Many parents have a common childcare error zone: primary school results are not important, and children grow up naturally. As long as the kid's smart, it's all in time for high school。
From years of teaching, having come into contact with the growth trajectory of countless primary school children, having witnessed the reversal of the achievements of countless children and the fall of the cliff, i can say with great responsibility that children's learning background, life patterns, self-restraintness have been stymied for six years in primary school。
Primary schools have never been a transition period in which to understand play, but a crucial period in which children can develop their academic careers, personality and habits. The achievement gap in primary and secondary schools and the division of life levels are all rooted in the details of six years of primary school。
Six years of primary school, each stage of upbringing has a completely different emphasis, with one wrong step and another behind。
The most realistic growth pattern of primary school is recognized in the industry: first and second grade parenting, third and fourth grade parenting, fifth and sixth grade child self-discipline, six years ' absence, and the child's academic background and future potential are largely stereotyped。
The lower grades are dependent on the parents, the upper grades on the parents ' planning and the upper grades on the children's strength。
Many ordinary children end up as school masters, and sharp children end up being mediocre at these three critical stages。
Today, using the real experience of first-line educators, the six-year pedagogic core, the focus of pit avoidance and the method of landing in primary schools are all dry products that parents can use directly to understand and understand, and children travel less than six years in a corner, steadily leaving their peers。
Parents in 1st and 2nd grade: 9 years to win on details without scoring
Many parents are completely mistaken for the first and second grade。
In the first and second grades, the parents are satisfied that the child is talented and careless; in the early 90s, the child is anxious about his or her inner paper, a craziness report, and a lot of learning。
This is the most inverted form of education。
As a regular teacher, all parents are clearly told that full grade one and two, without any reference value, is false prosperity。
The knowledge point at this stage is extremely simple and is based on spelling, literacy and simple calculations. Almost all children are given high marks, provided that the child is listened to, the parents are closely watched and the machine brushes。
The real difference between the first and second grades was never a test scores, but rather a parent's attitude, habits and learning background. This stage is the only golden period during which parents can have 100 per cent control of the child's growth and complete grounding。
1. Rejecting false sexual efforts and reinforcing three core learning habits
The first and second grade is the biggest win if you do not spell the number of questions, you don't roll ahead, and you keep three habits。
First, focus on writing habits. Many children in the lower grades write scribbles, tumbles and brushes, and parents feel that when they are older, they write well, and they are wrong. Children who write about weeds are generally imprudent, poorly focused, careless, miscalculated at the senior level, and are thrown across the surface. In the first and second grades, it is necessary to make sure that the work is done in writing, that it is neat, that it is not a good font, that it is the patience and focus of the child。
Secondly, the practice of doing business independently. There is a strong commitment to eliminate parent-reading, parent-talking, and parent-screening. Many children complete their first and second grade and are trained by their parents in a false and excellent manner. From the first grade onwards, children are allowed to read their own subjects, do their own things, do their own tests, take their own consequences and develop independent learning。
Third, regular learning habits. Every day, work, reading and rehearsing are done without delay, delay or delay. Regularity helps children to develop a sense of ritualism and to stop lazyness, which is the basis for higher-grade self-regulation。
2. Accumulation of reading, opening a lifelong language gap
All primary school euphoria, without exception, are the result of heavy reading。
In the first and second years, the core task is to read in large numbers outside of school, without incomprehensible words or linguistics。
At this stage, children have the best memory, the most free time, and the most easy to develop interest in reading. Reading after 20 to 30 minutes per day, accumulation of vocabulary, language development and awareness-raising are more useful than the 10 language remedial classes reported。
There is no mathematical proof of this: children in grade 1 and 2 who insist on reading, are far ahead in reading understanding and writing skills in grade 3 and 4 and the language of primary and secondary school is largely unmindful; children who do not read from an early age, the language of the upper grade has completely collapsed, and there is no remedy for it。
3. Correcting inertia and eliminating impatience
In the first and second grades, the child's character is determined directly by the parents ' attitude towards discipline。
(b) too much love, carelessness, condonation of children who delay, and widespread aversion to learning, stymied and weak resistance
