2023year

Learning for the junior high school entrance exam depends on how you teach! There is a huge difference in thinking ability Note: This post is specialized in science thinking skills such as math and science. Most children who aim to take the junior high school entrance exam go to the junior high school entrance exam cram school for about three years from the 4th grade of elementary school (at the latest in the 5th grade) to prepare for the exam. All of the major preparatory schools that children attend do research and create original teaching materials, and instructors specializing in entrance exams will guide them according to the curriculum of the perfect teaching materials. The teaching materials are really excellent, and it is amazing that they sometimes devise ways to make elementary school students understand the units they learn in high school mathematics, such as making elementary school children think about this and that, letting them naturally guide the solution to problems with their own minds without making full use of formulas, and making them understand the meaning of the formulas more deeply. This excellent teaching material is taught by a professional instructor for three years, and it is natural that the brain will improve as a child with a very soft mind. Personally, I would like all children, regardless of whether they take the junior high school entrance exam or not, to use this excellent material to learn. This is because when you go on to junior high school ~ high school, what you learn in elementary school using this excellent teaching material will be your "ability to think theoretically" and "mathematical ability" in the future. In fact, in the 2022 Common Test (Mathematics II.B), the content of the question was related to the number sequence learned in high school mathematics and the traveler's arithmetic learned by elementary school students in the junior high school entrance exam. The high school student I was teaching (who had no experience in junior high school entrance exams) understood the number sequence, but he was unaware of the idea of "traveler arithmetic (graph)" and lost points from (1) of the common test major question. On the other hand, when I tried to solve it with a sixth-grade elementary school student, I naturally couldn't solve the problem of the high school math sequence (solution using the recurrence formula), but I solved the problem of traveler arithmetic (graph) and answered (1) of the big question correctly. In the 2023 Common Test, Mathematics II.B also asked questions involving compound interest calculation and the recurrence formula, which would have been advantageous for students who are interested in saving and investing to understand how it works. Unlike the previous National Center Examination, the Common Test asks not only knowledge of high school mathematics, but also the study of junior high school mathematics and elementary school mathematics, and not only mathematics knowledge, but also content that is intertwined with daily socio-economic matters. I feel it. Again, the teaching materials produced by major junior high school entrance exams preparatory schools are closely related to daily life, and there is no doubt that they will definitely "improve children's minds" by making them think by drawing line diagrams and patterns without making full use of formulas as much as possible. However, when I look at the teaching methods and learning methods of the instructors at the junior high school entrance exam preparatory school these days, I realize that there is a considerable difference from the teaching methods of the professional cram school instructors I was instructed in elementary school. Of course, it is understandable that teaching methods will shift with the changing times, but I am afraid that it is becoming a teaching method that cannot be categorically concluded that "learning for junior high school entrance exams is to acquire the ability to think." What does that mean? Let me give you an example. [Number sequence problems learned in 4th grade] "According to a certain rule, arrange the numbers as follows: 3, 9, 15, 21, 27... (1) What is the 20th number from the left? (2) If you add the 20th number from the left to the 20th, what is the sum? In fact, this sequence problem is also studied in high school mathematics. In high school mathematics, you will learn the formula of how to find the general term of a sequence of numbers = first term tolerance × (n-1). In elementary school mathematics, the difference between 9~3 is 6, the difference between 15~9 is 6, the difference between 21~15 is 6, and the difference between 21~15 is 6. The number of the 20th number is 19 times from the 1st to the 20th, so the number increased 19 times (from the plant calculation) = 19×6 = 114 However, since it starts from 3, add 3 and 114 3 = 117 What do you think? In high school mathematics, the general term an=a in which the first term a, tolerance d, and n are natural numbers(n-1)While there are many high school students who learn difficult with D and solve problems by substituting this formula without knowing the meaning, they have already learned to understand and solve the meaning of the formula in high school mathematics in elementary school mathematics. As a result, when learning mathematics in high school, there is no need for formulas such as general terms, and it is easy to answer. Furthermore, in (2), you will learn a formula that seems difficult in high school mathematics, such as the sum Sn = number of terms / 2 × (first term last term) of a arithmetic sequence. However, the formula for the sum of this sequence (which I will omit here) is also explained in elementary school math teaching materials, and "usually" even at cram schools, the instructor will give detailed guidance with patterns. Therefore, after entering high school, I was able to take classes on the number sequences I learned in mathematics as a matter of course, not as new knowledge. The students who studied in the junior high school entrance exam clearly understood the meaning of the essence of the sequence in high school mathematics, and acquired the ability to assemble and solve problems on their own even if they did not memorize the formulas. However, I feel that there has been a change in cram school guidance in recent years. Among the students who attend the major cram schools I teach, there are many children who proudly recite the formula "The □ number tolerance is ×(□-1)...", and ask for it. There are various reasons for this, such as "the cram school instructor himself has no experience in taking the junior high school entrance exam", "it is more efficient to memorize the formula", "there is no class time to explain the meaning of the formula", etc., but this does not mean that even if you study for the junior high school entrance exam, you will not acquire "logical thinking skills" at all. Far from not being able to acquire it, the self-esteem of "I know advanced formulas" and "I know advanced solutions" increases, and furthermore, "I will be able to do arithmetic (mathematics) by memorizing formulas", and if this becomes a habit, as I go on to junior high school and high school, it will become a "memory brain of solving techniques", and I will lack "logical thinking ability" and "thinking" You may end up getting worse and worse if you don't know what it is. It can be said that it is "guidance that you want to avoid at all costs". In the teaching method for junior high school entrance exams, this danger has become noticeable not only in the number sequence but also in many units. At the same time, the excellent teaching materials that the cram school has painstakingly produced over many years are meaningless with this kind of learning method. Let's take a few typical examples. The first is the number of cases. [1. Numbers problem when learning in the 5th grade] 1. In the six-member A.B.C.D.E.F. group, one group leader and one deputy group leader will be selected. How many ways do you choose a group leader and a deputy group leader? 2．『 Out of the six A.B.C.D.E.F. members, choose two of them. How many ways do you choose?' The number problems in these cases are studied in high school mathematics by permutations (P) and combinations (C). In elementary school arithmetic, I learned by first drawing a tree diagram and counting. In addition, it was a teaching method to make students understand "why do ÷ 2 in problem 2" by actually experiencing the difference between problems 1 and 2, but recently I have seen opportunities where cram school instructors are teaching "Problem 1 is 6P2, so there are 30 ways of 6×5" and "Problem 2 is 6C2, so there are 15 ways of 6×5÷2×1". The student asked, "P?C?" You may wonder, "Why do you ÷ C?" In problem 2, at my cram school, I have my students draw a tree diagram once. Then, the child realized, "Oh, I'm counting the same thing twice ~" and asked, "Why do I have to divide the problem of 2 by 2?" is understandable. However, I feel a sense of crisis that the guidance of instructors who give awareness from such actual experiences is fading. [...]

