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. [...]
Show AllLearning for the junior high school entrance exam depends on how you teach! There is a huge difference in the ability to think!
- 2023November 9, 2008
Make no mistake! What to do from junior high school entrance exam / fall
- 2023August 22, 2010
"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. [...]
Show AllOnline cram school and arithmetic instructor speaks! "What parents of junior high school entrance exam students should never do"
- 2023May 8 -
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. [...]
Show AllIf you can't do math "ratio", junior high school entrance exams are tough
- 2023March 26, 2010
"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 [...]
Show AllOnline tutoring and math instructors speak! What were the factors that made the difference between passing or failing the junior high school entrance exam (3)?
- 2023年3月3日
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. [...]
Show AllOnline cram school arithmetic instructor speaks! What was the factor that made the difference between passing or failing the junior high school entrance exam (2)?
- 2023February 18, 2008
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. [...]
Show All2023The curtain has come down on the annual junior high school exam! What was the factor that made the difference between passing and failing?
- 2023February 9 -
The 2023 junior high school entrance exam in Tokyo is almost over. This brings the junior high school exam to an end this year. "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. First of all, in this post, I will explain the theme of "Factors that divided the pass or fail (1) ~ Learning according to the curriculum of a major junior high school entrance examination specialized cram school is a prerequisite ~". In conclusion, it is difficult to pass the junior high school exam unless you start in the spring of the fifth grade at the latest. The reason for this is that the textbooks of major junior high school entrance exam specialized cram schools have been researched and researched over many years, and are finished with a curriculum that "can be passed in the junior high school entrance examination". This is because the curriculum is created in a two-year cycle. If you do not learn each unit according to this textbook, you will not be able to compete in the junior high school entrance exam. At the latest, the 5th grade is a full-fledged curriculum that starts again from the 5th grade after digging deeper into the content learned in the 4th grade textbook. This is because children who fall behind in the fourth grade have a chance to learn the same content again in the fifth grade. Students who have not studied according to the textbook of a major junior high school entrance exam specialized cram school, or children who challenge the exam by learning that deviates from the text in the middle, will almost never be able to pass the exam. That's how much you can't pass the junior high school exam unless you learn on the "exam rail". That said, if you attend a major junior high school entrance exam specialized cram school, you can pass! Speaking of which, that's also different. Don't be overconfident that "I'm okay because I go to XX cram school." At major junior high school entrance exam specialized cram schools, classes are divided according to the grade order based on the total scores of monthly tests and Sunday tests. At any major cram school, if you do not maintain a ranking of about 1/3 or more of the incoming students, it is difficult to pass the school of your choice. In the upper classes, veteran instructors will teach you with a sense of speed. Even in the same one-hour class, there are differences in the intensity of the content and the amount of questions depending on the class, and it is natural that there will be a difference in ability if this is 1~2 years. Ironically, "the upper class receives guidance and improves academic ability". While paying the same tuition fee, it can be said that the higher classes are much more profitable. No matter what happens, until the summer of the 6th grade (it will be different after the summer, but I will explain the contents in a blog at a later date), let's aim for the upper class and follow the cram school curriculum. Just by aiming to "follow the curriculum of a major junior high school entrance exam specialized cram school", it can be said that you are on the rail of the junior high school entrance exam for the time being, and you are getting a ticket for the junior high school entrance exam. There are parents who ask for private guidance and tutoring "after 6 years" with the idea that "if you do the past exam preparation early, you can get by without going to a cram school (even if you are not studying according to the cram school curriculum)!" Of course, it is a prerequisite for 6th grade students to prepare for past exams from an early stage, but this is only "preparation for past questions after studying the textbooks of major junior high school entrance exam specialized cram schools and acquiring some basics." That said, there are many parents who have worries such as "Parents are desperately trying to review cram school at home, but their grades are not improving!", "I want to quit already", "My child doesn't like cram school", "The cram school textbook is difficult and I lose motivation". Nevertheless, we recommend that you do not give up and continue to study the textbook according to the cram school curriculum. In order to do so, it is necessary to "deal with changes in children as soon as possible." It is important to deal with it immediately when you have more opportunities to hear comments from children such as "I don't understand cram school learning," "The cram school is not interesting," or "I don't want to do cram school textbooks anymore," or when their grades start to decline. The solution is "Reset the situation" The reason why learning according to the cram school curriculum starts to become negative is usually because you do not know what you are learning at the cram school, so find a helper who can assist you with the content of the cram school. Of course, one way is for parents to carefully explain the contents of the cram school and create many opportunities to "understand!", ・ Both the teacher and the teacher tend to be emotional at home ・ The teaching method of parents and cram school instructors is different, and children tend to be confused ・ Both cram school and home are busy studying, and there is no place for the child's feelings to ease and it becomes stressful It is not recommended because it is not recommended. If possible, entrust the guidance to others such as individual guidance and private tutors who will guide you according to the textbooks of major preparatory schools. Furthermore, if you are a cram school student, ask your instructor to prepare for the cram school. By preparing, I have been able to understand the unit I will learn at the cram school to some extent in advance. When I take a cram school class in this situation, I think, "I know this! It will lead to confidence and fun. If you feel a sense of crisis about the cram school, it is best to enlist the help of a professional helper who will teach you the contents of the cram school in advance. If you feel a little urgent, please "reset the situation" as soon as possible. Again, the first basic step for junior high school entrance exams is to continue studying in accordance with the curriculum of a major junior high school entrance examination cram school for two years. Language This page has been automatically translated. Please note that it may differ from the original contents.
