is a kind of unsatisfactory, average is still a kind of unsatisfactory, not the best is also a kind of unsatisfactory. In short, I feel that my child's study is not ideal, and there is still a distance from parents' requirements, what should I do?

  Maybe the child is interested in learning and working harder and getting better grades, and the parents will still ask questions about how to make the child better.

  The above three questions are asked from three perspectives.

  One is the love of learning or not.

  It refers to the question of the child's interest.

  The second is whether to work hard or not.

  The third is whether the achievement is ideal or not.

  The correlation between love, effort and achievement

  The three aspects of love or dislike of learning, effort or lack of effort, and ideal or unsatisfactory grades are correlated. The child in these three aspects is either a vicious circle or a virtuous circle.

  If a child does not love learning, he or she tends to study less hard. And if they don't work hard, their grades tend to be less than ideal.

  In turn, if a child does not study hard, his or her grades are usually not too good; and if his or her grades are not too good, he or she may not like studying too much either.

  If a child does not do well in school, he or she will not be very interested in learning. If the child is not interested in learning, the child's effort in learning may also be affected.

  So there is a correlation between these three aspects.

  Is it absolute? Not necessarily.

  Some children study harder, but their performance is relatively poor. Some children do not like a certain subject, but they feel obliged to learn it well, so they try hard to learn it. Here, not liking it, they may also try hard. Despite the effort, the grades may still not be ideal.

  When faced with these problems, parents need to be especially specific in their analysis in order to find a solution to the problem.

  9.3 Change your own image as a parent

  I hope that parents will really change their image from now on and be a parent who can gradually ignite the five motivational fires in their children from now on.

  The main reason why children don't work too hard, don't love learning, and don't do too well is that parents don't teach them in the right way.

  The fire of motivation is very easily frustrated. If the wind is strong, it will blow out; if the wind is weak, it will not burn; if the firewood is too tight, it will suffocate; if it is too loose, it will not burn. The fire must be teased up on the firewood, and it is the parents' primary responsibility to solve this problem.

  Get rid of the wrong parenting style once and for all

  The following homeschooling styles and parental figures want to end.

  First, the nagging style.

  Reflect on yourself, is there a nagging style? Take your own seat.

  Many children say that they get annoyed when they hear their parents nagging them. Please think about it, the husband and wife always nagging you is also annoying. A husband nags his wife and a wife nags her husband.

  Nagging is one of the stupid ways to teach at home.

  I hope parents will resolve to drop it and not to nag their children.

  Second, nagging.

  The nagging is at the same time counted. Children are always being nagged at home: Why don't you work hard? How come you don't do your homework? Why do you only know how to play?

  Scolding is a little more pernicious than nagging because it is often condemnatory in nature.

  Do away with the nagging style altogether. These are the wrong ways to poison your child, to destroy his or her learning state, and to put out the fire of motivation.

  Third, the reprimanding style.

  It's not good or right to reprimand a child for moving around.

  The reprimand type should be abolished.

  Fourth, scolding type.

  The number of scolding parents is small, but the impact on children is even worse, must be abolished.

  Nagging, counting, reprimanding, scolding to destroy the child's future, are not allowed.

  Fifth, attainment style.

  The average score of the child's test must reach how many points, ranking to enter the top few, which key secondary schools, which famous universities. This is called the standard type.

  This is also a way of teaching that hurts your child's motivation. A motivated child will set goals for themselves, parents will be out of the child's reality of high goals imposed on the child, the child will be very tired, adding to the child's mental burden.

  Many children are very emotionally stressed before exams, why, too much pressure. If you don't put pressure on your child before the test, tell your child to just test the real results, the result may be that your child will do better and will be much better. In the face of good results children themselves may not be satisfied, feel that a few points lost too much, willing to continue to work hard. Parents should instead comfort their children. This is the good state.

  You first set a standard for the child, so that the child is particularly nervous, worried about not meeting the standard. When the child can not meet the standard, you will come to nagging style, reprimand style, the effect is certainly not good.

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