"Don't make a mistake! What to do from junior high school entrance exam / autumn" (Note) This post is ・ Among junior high school entrance exam students, it is for 6th grade elementary school examinees ・ I am a math / science specialist instructor, so please note that the content is specialized in arithmetic and science. (I would like to tell you again about the explanation for 4th ~ 5th grade elementary school students.) I think that most junior high school entrance exam students, most elementary school students, spent the summer vacation "soaking in cram school summer courses". There are people who were able to learn satisfactorily as planned, and people who were not as satisfied as expected. Also, how was the public test after the summer vacation? ・ Students who improved their grades due to noticeable results of the summer course ・ Students who felt a response and gained confidence On the other hand ・ Students who did not get results in grades as expected ・ Students who were disappointed and "disappointed" despite working hard and attended the summer course ・ Students who have not changed at all from before the summer vacation and have lost a little confidence in studying for the entrance exam in the future I think it is different. Whatever the conclusion, the results of the summer course are almost as good as expected, and many students are not seeing the results as prominently as expected. The reason is that most of the content of the summer course at the preparatory school is a class that "summarizes all units". For students who had "almost completed" all the units (curriculum) up to the first semester of the sixth grade that they studied before the summer course, the "roundup" class of the summer course was a fulfilling learning experience because I was able to reconfirm my own perfection. However, for students who did not have a good level of completion (unit) up to the first semester of sixth grade, even if they received "roundup" guidance from the cram school instructor as understanding, even though their understanding was not established, they would have ended with "vague classes" and "somehow participated". Unfortunately, few students are able to complete the curriculum by the time the sixth grade summer class is complete and can fully master the "roundup" lessons of cram school teachers. ・ Somehow, "I learned this before" ・ "I didn't understand this unit before and the test was bad" ・ "I'm not good at this unit ~" Some students like this ・ "I don't understand at all" ・ "Have you learned this before?" Some students feel like learning for the first time. Under these circumstances, even if you participate in the "round-up" class of the summer course, your understanding will not deepen, and as a result, it is natural that you will not get results in the public test after the summer course. In other words, many students tend to end up learning only on the upper side of summer and without deepening their understanding of summer courses, in which they spent all their long summer vacations paying a high price in anticipation of the results after the summer vacation. How to study efficiently during this long summer vacation and achieve results in the public test after the summer vacation! (1) Analyze the completeness of each unit Analyze the completeness of each unit from the test results up to before the summer vacation. For example: ・ The percentage unit is perfect because most of the tests are answered correctly. ・ The figure field is still insufficient because the correct answer rate on the test is about 70% ・ The speed unit always drops the score on the test, etc. Where are you dropping your score? What unit are you not good at? Be sure to analyze it thoroughly before summer vacation. (2) Thorough guidance on units you are not good at ・Where did you stumble and where did you lose your senses? Detailed analysis ・ Establish solution methods by writing line diagrams and designs ・ Repeat exercises with similar problems ・ After establishing understanding, acquire application skills in development problems (3) Basic training exercises such as calculations and one-line problems ・ Practice one-line problems and basic problems to speed up the solution I should have learned during the summer vacation. However, these matters are very different for each student, and the cram school cannot deal with them. Therefore, as a "roundup", a summer course was held with wide and shallow classes and consideration for all students. (However, in the end, as mentioned above, the level of understanding did not deepen and I can't shake the feeling that I ended up learning only at the top.) Because of this background, it can be said that many students have "disappointing" results in the public test after summer vacation. In addition, this "disappointing" grades bother students and parents from the second semester onwards. Finally, from autumn onwards, phrases such as "measures for the school of choice" will begin to be heard from the cram school side. [...]

Of course, I think everyone can agree that grades do not improve due to lack of study, such as "not studying", "having very little time to study", or "not reviewing what you learned at school or cram school at all". Here, "Why are my grades not improving?" is an explanation for those who are studying but are not improving their grades despite their own efforts. Also, since I am a lecturer specializing in science and mathematics, please understand that the content I will talk about here is an explanation focusing on science and mathematics. 【Why?】 Grades don't improve! 】 1．“ It is a study method that only solves "problems that can be solved" This type tends to be more common among serious and hardworking students. I work a collection of problems on my own, but in fact, I feel like I am studying by solving only "problems that can be solved" and "problems that can be solved" in a notebook. We check for problems we don't understand, but we don't try to solve them "immediately." "Well, let's ask the teacher (of the school or cram school) if we don't understand "later"!", "Let's read the explanation of the problem book "later" and solve it!" I'll leave it as it is for the time being. As the neglect increases, I feel reluctant to ask more and more questions to the teacher, and it becomes troublesome to read the explanations and think carefully. I believe that by solving some (understandable, understandable) problems randomly, you will get the illusion that your studies are progressing and this study method will lead to improved grades. Therefore, taking the time to worry and think about problems that we do not understand makes us think that "I don't have enough time" or "I can't do this". As a result, there is a tendency to leave problems that we do not understand or are not good at forever. Studying is a process of trial and error in parts and units that you don't understand, and time to think about it by looking at the explanations and leading to improved grades, but I feel that the process is a waste of time. I get a sense of accomplishment by solving many problems that I understand. However, this study method only "specifies" the problems that can be done and the problems that cannot be done. When the question collection is finished until the end, we will start working on the next new problem collection without dealing with the unknown problems that we have "sorted". Also, I will only work on problems that I understand, and I will still postpone problems that I don't understand! In this way, all you have to do is repeat the "classification of problems that can be done and problems that cannot be done"! It is a study method that will continue forever. There is no progress at all because we do not start on problems that we do not understand. I just think, "I'm studying so hard..." Do you think about problems you don't understand over and over again through trial and error? If you know it, please try to revise it to a study method that thoroughly deals with the parts of the problem book that you do not understand. Studying to improve grades is not "the amount of study", but "how to study with good quality!" 2." I found a problem that I couldn't solve! It is a study method that is done with "mood" Next, you will deal with a problem that you do not understand, but you have a problem with how to deal with it. Do you ask your teacher (at school or cram school) about the problem you couldn't solve, or read the explanation and just say, "I understand!" In fact, a problem that stumbles once will not be established unless it is repeated three times, even if you think you understand it. ≪First time≫ Immediately after receiving guidance from a teacher or reading and understanding the explanation, can you solve it on your own without looking at the answer again? Let's find out. Even if you can solve it here, don't let your guard down! This is because there is a suspicion that it is solved by memory at this time. ≪Second time≫ After 3 days, try again. Can you solve the answer or the notebook when the teacher instructed you again without looking at anything? Please confirm. If you can't solve it or are in a troubled situation, your understanding of the problem has not yet taken root. Let's look at the answer again and understand it firmly. ≪Third time≫ After another 10 days, let's solve it again. Have you solved a problem that you could not solve or did not understand three times? Most of the students don't understand or have the teacher tell them the questions they made mistakes about, and they feel like they "understood" when they see the answers. This does not entrench understanding at all. "Sweet Study Method" somehow has an image of the solution, but unfortunately it does not lead to a perfect answer and does not lead to an exam score. It is important to have a steady study method that repeats and resolves over and over again. 3．“ Students who do not understand from the root "It is a study method on the upper side" In the first place, it is a student who does not understand "understanding". Understanding means "to understand the meaning and content of things logically (logically) correctly." ・Why is this so? What does this formula mean? ・What caused this phenomenon? ・In which direction should this problem be solved? ・How to assemble and lead to an answer? Those who do not accept logical thinking and are in the habit of studying to solve problems only with knowledge. If you have this study method, you will memorize the formulas well and memorize the knowledge accurately, so you can definitely solve the basic questions. [...]

