This is how smart parents check their children’s homework

Helping children to check their homework is a problem that every parent will encounter in the process of educating their children. Only by mastering scientific and correct methods and principles can children be willing to do homework and develop self-examination, conscientious and responsible learning abilities and qualities! When it comes to tutoring children with homework, there are generally two situations: one is that parents simply do not have time to tutor their children with homework, and they are impatient or absent-minded during tutoring. One is to tutor children with homework very seriously, but due to lack of communication skills, the expected results cannot be achieved. The pattern that most parents use to check their children\’s homework is that after the children complete the homework, the parents review it and point out the mistakes so that the children can correct them. Although this can allow children to achieve relatively good results in their usual homework, the problem will be fully reflected in the child\’s exams. The child lacks the ability to self-examine and correct, and becomes increasingly dependent. What parents have to do is not to take over the work that they should complete for their children, nor to let it go, but to promote their children\’s self-examination and learning abilities by checking homework! Therefore, before parents check their children\’s homework, they should first clarify the purpose – to help their children develop the ability to self-examine and think independently, so as to better assist their children in learning. How should parents help their children check their homework? Checking children\’s homework should be a phased behavior. The reason is very simple: parents cannot check their children forever. On the one hand, as a child grows up, the difficulty of his homework will increase, and parents cannot always do all the questions for their children. CCTV recommends over 500 high-scoring excellent documentaries. Even if your child becomes addicted to self-discipline after watching The Pattern Explosion, even if he follows the course, on the one hand, it is impossible for him to devote as much time as a child (there are also work and housework), and on the other hand, due to his age As we grow older, our ability to learn new things is often inferior to that of children. On the other hand, parents cannot be with their children all the time. Even if they check his homework for him, his parents cannot be present during the exam. A learning model that is too dependent is not conducive to overall development. However, parents of lower grade students are required to assist in checking. This is mainly due to two considerations: 1. The ability to check is not innate and needs to be learned. The process of parents helping to check homework can be said to be a good example. 2. First and second grade students are easily influenced by the evaluations of their parents and teachers. If students can receive positive evaluations in the early stages, their willingness to learn will be stronger, starting a virtuous cycle of being praised -> very happy -> willing to spend more energy on this matter -> doing better -> being praised. After the third grade, focus on checking the children\’s ideas for solving questions. For example, in mathematics, only the correctness of the formulas is checked, and the calculation results are generally not checked. The children confirm them themselves and practice to test their calculation ability. For another example, if you check your Chinese homework and find typos, just draw a small dot below and let the child look up the words and correct them. In this way, children can develop their own responsible and careful learning qualities. Four principles for inspection work 1. Emphasis on “demonstration” and avoid “substitution”. That is, don’t let your children feel that “examination is a matter for parents.” For example: You can say \”Let\’s check together\”, and try not to say \”bring it to mom to check it out.\” During the check, parents can say out loud how to check, such as \”For subtraction questions, let\’s check with addition. 2 + 3, we get 5, that\’s right.\” In this way, children can learn how to check. 2. Emphasis on \”verification\” and avoid \”criticism\”. That is, during the inspection, not only tell the child what he did wrong, but also take the opportunity to praise him for what he did right. After all, at the beginning, most children would not get more than half of the ten questions wrong. Say each question again, \”Right, right, right, right, right, eh? Is this right?\” This can increase the chance of positive feedback and prevent the child from feeling that \”checking together\” is a mistake. It’s particularly scary to be criticized by my mother. Letting children \”not be disgusted\” is a very important point at the beginning of anything. Please don\’t keep a straight face, like a judge. Think back to what kind of mentality you used when you were a child to teach your children to walk and do housework. After all, we all want our children to receive positive evaluations in the early stages of learning, so don’t take this step of pointing out mistakes too seriously, otherwise the subsequent positive motivational effect will not be that good. 3. Let go gradually, step by step. There is no need to rush the process of letting go. No matter how many times you demonstrate it, you will still be a little worried when you actually start to get started. It\’s like learning to ride a bicycle. From holding on to the bike to not holding on to the bike, there will be a stage in the middle where you \”actually don\’t hold the bike but still run along, making you think you are still holding on\”. Therefore, parents can accompany their children for examination at the beginning. If the examination is correct, they can give small praises. If the examination is not correct, they can remind the children to take a closer look in time. Then they still say: \”You checked it out by yourself, it\’s really amazing.