Families that are gentle and firm, with clear rules and strict self-restraint, have children who are heartless, committed and respectful。
To sum up, in the first and second grades, parents are not fighting for money, not resources, but for patience, company and discipline. The parents are willing, and the children are never bad。
Second, third and fourth grade visions: watersheds are at the top of the line
Many parents find a strange phenomenon:
The children are in the first and second grades and are at the top of the class. In the first to third and fourth grades, their grades are falling, their grades are flat, their rhythms are not kept up, their parents do remedial classes, stay up all night, and they never come back。
The education community has recognized that the third and fourth grades are the cruelest watersheds in primary school and the first complete stratification of the worst。
The central reason for the hierarchy is not that the child is stupid, but whether the parent has a long-term vision or a scientific plan。
(a) worked hard in the first and second grades, and supervised, with high marks for everyone
In third- and fourth-year thinking, methods, and accumulations, the gap widens completely。
Parents with no vision, staring at current scores, obfuscating single examinations, blinding and brushing questions
Parents with vision put down their short-term anxiety, squeezing children's minds, optimizing learning methods and filling gaps。
1. A radical shift in learning patterns: from mechanical memory to logical thinking
Learning in the first and second grades is hard-backed, mechanically repetitive and does not require brain thinking
The third and fourth grade knowledge points have doubled, language rereading, writing logic, mathematical re-adaptation, grammaticalization, the use of english, which has become useless only by hard work, and intellectual and mental。
Many children are unable to keep up, not without effort, but without a timely transition of thinking。
If parents are still using the lower grade model to force the child to die with a hard back and a mechanical brush, the child only learns more and more, and more and more, and becomes completely ineffective。
Parents with vision, this phase will focus on two things:
The first is to foster the idea of solving problems, making many questions, simply seeking to understand them, eating them and mastering them
The second is to exercise the ability to read and understand, to stop reading only stories, to learn to summarize the main themes, to analyze people, to distil ideas and to adapt to advanced languages。
2. Stabilize the saplings and pre-empt them
The third and fourth grade is the beginning of the child's studies。
Some have weak language and poor reading; others have poor mathematical logic and carelessness; and others do not love english and have a weak basis。
Ordinary parents focus only on points of criticism, blindly brushing the panels
Parents with vision are able to identify precisely the root causes of child vulnerability and to fill gaps in targeted screening to prevent the short board from expanding。
In the third and fourth grades of primary school, it is easy to correct them by finding the right methods; once dragged to the fifth and sixth grades, the slabs are solidified and can no longer be remedied。
3. Fostering an autonomous internal drive and releasing it slowly rights
The first and second grade is under parental supervision, and the third and fourth grades must gradually develop self-learning skills。
Many parents are close to each other, are in charge, and children have no autonomy and are completely passive。
The results appear to be stable, but there is no internal drive, and they are destroyed as soon as no one supervises them。
A visionary parent, beginning in the third grade:
The children themselves are asked to draw up their own study plans, to sequence their own work, and to take stock of their own mistakes。
(c) reduced levels of preaching, programming, intervention, child responsibility and learning。
The third and fourth grade is never a child's gift, but a parent's vision and perception。
(b) short-sighted, low-strength, low-strength, hard-working children
With long-term visions of thinking, methods and internal drive, children learn more and more easily and retrogressively。
3rd, 5th and 6th grade: self-discipline, cynicism, accumulation of puzzles, stereotyped elementary and high school strength
If the first and second grades are basic, the third and fourth grades are grade 5 and 6 are the key periods for life。
Up to the fifth and sixth grades, the habits, accumulations, plans of all the lower grades are fully realized
All parents are short-screened, misdirected and negligent, all of which become a learning gap for their children。
At this stage, parental control is no longer effective and can no longer rely on supervision, remedial education or brushing。
Ultimately, it is self-regulating, mind-based, thought-based, six years of child accumulation。
1. A complete distinction between true and false pretences
In the fifth and sixth grades, there is a very marked polarization:
One group of children, who don't stay up all night, who don't scrutinise, who learn easily and efficiently, who have steady grades, who have a flexible mind, who hold back to one another, are the true masters。
Such children are used to being well-established in the first and second grades, form the mindsets of the third and fourth grades, and accumulate adequately on a daily basis, relying on the lower levels of strength。