[Make no mistake! ] How to choose a summer course] Mid-June! Many of you may be thinking, "What should I do with the summer course?" There is no doubt that being out of school for more than one month has a significant impact on children's education, for better or worse. I can understand the feelings of parents who said "I want you to have a meaningful summer vacation", and for that reason, I would like you to avoid choosing the wrong summer course, so this time I will explain "Don't make a mistake! Please refer to it. 【1.Clarify the purpose of the summer course】 If you go to cram school on a daily basis until elementary school ~ high school, you will naturally receive an "application form for the summer course" from the cram school. Then, without any worries, they sign and submit the application form as a matter of course, and the summer vacation shifts from commuting to cram school. However, before signing yourself, let's clarify the "purpose of the summer course" at home once again. "What are you participating in the summer course for?" And is the summer course of the cram school really suitable for your purpose? For example, ・If the goal is to spend a regular life (going to bed early and getting up early) during the summer vacation, is it a summer course with "classes from the morning" or not? Look at your calendar and examine it. ・ If you do not know the unit of the first semester and the purpose is to review, is it a summer course that does "thorough review of the first semester" or not? Find out what you'll learn in the summer course. ・ I want to start over my weak subjects from the basics in this one month! If the purpose is to "thoroughly provide individual guidance on weak subjects", is it a summer course of individual guidance? Inquire. ・If the goal is to dig deeper into your strong subjects, acquire applied knowledge, and become a source of points for passing the entrance exam, is it a high-level summer course "taught by a professional instructor" or not? Find out your tutor. ・ If the purpose is to focus on preparing for the school of your choice, is it "guidance by experienced veteran instructors" of the preparatory cram school that can thoroughly prepare for the school of your choice? Check with the cram school carefully. The main premise is that you (the child) clarify the purpose of participating in the summer course and say, "What are you participating in the summer course?" I think there is a tendency in cram schools to say, "It is natural for cram school students to participate in summer courses," but why don't you stop and discuss with your parents and children whether there is really a possibility that you can achieve the purpose you are looking for by participating in this cram school's summer course during this long vacation of more than one month? At this time, it may be a good idea to participate in a summer course that seems to match your purpose at another cram school that you do not attend. If you are not attending a cram school, do not apply easily by looking at DMs and leaflets, but make an objective judgment by clarifying the purpose. I went to a cram school in the hot weather, took classes somehow, and somehow the summer course was over! It is necessary to be careful not to become a "somehow" summer study. Whether or not you can make effective use of this long vacation of more than one month will undoubtedly have a significant impact on your learning from the second semester onwards (or to the entrance examination if you are an examinee). 【2. Check the schedule of the summer course you will participate in before applying】 Even if the purpose of the summer course is clear and you can find a cram school that matches the purpose, avoid "applying immediately". First, check the contents of the summer course and then ask them to show you the schedule of the course. Some summer courses are held all day from 9 am ~ 8 pm (even if there is a break time and lunch time), but this is not recommended. Some parents think that it is better to be detained at a cram school because they will not study even if they stay at home, but the result is almost disappointing and the summer course will end (although there is still a grace period if this is 1~2 times / week). The reason is that "there is no time for calm review at home." In other words, you don't have time to take home and review what you learned in the summer course. I do my best to go to a cram school and take a course, and I am "left to take the course" and I can't learn it at all. Unlike daily cram school studies, summer courses tend to be rushed and study various units. The unit changes from one to the next, so you must review it at home or the learning content will not stick. However, if you take summer courses for a long time every day, you will not have time to review at home, and in the end, you may end up regretting after the summer vacation, thinking, "I went to the summer course that much, but was it meaningful?" The cost is quite high, and be careful not to "disappoint" after a lot of money and a lot of time and effort. It is important to have a calm idea in the back of your mind, such as "the cost of summer courses contributes to the sales of the cram school business." 【3. Check the course materials and instructors】 Next, ask them to show you the materials for the summer course. If you look at the teaching materials, you can see the level and difficulty level of learning in the summer course to some extent. Students (children) themselves look at the teaching materials and say, "Hey ~ I'm going to learn this kind of content! Whether you feel attracted or not. This is the deciding factor in whether or not to take the course. If you get the impression that "it looks easy ~", or conversely, if you think, "I don't understand this at all!", Please think that it is not suitable for your level. Also, is the content of the materials consistent with the purpose of your summer course? is also a factor in your decision. If the purpose of your course is "I want to review the first semester", but the material is pre-study for the second semester, it is completely out of your purpose, so please refrain from it. The biggest point in choosing a summer course is who will teach it. No matter how wonderful the materials are and how well the cram school matches the purpose of your summer course, the compatibility with the instructor will result in a huge difference. Who will teach you in the summer course? It is no exaggeration to say that it is decided by. Be sure to check your instructor before applying. In particular, the summer course has a great impact on the sales of the cram school, so we will recruit as many participants as possible. There tends to be a shortage of instructors, and there are many cases where part-time workers (some part-time students or inexperienced instructors) provide guidance as temporary lecturers. In order not to draw a disastrous "lottery" such as guidance by inexperienced instructors while paying a large amount of money, please be sure to include parents and see through the position of the cram school. [4. Receive a general explanation of the flow of the class] [...]