\” If the child is timid and unwilling to try to check by himself, parents can \”deliberately make mistakes\” and deliberately point to the questions that the child got right and say, \”It doesn\’t seem right.\” \”. Children are often very excited when they are wrongly accused, so parents can take advantage of the situation and say, \”Oh! It seems that my check is not reliable. You should also check it together. Let\’s check it twice, so it is safe.\” some type of. After you become a little more proficient, or if you realize that the child is more dependent on the parent\’s examination, you can gradually relax the range of results. For example, you will definitely say at the beginning that this question is wrong. Later I just said, the answer to this question is not quite right. \”I can\’t quite tell which step is wrong. How about you help me look for it?\” (This is more useful when the results of the application questions are obviously not in line with common sense in life, because at this time, you can also teach him this checking principle.) And later You can say with a bad smile that one of these five questions is wrong, but I won\’t tell you which one. This not only narrows the scope and reduces the child\’s fear of difficulties, but also actually enhances the child\’s ability to check. Generally speaking, it is not recommended to follow the whole process around the third grade (that is, if you need to follow to teach, please do it as soon as possible). It is not recommended to interfere with specific topics around the fifth grade. Unless your child takes the initiative to ask you a question, don\’t worry about whether he is doing it right or not. Just stick to the habit of staring. 4. Parents should learn to \”play dumb\”. This is not particularly directly related to \”inspection\”, but this principle is used in lower gradesis very important in the entire learning process, so I mention it one more time. As long as a child has a high willingness to learn, his or her grades will usually not be bad. Therefore, rather than “whether they have learned it or not,” parents should pay more attention to whether their children are happy with their studies and whether they want to learn. And \”parents pretending to be stupid\” is one of the most effective ways to stimulate interest in learning. The sense of accomplishment of \”I know more than you\” will make children feel that learning is very useful. Especially parents of lower grades, please pay special attention to this point. Let your children feel that \”I am great\”, \”I know more than my mother in this area\”, and \”I can teach my mother\”, which is a great motivation for the children. Just like when teaching children to do housework, you use statements like \”Can you help mom XXX?\” instead of \”You go do XXX.\” The process of accompanying the inspection is the same, asking parents to \”show weakness.\” \”I don\’t know what the teacher asked for. Can you teach me?\” When children repeat the teacher\’s request, they sometimes discover the problem themselves. Reviewing after class makes learning more efficient. In addition to daily homework, review after class is an important part of learning and a powerful weapon in the fight against forgetting. Let’s share how to grasp this link to improve learning efficiency! 1. Review the understood knowledge on the basis of understanding to make it easy to remember. Understanding is the premise and foundation of memory. Students must: pay high attention in class to understand the lesson, think actively, and solve problems on the same day. 2. The rule of timely review and forgetting is first fast and then slow, first more and then less. For new knowledge, we should \”strike while the iron is hot\” and seize the time to review and consolidate. After finishing homework, read the book to clarify the knowledge context. 3. Review frequently and then review more frequently. The knowledge you have just learned will be forgotten quickly and more. The frequency of review should be relatively more, and the interval should be relatively short. As the degree of memory consolidation deepens, the interval can be longer. Comes longer and longer. When reviewing, do four things to try to remember: read the textbook, organize your notes, and read reference books. The \”five arrivals\” during review are eyes, hands, mouth, ears, and heart. In particular, the most important thing is to be attentive. If you devote yourself wholeheartedly and perceive information with multiple organs, the efficiency of memory will be high. 4. Do a systematic review in a timely manner for a week, a month or after studying a unit. Organize and classify the knowledge of each subject and review systematically so that the knowledge can be clearly imprinted in the brain. 5. Review plan and time allocation Review goals should be in line with your actual learning ability, and there should be self-punishment measures for failure to achieve the goals. Give yourself appropriate study pressure and improve review efficiency. Make clear arrangements for the review of each subject every day, and handle the relationship between each subject well. Do not use unbalanced time, and do not use equal effort regardless of the focus and your weak subjects.