Show AllTokyo junior high school entrance exams are finally starting!
- 2023January 25 -
"One week until the entrance exam! I don't know, but I can't calm down if I don't solve the problem! There may be students like that. In conclusion, even if you are learning at a cram school a problem that is difficult to solve on your own right now, it is almost never reflected in the entrance examination.(Unless the same question is asked...). However, this week is a week in which "whether or not you do a certain thing" greatly affects whether you pass or fail. That "being" is "image training" in the past questions of the school of your choice Let's talk specifically! 1. First, compare past questions from several years of the school of your choice and analyze the common points. (Of course, it is assumed that you have solved the past few years of the school of your choice) * Always make a mistake in the big question number * The big question number is a time-consuming question * Surprisingly, the big question number has a high percentage of correct answers for you * Never drop the big question number Let's find out the common points of past questions of the school of your choice for several years. 2. Next, decide in advance which problem to solve and which problem to discard. In order to do so, we will first calculate backwards from the minimum passing score of the school of your choice. For example, if the minimum passing score of the school of your choice is 60 points, you are sure to pass if you get 70 points ( 10 points). You don't need to get a perfect score at all to pass(I can't get a perfect score.) In other words, you don't have to answer all of the tests. "How to get 70 points!" This strategy can make the difference between passing or failing. This is where analysis 1 becomes important. * A major question that you will definitely earn points, such as "Never drop the big question number" * Please pick up the large questions that have a surprisingly high percentage of correct answers (compatible with you) and calculate the total score you have earned. "How many more points do you need up to 70?" This is where you plan a strategy in advance to earn the remaining points. For example, * If there is a tendency to "I can always do (1) for Question 3 and Question 4, but I run out of time because I can't do (2)", solve only (1) for Question 3.4 and discard (2) from the beginning. * If you tend to find that Question 6 is surprisingly easy at this school of choice, skip Question 6 and solve Question 6. * If "Question 5 is a problem that can always be solved if you have enough time", set aside the time required for Question 5 in advance. Develop such a strategy in advance and earn the remaining points. 3. Once you have set the problem to be solved, the last step is to allocate the time. Make sure to decide in advance how much time you will allocate for the problems you will solve. Question 1 is 0 minutes, and Question 2 is a little more 0 minutes because the content of the question is long. Even if you make a mistake, don't try to do it from question 1 to the end. 4. Decide on major questions that you should never solve Do not solve major questions that you have not solved on your own in the past few years. We must avoid entrance exams where time runs out of time to think about difficult questions, and we panic from impatience and end up unable to demonstrate our abilities. In order to pass the exam, you also need the courage not to take the plunge. 5 Once you have decided on 1~4, continue this image training every day for the remaining week. Parents should set the "start" and time and train the past questions they have already solved with this image many times. Even if elementary school students think they understand this strategy, they forget it because of nervousness on the day of the entrance exam. Train every day for a week and try to memorize it physically. Good luck. Dear readers, I sincerely wish everyone a good result. Language This page has been automatically translated. Please note that it may differ from the original contents.
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