This is KO-HEI, an online cram school and junior high school entrance exam arithmetic and science specialist instructor. This time, I will explain "what parents should never do when taking the junior high school exam", incorporating a true story. The junior high school entrance exam is said to be a "parent's exam", and it is difficult to pass the school of your choice without cooperation not only with children but also with parents and cram schools. For about three years from around the fourth grade of elementary school, parents also take their children to and from cram schools, review cram schools, and live according to the cram school curriculum, and for about three years, like their children, they are desperately working on the long rail of "junior high school entrance exams" like their children, and it is a more difficult and tough road than you can imagine. I understand that sometimes it can be emotional, and it takes a lot of mental work. However, on the other hand, we must not forget that the life of the child during the "junior high school entrance exam" for these three years greatly affects the growth of the child after that. This time, we will inform you of the three worst things that parents who have junior high school entrance exams should never do, with the true story that as a result of their parents' desperate desire to take the "junior high school exam" and the wrong direction, it greatly affected the child's helplessness and personality after entering junior high school, and at worst, he quit the preparatory school. ≪ Worst 1 "If you enter XX junior high school (school of your choice), you don't have to study" ≫ Never say words such as "If you enter XX junior high school, you will be safe until XX university (difficult university) even if you don't work hard anymore" or "If you work hard only now, you won't have to study anymore in the future". Junior high school entrance exam student, still 10~12 years old! Even if the parents say the words with the intention of getting excited, the child will believe them as they are. I will always remember this statement from my parents. "You just have to do your best now," "If you enter junior high school, you don't have to study anymore," and "If you enter XX junior high school, a fun life awaits you," and I will do my best. Parents are happy about their child's efforts, and they become even more agitated to say, "If only I could enter junior high school..." The child will do his best as if implied, "As long as you enter XX junior high school, you will have a happy life." During the time of studying for the entrance exam, both parents and children are united toward the goal of "passing XX junior high school!" and it is a good family environment at first glance. However, we must not forget that this seemingly good family environment tends to gradually deteriorate after entering 〇0 junior high school. 〇〇 Junior High School is an excellent preparatory school full of students who have naturally overcome strict entrance exams. After enrollment, students will begin learning at a rapid pace among these excellent students. There comes a time when a child gets through studying for the entrance exam with the expectation that "as long as he enters XX junior high school, he does not have to study" or "he can play in XX junior high school", but realizes that the reality is "not so". "My parents said that if I entered XX junior high school, I wouldn't have to study..." "My family said that I didn't have to work hard anymore when I entered XX junior high school..." Oh ~ I (I) was deceived by my parents!!! Here are two true stories. This is a boy who entered a junior high school attached to a very difficult university. "As long as you enter the junior high school attached to 〇〇 university, you will go straight to 〇0 university!" This consciousness took root in his brain during the junior high school entrance exam, and when he entered 〇0 junior high school, his learning reached the goal point. 〇〇 He is in the second year of junior high school, "Why do I have to study even though I entered XX junior high school!" "It would be good if I could advance!" "What's the point of studying any more!" "Why do I have to study for!" was a habit. Even so, boys in the 2~3rd year of junior high school almost reach a rebellious period. He is at 〇0 junior high school, and he does not actively participate in club activities or school activities, and just goes back and forth between school and home every day. 〇〇 In my student life where the only purpose was to get an educational background in college, I fell into a feeling of helplessness such as "sleeping at home all the time". Even his parents can't proudly say to him in the second year of junior high school, "Good luck studying!" My child remembers the statement two years ago, "If you enter a junior high school attached to XX university, you can enter XX university" ... Even if he gets an educational background from XX university, he has nothing to do with "future goals, dreams, and challenging spirit" I feel that "what was the junior high school entrance exam for!" A girl who entered a super difficult girls' junior high school. She always belonged to the top class at the junior high school entrance exam cram school, and she was sure to pass the super difficult junior high school. Even in this family, the whole family will support her! The words of encouragement are, after all, "As long as you pass the XX junior high school, you don't have to study anymore ..." She believed in the words of this family and tried her best to pass brilliantly! !! However, as mentioned above, the difficult junior high school I entered is full of excellent girls, and the progress is fast, and even if she is very smart, she cannot help but study. As soon as I entered junior high school, I was overwhelmed with studying for a difficult university. "If I passed junior high school, I would have said, 'I don't have to study anymore'..." Her anger at the thought of being betrayed by her parents grows day by day. On the other hand, the parents said "I don't have to study anymore..." remark that they uttered when they were taking the junior high school entrance exam has already disappeared from their memory, "What did you enter XX junior high school for? I have to study hard..." In the end, her anger towards her parents did not subside, and she rebelled in the form of truancy and quit junior high school. When she was taking the junior high school entrance exam, even though her family worked together to achieve the goal of "passing XX junior high school", the trust of parents and children was lost, and instead of the "joy" of learning, she was "hateful" in learning. [...]