The other group of children, who spend the night studying, brushing up and studying with their parents all the time, are tired of learning, but their grades are flat and low, which is a pseudo-sexes。
These children, who in their lower grades are graded by parental supervision, have no mind, no discipline, no accumulation, and are completely exhausted。
Upon entry into primary and high school, the gap between true and false pretences widens indefinitely, and there is no chance of turning over。
2. Mentally determined learning ceilings
Children in the 5th and 6th grade, matured in mind and young in adolescence, began to have their own ideas and counter-thinking。
At this stage, the mind is more important than the score, and the mind is more critical than the effort。
(b) children who are self-restrainted, have stable mentalities, are resistant to stress and are focused on doing things, even on a general basis, can make steady progress and continue to rebel
Unsatisfactory, lazy, glass-minded, passive children, even if they are talented, can quickly fall off the team and be completely corrupted。
Many parents focus only on scores, pressurize, ignore the psychological state of the child, and end up making the child tired of renegade studies, broken up parents and lost their children。
Real parents are no longer overstretching single grades in the fifth and sixth grades, focusing on children's learning attitudes, emotional state, self-regulatory habits, and steadyness is about the future。
3. Building knowledge systems ahead of the junior high school
The learning patterns, knowledge difficulties, logic of thinking in the fifth and sixth grades have been endlessly close to lower secondary schools。
This phase is no longer a fragmented learning point, but a systematic knowledge system。
Accumulated, systematic and retrofitted children with a seamless transition to junior high school
Only children with hard backs, no knowledge framework, no loopholes, who enter junior high school fall into a direct fall, fail to keep up with the rhythm, fail to understand the curriculum and fall into the middle and downstream。
The results of the 5th and 6th grades are essentially indicative of the general level of children's lower secondary education
Six years of accumulation ultimately determine the upper limit of the child's future studies。
Iv. In-depth summary: six years of primary school, full scientific parenting rhythm
After looking at the three stages of the core focus, parents are able to fully understand the underlying logic of primary school upbringing and to say goodbye to blindness and ineffective anxiety:
In 1st and 2nd grade, parents struggled with patience, habits and reading
It is the most critical stage in primary school to build a bottom-up learning capacity without a roll of scores, a hard-on class, a good book-writing, writing, concentration and reading base。
In 3rd and 4th grade, parents have a sense of vision, planning, thinking
To keep up with the difficulty of learning, to correct the bias, develop autonomy and logic, jump out of short-term scores, build strength for the higher grades, and complete the first academic grade reversal。
In 5th and 6th grade, kids are self-regulating, cumulating, gravitational
Parents have given priority to fostering mentalities, attitudes and a solid system, which have been fully realized over the past six years。
Many parents have reversed the order all their lives:
In the lower grades, love is allowed, habits are not taken into account; in the middle grades, there are blind brushes, internal anxiety; in the upper grades, pressure is imposed and expectations are excessive。
Finally, he destroyed his child's gift and strength and regretted it。
Real smart parenting is carried out in a gradual and phased manner:
In the lower grades, the habits of upbringing are strictly regulated, the planning of the lower grades is based on thinking, and the higher grades are free to discipline themselves。
V. To all parents: six years of primary school and a lifetime of hiding children
Many say that life is a long run and that there is no need to worry about primary school gains and losses。
That is true, but six years of primary school is the most critical start to this long run。
Commencement habits, rhythms, mindsets, accumulations directly determine the speed and endurance of a child's running for a subsequent decade。
Primary schools never determine the end of a child's life, but they are able to determine once and for all the children's academic background, mental patterns and emotional care。
There is no need to envy the children of others for their good looks, their energy and their ease of attack。
(a) the glamour of all school euphoria stems from the care, scientific planning and precision of parents in the six years of primary school
All the slags fall out of a six-year free-flowing, blind anxiety, cognitive error zone。
The greatest regret for education is that parents are too young to understand。
The importance of primary school planning is not understood until the child is completely out of line, the gap cannot be bridged, and the family is separated。
Having grasped the habits of first and second grade, eating through the plans of third and fourth grade, and holding on to the mindset of fifth and sixth graders, ordinary children are able to move forward, have a steady reverse and have an unlimited future。
Interactive topics
What stage is your child in primary school? Did you get the wrong parenting focus, the blind stuff? The sharing of parenting in the comment area is welcome. A genuine, phased approach to child-rearing is welcome, as is the continued sharing of six years of full parenting in primary school。