This is an online cram school / mathematics & science specialist instructor KO-HEI popular among junior high school students. Today, I would like to talk about "choosing a cram school for junior high school students". In fact, junior high school students should be the most careful about how to choose a cram school, but they tend to be chosen easily, so I dare to limit it to "junior high school students" and give advice on how to choose a cram school. Most elementary school students choose a preparatory cram school on the premise of taking the junior high school entrance exam, and they attend a major junior high school entrance examination cram school or a major compliant cram school, and use the teaching materials of a major cram school to provide guidance according to the curriculum. The teaching materials are quite capable of thinking, and in extreme cases, as long as you ride the rails of the cram school, you can acquire and acquire a certain level of thinking ability. On the other hand, this is not the case for junior high school students to choose a cram school. This is because most of the cram schools for junior high school students are community-based, and most of them conform to the classes of local junior high schools. In the first place, the only yardstick for measuring the academic ability of junior high school students is a report card that emphasizes regular examinations. It is only natural that students and parents like cram schools that do well to prepare for the "regular exam". Therefore, I am familiar with the information of the school I go to, and I am preparing for the regular exam of 〇〇 junior high school (school I go to)! Attracted by such signs, there is a tendency to "choose a cram school easily". Of course, preparing for the regular exam at school is the basis of studying, but the question is whether the study method for the regular exam is really learning to acquire the ability to think! It means. I don't want you to misunderstand, but there are many wonderful community-based cram schools, and I do not deny "local cram schools" in any way. The "easy way to choose a cram school" that I would like to tell you here is ・ It is good if you prepare for the regular exam "for the time being" ・ "For the time being" your grades should improve ・ "For the time being" you should acquire the habit of studying There is a problem with letting them go to cram school. I am a lecturer specializing in science and mathematics, so I mainly talk about mathematics, but junior high school mathematics is a complete change from elementary school mathematics. In other words, junior high school mathematics begins with learning the contents of elementary school arithmetic as formulas, but "whether or not the learning is based on a firm understanding of the meaning of the formula" will have a significant impact on future science and mathematics subjects. To be specific, most students can do calculation problems in the first-order equations learned in the first grade of junior high school, but they struggle with "I can't solve it when it comes to sentence problems" and "I'm not good at sentence problems". In addition, even with the simultaneous equations learned in the second grade of junior high school, there are times when it comes to addition, subtraction, and substitution methods, but most students will be able to calculate with some training. However, it cannot be solved when it comes to applied problems. Most of these applied problems are "sentence problems". In other words, you can calculate math as a formula, but because you don't understand the meaning of formulas, you can't get your teeth when it comes to "sentence problems" and "applied problems". Why does this happen? The reason is that they do not understand the meaning of formulas, and it is a study habit that emphasizes only mastering (calculation) of formulas. These students have no idea what problem they are being asked about. Since I can't imagine the phenomenon of the problem in my head, I just try to solve it with the feeling that "I can solve what I don't understand by placing it with X". What does that answer mean? I don't know, so even if it turns out to be an impossible number, I will fill in the answer column without any problems. In other words, there is a problem with the manual method of studying mathematics that does not require any thinking skills and is just a calculation practice. Furthermore, if you get into the habit of studying manually, you will unknowingly suffer from the "just apply it officially for the time being" syndrome. For example, the function of the first and second grades of junior high school. What the graphs of Y=aX b, Y=aX2 mean! Without understanding at all, I feel like "the function should be assigned to this equation for the time being", and I calculate and solve the values of a, b, and X again. "Functions are easy!" makes you feel like you've done it at a level that is just a calculation exercise. You may be able to clear this somehow if it is about the regular exam of junior high school, but you cannot answer it in the high school exam. On the contrary, after entering high school, you may not be able to understand the contents of High School Mathematics 1A, and mathematics may become more severe than a mere list of symbols. On the other hand, students who have studied for the junior high school entrance exam in elementary school arithmetic have all kinds of 00 arithmetic such as "hanging calculation", "excess or undercalculation", "equivalent arithmetic", and "elimination arithmetic", and the X of the equation learned in junior high school mathematics,I have learned by replacing Y with "apple" and "tangerine" and embodying it. I don't use any mathematical formulas, I solve them by imagining apples and tangerines in my head. There are pros and cons to taking the junior high school exam, but at least you can say that you can understand the meaning of the formulas you learn in junior high school mathematics to some extent when you enter junior high school. Students who understand the meaning of mathematical formulas and those who do not will make a huge difference in future applied and sentence problems. This is a natural outcome. The reason why I say that "the most important thing for me is to choose a cram school for junior high school" is that it is necessary to teach the meaning of formulas firmly in junior high school, which is the start of mathematics, and receive guidance that allows you to embody the problem being asked in your head. However, cram schools for junior high school students tend to be aimed at increasing their likability by "improving their grades in regular exams", and tend to focus only on students' "preparation for regular exams" and study for the purpose of "getting as many points as possible". Of course, it is understandable that students are also limited in time because they are cram schools after exhaustion such as after club activities, but if you focus only on the results of exams and teach only solution techniques such as "solve like this" or "solve this way", you will definitely not be able to do mathematics. If students receive only this kind of guidance, they will unconsciously say, "I don't understand the meaning, but if I do this, I can solve it," or "If I do it this way, my score will increase," and ad hoc study will become the norm. If it is a regular exam, you can still get a certain score and pass it somehow, but this will have a big impact on the high school entrance exam three years later and the high school mathematics after that. Furthermore, we believe that this natural manual learning is "study" and do not know "what it means to think". Instructors often say, "Let's think and study more," but in fact, students who have become accustomed to manual learning do not understand "thinking" itself. Even if I teach "thinking mathematics" to students who have distanced themselves from "thinking" learning so far, they will not be interested, and they will stay away from "mathematics" only because of fatigue. They try to settle for "I'm not good at math, so I should be able to clear it somehow" or "I choose a school without mathematics". If you get into the habit of learning only solution techniques, you will not be able to get into that habit. Since you can get a certain amount of points manually without thinking, you will have a strange confidence that "this is good" or "you can get a score with this" and will not try to improve. However, most high school math students start lamenting that they don't understand math or can't do math, but by that time it's too late! The habits and habits acquired in the third year of junior high school cannot be completely abandoned, and as mentioned above, you fall into a phenomenon that you do not even know "what it means to think" in the first place. [...]

"If you can't do math "ratio", junior high school entrance exam is tough" This is KO-HEI for junior high school exams, arithmetic, and online instruction. On this page, "How important is the idea of "ratio" when challenging the junior high school exam" In other words, "It is no exaggeration to say that the junior high school exam is tough if you cannot take the "ratio"" I will explain the meaning in detail, so please refer to it if you are thinking of taking the junior high school exam or are trying. In the first place, the "ratio" in arithmetic means "a number that expresses how much the amount to be compared corresponds to when the original amount is 1". This idea of "percentage" is the origin of arithmetic, or mathematics, but it is not easy for children to master this way of thinking. The reason is actually a problem with this solution. Many children are the first to get frustrated by this "ratio" and "hate arithmetic". So why are we not good at "ratio"? Let's take a closer look. In the cram school teaching materials, as "3 formulas of ratio" ・ The amount to be used × the amount to be used = the amount to compare ・ The amount to compare÷÷ the amount to be based on = the amount to be compared = the amount to be compared In the first place, children cannot imagine even if they are told "the amount to be originally" or "the amount to compare". Essentially, the child asks, "Why is this so?" or "Why?" I am interested in pursuing questions such as "It's strange." However, even at the cram school, we do not touch on solving the question, and only let them learn problem exercises using the "3 formula of the ratio". Children feel uncomfortable and continue learning without clarifying the meaning of "ratio". "How much to compare?" I don't know what it means, and I think it's a natural result that you can never say that challenging one problem after another is "interesting". Even if they know the answer, they don't understand what the answer means, and they don't like learning by hand. You can search for and observe insects in nature and experience a simulated "insect", and what is happening in the universe? You can look up videos and encyclopedias and be impressed, or you can look up the mechanics of trains and cars and feel like a doctor, and you will not be interested unless the content is something that you can empathize with, just like a game. "Why is it so?" It is very understandable that children who "cannot be interested if they do not understand the logic" are less motivated to learn. Children don't hear things they aren't interested in. Adults can learn to some extent that "there is no way to improve their grades!", but children do not feel like learning if they are not honest and interested in themselves. But in other words, what interests you immediately enters your head. In other words, the reason why I am not good at proportions is that "it is not interesting to learn to just use the "3 formulas" without knowing what proportions are and not having an image of them. I don't want to learn because it's not fun! I can't understand because I don't learn! Even more unluckily, this idea of "ratio" is ・ Density (concentration calculation) ・ Speed ・ Trading profit / loss (profit / loss calculation) ・ ratio (distribution calculation, equivalent calculation, work calculation, etc.) Since it is necessary in all kinds of units, in the end "I don't know the ratio" is linked to "I don't know arithmetic" and "I hate arithmetic". In other words, if you can think of "ratio", you will be able to do the above unit! It can be said. In the extreme, if you can do percentage, you can do arithmetic! It is. So how do we learn to think about "ratio"? In the first place, arithmetic is not a subject to memorize. It's not about memorizing formulas or methods. If you get into the habit of memorizing formulas, you will not be able to do extreme arithmetic. Because it's not interesting... I'm not interested... (1) Understand the meaning of proportions with diagrams (2) Use line diagrams for proportions Let's deepen our understanding with. (2) is explained in the teaching materials of the junior high school entrance examination cram school and the content learned at the cram school, but the problem is that (1), which is the basis of it, is neglected in both the teaching materials and the cram school. Now, let's illustrate "What is a ratio" with the following example! "Mr. A used 3/8 of his money to buy a book for 750 yen. In the explanation of the cram school, "Since this problem is a problem of finding the "amount to be original", the amount to compare ÷ ratio = the amount to be based on [...]

Online cram school This is KO-HEI, a lecturer specializing in mathematics and physics for university entrance exams. Soon, the entrance examination for the second semester of the national university will be over, and the entrance examination for 2023 will come to an end. "Future university entrance exams will become stricter" Here, I would like to give advice from the standpoint of a coach specializing in university entrance examinations. The reduction of the general selection quota at private universities, which originally began with the reduction of the number of students in the 23 wards of Tokyo, has since become difficult to pass the "general selection entrance examination" due to the increase in "recommended admission" as a measure against the decrease in the number of students due to the declining birthrate. In reality, it is said that about 60% of private universities secure students by recommendation by the end of the year. "Nearly half of Waseda Sophia students are admitted by recommendation, and the number of general selection slots at the beginning of the year continues to decrease" https://jbpress.ismedia.jp More I think that unpopular universities have no way to manage them, but it seems that even popular and difficult universities such as Waseda Keio are in this situation. If so, you can understand how difficult it is to enter a difficult university in the general selection entrance examination. Even so, if you want to take the "general selection exam", you need to be quite prepared and prepare early. Furthermore, the "Common Test" that began in 2021 has further raised the "passing barrier". The "Common Test" not only tests your logical thinking skills, but also questions that test your level of interest in all fields in your daily life, from objective thinking ability to observation skills, and the changes of the times, and it is not at the stage where you can earn points if you have studied school classes and prep school / cram school materials. In the previous "Center Examination", students with a sharp intuition such as "I can see the intention of the questioner" and "I can read the answers" and students who are accustomed to mark sheets could somehow get a certain score with technique, but the common test is not so sweet at all. In such a situation, what kind of study is important if you challenge the university entrance examination in the "general selection examination"? In conclusion, it is necessary to "study mathematics from the "foundation" and expand thinking in a "panorama" way. Understanding from the basics means learning to solve problems using all the underlying formulas, while understanding from the "foundation" means learning to create even the basic formulas yourself. In other words, it is necessary to study to understand the "meaning of formulas" and to deepen your understanding to the point where you can create your own formulas even if you forget them. I digress a little, but many students who have taken the junior high school entrance exam are good at learning to understand from this "foundation". This is because children who have not learned equations have been trained to solve problems using only area diagrams and line diagrams, or to think of problems that seem to be sequences only with regularity, without using any formulas at all. Among the applied questions in junior high school entrance exam materials, there are problems that can be solved simply by arranging the numbers even the difference number sequence learned in high school number II.B. When these children learn Σ in high school, they learned the meaning of the sequence graphically in elementary school, so they can understand the "meaning of the formula" without having to memorize the formula for Σ in high school class. There are pros and cons to taking the junior high school exam, but what does it mean to understand at least from the "root"? can be said to have been worn naturally. Unfortunately, in elementary and junior high schools in Japan, it is far from the study method at the junior high school entrance exam level, and the practice of memorizing and making full use of formulas rather than the meaning of textbook formulas has become a method of learning mathematics. It is a natural result that even if you learn this kind of learning for nine years in elementary and junior high school and are told from high school that you will understand the "foundation", you will not be able to understand it and you will not be able to ripen. However, in order to pass the narrow gate of "general selection examination for difficult universities" and to pass the common test and pass the national and private (combined common test) difficult universities, this "fundamental" learning method will be an essential condition in the future. Then, what kind of study method is necessary to "understand from this "foundation"? This is linked to "expanding panoramic thinking," which will be discussed later, but rather than simply memorizing the formulas in each unit, the first step is to carefully understand how the formulas were derived. By doing this, your thinking ability to think about mathematics should improve considerably. Next, let's talk about "expanding panoramic thinking". As most high school students say, "This problem is the solution of this A pattern" or "This problem is the solution of the B pattern", it has become a habit to learn the technique of the solution pattern. Moreover, since each solution pattern is learned independently, it cannot be said that various solutions are solved in cooperation. What it means is that the sequence is the solution method of the sequence, the derivative is the solution method of the derivative, the integral is the solution method of integral, and so on, and it is a study method to understand the unit alone. The more enthusiastic the student, the more focused they are on the unit, so the more they learn, the more they stick to the unit and somehow get to the point of "solving math by memory." "Memorizing mathematics" allows you to solve problems quickly without taking time to think, and you will be filled with the feeling that you have done it. In this way, there are many patterns in which "thinking mathematics" shifts to "memorizing mathematics". This is possible for regular exams, but in the entrance exam, various fields are involved, so there is no tooth at all. It can be said that this phenomenon is the most common phenomenon for most students who can get a certain score on school exams but cannot get at all in mock exams. In the first place, mathematics is not a subject to memorize. Mathematics (which can also be said for physics) is a subject of "thinking" such as imagining the phenomena that formulas mean and logically grasping the phenomena represented by graphs and figures. Multiply the meaning of one figure and one formula over a day and ask yourself, "Why is this so?", "Isn't there a more interesting way to solve it?", "If you solve it like this, what kind of answer can you get?" It is important to learn to "think" through friendly competition from all directions. It can also be said that the interesting thing about mathematics lies in the process of exploring and guiding from various directions. In this way, the study method that acquires "panoramic thinking" that looks at one problem from all directions and tries to try and synchronizes the solutions learned in various units is the study method that can break through the narrow gate "Difficult University General Selection Examination" in the future. I also feel that this "panoramic thinking" is the original joy of mathematics and "true learning". On the other hand, "recommended admission" has been relaxed, and many students can improve their high school grades and aim for the recommended slot. However, the recommendation quota also varies depending on the high school, and if you are aiming for the recommendation slot of the university of your choice, you must think about "which high school to enter" from the time of high school entrance examination. After entering high school, my school did not have a recommendation slot for the university I wanted to apply to! In order to avoid this, it is necessary to choose a high school with an eye on the university even before entering high school. In other words, it became necessary to choose a high school with the set of "high school entrance exam university admission", which I said that I would think about from junior high school to university. Will you study hard in high school and challenge the "general selection exam"? Will you go to a high school that has a recommendation slot at the university of your choice with the aim of "recommendation admission"? It is an era in which exams and study methods that look 2~3 years ahead from junior high school are questioned. Language This page has been automatically translated. Please note that it may differ from the original contents.

This is KO-HEI for junior high school entrance exams, arithmetic and science online tutoring. "What was the factor that made the difference between passing and failing!" I will explain in detail the three factors from the leader's point of view. In the third post, I will explain the theme of "Factors that divided the pass or fail (3) ~ Mistakes in the selection of the school of choice are not allowed ~". When choosing the school of your choice, ・ School culture and educational content ・ Academic achievement ・ Ease of commuting from home etc. are important, but here we will explain on the premise that the school of your choice was selected after being convinced of these factors. Also, to avoid any misunderstanding, I would like to tell you that the story I will tell you about is only at the "final decision stage of the school of choice" after the fall of 6th year, and is the content of starting to prepare for past questions. In other words, until then, aim for a school with a high deviation value, make the school you want to go to the school of your choice, and motivate yourself to do your best. ≪ choose the school of your choice in three vertical stages≫ Based on the self-deviation value of the test after the summer vacation of the sixth grade (test without a test range), select at least one school from each of the three stages of this reference range, the school with a deviation value of plus 5 and the school with a deviation value of minus 5. In other words, a school with a deviation value of minus 5 is a school in the "safe zone," so to speak, a "school of pressing." Conversely, a school with a deviation value of plus 5 is a school in the "challenge zone". It is important to choose the school of your choice by dividing it into three vertical stages: "pressing school", "standard school", and "challenge school". Some students often select only schools in the deviation range that are positioned as "standard schools" and take the exam only in the same deviation range until the 1st ~ 5th day of the examination, but this has a very high failure rate. "The deviation value of 〇〇 junior high school is 50, so it's okay because it's your child's level (self-deviation value 51) and you can take the exam three times. If you take the exam three times at the same test center, you will pass." "Both XX junior high school and XX junior high school are about the deviation value of your child, so you will be able to pass." If you try to take the exam with such an idea, most will fail. The reason is that the "expected deviation value list" of junior high schools presented by major preparatory schools is only a deviation value based on the test (Sunday test, monthly test) of the cram school. In other words, depending on the content of the exam, there can be any deviation of about 5, and if you take the exam with overconfidence in the "expected deviation value list", you may end up with "it was not like this". First of all, it is important to understand the importance of dividing the "expected deviation value list" into three vertical levels: "safe school", "standard school", and "challenge school". ≪ choose a school that will definitely pass the exam on February 1 or 2≫ I would like to tell you one more important point when choosing the school of your choice. That is, "Be sure to pass the exam at the January school (in the case of the Kanto area)" and "If you do not take the January school, you must pass one school on February 1 or 2". (If you do not pass the XX junior high school, you will enter a public junior high school, this story does not apply) Most of the January schools are in Saitama and Chiba prefectures, and it tends to be relatively easy to pass. (The competition ratio is high because the number of applicants is large, but since there are few students who actually enroll, many successful applicants are produced, and the actual multiplier is not so high) Moreover, you can take the exam many times, so let's win the pass. By doing so, students will feel secure and confident that they have "passed the exam" even if they are not willing to go to the school, and they will be able to take the exam in February relatively relaxed. Students who do not take the January school or who did not pass the January school should choose a school that "must pass on February 1 or 2". In order to do so, please take the entrance examination for a school in the "safe zone" for one or two days. The last thing you should do is take the challenge school on the 1st or 2nd (the junior high school that everyone wants to challenge has relatively 1 entrance examination day)，2It tends to be biased towards the day, and my feelings inevitably shift to that ...), and if you choose a school that says, "If it doesn't work, you should go to a school in the safe zone after the 3rd, and it's not too late after that...", most of them will be "It wasn't like this". The reason is that if you take the exam after February 3rd at a school that everyone thinks is a "safe zone", it will be a battle for the passing seat of the student who "can't pass on the 1st or 2nd, and I want to pass somehow!" Since it will be a competition for students who have academic ability above the deviation value of the "expected deviation value list", it will not be a situation where you can easily win the pass as a "safe zone". 3rd, 4th, 5th... Many examinees gather in the few passing seats. The more time passes, the more dire the mental state of the child who is trying to take the exam for the few seats he or she takes. As a result, only a sense of frustration remained, and the trauma of "taking the exam" ended! It can end up with. "Regardless of whether you pass the exam or not, it is to create at least one school that has passed! This is because "I couldn't go to a private junior high school because I didn't pass" and "I passed but didn't go to a private junior high school" make a big difference in a child's subsequent self-confidence. ≪Don't make the afternoon exam school a pressing school≫ Finally, one more thing to keep in mind when choosing the school of your choice is that you should not underestimate the afternoon exam. Most of the schools of your choice will be concentrated on February 1~3. Parents are desperate, and they cannot give in to the school of their choice exam on February 1 ~ 3, and there is a tendency to "hold down the school where the afternoon exam is taken". We tend to think, "It's okay if you take the afternoon exam at XX junior high school (a school in a safe zone lower than the self-deviation value)!", but in fact, this also has a high rate of failure. When I put myself in the child's shoes, I challenge the exam in the four subjects of the arithmetic science company with a great deal of tension from early in the morning. The concentration of the morning exam is more exhausting than adults imagine, and it is not unusual to challenge the exam with the same motivation in the afternoon. Since it is a 00 junior high school, which is 5 lower than the self-deviation value of the mock exam, let's refrain from the easy idea that the afternoon exam at this school will be "pressed". In other words, the tenacity and physical strength of children greatly affect the afternoon exam, so it is not easy to judge only by the "expected deviation value list". Personally, I recommend taking the exam for one school a day. [...]

This is KO-HEI for junior high school entrance exams and online instruction in arithmetic and science. "What was the factor that made the difference between passing and failing!" I will explain in detail the three factors from the leader's point of view. In the second post, I will explain the theme of "Factors that divided the pass or fail (2) ~ Thorough past question preparation is essential ~". To put it bluntly, the reality is that you will not be able to prepare for past exams at the school of your choice unless you start at the start of the second semester. "Well, the summer course has just ended, and I'm worried about the results of the monthly test in September..." "The cram school placement test is the highest priority" Do you think? In fact, around this time, no preparatory school has yet started preparing for past exams. It would be better to say that you can't start than not to start. Preparation for past exams at most cram schools starts after November at the earliest. The reason is that we know that even if we solve past questions in September, most students can only solve about 2~3%. I want to prevent distrust and discouragement from students and parents, such as "I sent them to the summer course so much, but I couldn't get any teeth at the school of my choice" or "Was the summer course meaningful?" However, the reality is that it is not possible to make it in time unless you start preparing for past exams in September. This can be said not only for junior high school entrance exams but also for university entrance exams, but most people mistakenly think that reading past questions once and solving them smoothly is "past question preparation". In conclusion, students who have only taken such measures will hardly be able to pass the school of their choice (unless the deviation value is lower than the ability ...). This year, the students who passed La Salle Junior High School at my cram school repeatedly solved the past questions three times and challenged the exam and passed. Now, let me inform you of the schedule for preparing for past exams from September. As of September, most students have selected 5~6 schools as their choice. In the "Past Exam Preparation", it is necessary to solve the past 10 years of these 5~6 schools. You will have to solve 50~60 past questions in arithmetic alone, and 200~240 past questions if this becomes Kokusha theory. I think there are many people who are surprised that "What! You can solve past questions so much ~", but the reality is that if you do not prepare for past questions so thoroughly, it will be difficult to pass the school of your choice. First of all, most students get only about 40% at best. We tend to get caught up in the score, but we will understand it by thoroughly watching the explanations of the wrong parts and problems that could not be solved, not the scores. If you don't understand something, be sure to actively ask a cram school, tutor, or private tutor to understand it. Let's solve these 50~60 past questions and finish the "1st past question preparation" by the end of November. I think you understand that it is difficult to work on "past questions" while attending a cram school and having a certain degree of maturity in the curriculum of the cram school. In fact, most students and parents are nervous about "cram school classification" at this time. There is a tendency to think that moving to a higher class in the cram school classification is a shortcut to passing. As the cram school class rises, it is understandable if the passing score of the school of choice is added, but let's calmly judge that the cram school class has nothing to do with the passing of the school of choice. I don't want you to misunderstand, but I encourage students to aim for the upper class of the cram school until the end of the summer vacation, as it will motivate students and motivate them to work hard. However, after the summer vacation, both students and parents are encouraged to change their minds. If you are still studying for cram school classification, you may end up not being able to pass the school of your choice because the measures of your chosen school will be delayed. "I was in the upper class at the cram school, but I couldn't pass." "The deviation value of the cram school was enough to pass the school of my choice, but I failed." There are always students who have this result, but this is often seen in those who were overconfident in the cram school and studied with class organization until the end. From autumn onwards, let's focus on "past questions" instead of classing. To put it in an extreme way, the stage of learning new content at the cram school has already ended at this time, and those who take the initiative in training for the school of their choice win. Again, the Sunday test and monthly test of the cram school are not reflected in the passing of the school of your choice at all, and the content of the exam of the school of your choice is completely different from the cram school test. Let's calmly judge that the deviation value of the cram school is only the deviation value of the "cram school test" and use it as a reference to know your position among the students. Around November, the cram school also sets up "Difficult School 〇〇 Special Training", "〇〇 Course by School of Choice", "Entrance Examination Questions ~ Special Course", etc. to start preparing for the past questions of 〇0 junior high school. (Most of the junior high schools are limited to difficult schools) If you are a student of 〇0 junior high school of your choice, please take the initiative to participate in this course and focus on preparing for past exams. The problem is students whose school of choice is not 〇0 junior high school. Even if you do not want to apply to 〇〇 junior high school, there is no point in attending 〇0 junior high school past exam preparation. In the meantime, keep in mind that other students spend enough time preparing for past exams at the school of their choice. When I asked the cram school, "Are you going to attend this preparation course even though you don't want to go to junior high school?", Most of them replied, "Of course. 〇〇 The junior high school preparation course will also be a measure for the school of your choice." In fact, this "XX Junior High School Exam Preparation Course" is almost limited to difficult schools and does not have a mid-level school. To be honest, the reason why we do not have it is that it is not profitable because there are few applicants, but I think that there is also a desire to raise the motivation of students by taking on the challenge of preparing for exams with a high deviation value as much as possible. However, at the end of the day, you need to be careful not to "drop out" because you spend only time on past questions from schools that are not your choice school or schools with high ideals, and "I really want to pass!" and "I want to definitely win" past questions of schools that "I really want to pass!" In order to do so, read the past questions of your school of choice in advance, and ask yourself "Will the past questions of the school of your choice" be used as a preparation for the past questions of your desired school? "It will be up to parents to decide. Each junior high school has its own general characteristics in its exam content. For example: A. A school that tests thinking skills by having students think for a long time with a small number of questions B. A school with a large number of questions and not high difficulty but seeking accuracy C. A school with a fairly large number of questions and an average difficulty level that shows processing ability D. A school where the number of questions is average, but the questions are biased and explores daily interests and inquisitiveness. Each junior high school has its own color, and its characteristics are reflected in the content of the exam. If the school of your choice is the content of the exam with the characteristics of A, but the past questions taken in the preparation course of the school of your choice are the characteristics of B, it will not be a preparation for the school of your choice. [...]