Why can t students score 100? What advice do you have for teachers? 40

It is not so difficult to score 90 or even 95 points in a paper, but it is very difficult to get from 95 to 100. Because this is not only a test of how much knowledge the student has mastered, but also related to whether the student's character is careful and the emotional state at that time. This is also the reason why it is difficult for students to score 100 points.

As for giving advice to teachers, it is mainly to remind students of the precautions in normal classes, as well as the points that are more prone to mistakes, plus the training of students' thinking and writing format during class. I believe that after a long period of exercise, the carelessness of students will gradually improve, and there will be more people who take the 100 test.

Look at what kind of question it is, if it's simple, 100 is OK, but if it's a little harder, the probability will be small, don't be too demanding, that will only have a bad effect, according to the specific problems of the students, start from their actual situation, don't be too demanding, this will be better, teach them with a caring heart, I think that will have a better effect, not just a 100-point problem, at that time, you will gain more than 100 points

It is necessary to strengthen more supplemental guidance, like most of the current teachers only pay attention to some good students, and those middle and lower class students do not pay attention

Either they won't do it, or they're careless.

If it's good, please agree.

Can a teacher score 100 points on each test? Don't take this 100 points to the main student, that's my advice to the teacher.

Just give you a paper, who can take a hundred exams

It's lol teach them more of your xj in class in the future

What is individualized education?

The so-called teaching according to aptitude means that teachers start from the practice of students, so that the depth, breadth and progress of teaching are suitable for students' academic level and bearing ability, and at the same time think about the personality characteristics and personality differences of students, so that everyone's talents and behaviors can be carried out in the best way. Confucius was the first teacher to teach students according to their aptitude, first of all, he had a full understanding of students, and was able to teach students according to their aptitude, so that students could make the best use of their talents and make progress. Today's teachers are also actively using this teaching method to understand students' expertise and guide students to discover their own interests and talents to learn, so that their talents can be harvested and improved more efficiently.

Teach students according to their aptitude.

1. Differentiated teaching.

Understanding the individual characteristics of students is the foundation for teaching students according to their aptitude. Teachers should understand the characteristics of each student's moral, intellectual, and physical development, the status and results of learning in each subject, what are their interests, preferences, strengths, and lacks, and then teach them purposefully and appropriately. For students who are not responding to the problem, we should encourage them to actively stop thinking about it, and have the courage to answer questions and stop arguing; For students with strong talents and sloppy attitudes, give them a little more difficult homework and sternly ask them to pay attention to the icing on the cake; For students who are incoherent in their verbal expressions, they should be asked to repeat and speak in class to restrain their deficiencies. For students who are not attentive and inattentive in their studies, more hints, prompts and questions should be asked to cultivate their self-control ability; Students with poor visual and hearing skills should take care of them to sit in a suitable **; For students who feel that their studies are very easy or difficult, individual tutoring should be strengthened, some "small stoves" should be given to those with strong talents, more schoolwork, and special assistance or make-up classes should be given to those who are difficult.

2. Take abundant development.

In the current class, the focus is on the whole class, and it is often difficult to take care of the characteristics of the students by walking in unison, which limits the development of many students' talents. The development of modern science and technology and the intensification of international competition in various fields have all required schools to pay attention to cultivating people with special talents from an early age. Therefore, modern teaching should pay attention to the best and adopt some special measures or systems to ensure that talents are produced early and quickly.

For example, for students with special talents, teachers or external experts in relevant disciplines are requested to stop special guidance and training, and let them participate in some relevant extracurricular groups, extracurricular activities, and related competitions; Conduct a trial of class-based teaching according to merit in schools where conditions permit; Offering elective courses to cater for students' tastes and preferences; Students with excellent results are allowed to skip grades, so that their talents can be fully developed.

I believe that teachers should develop different educational programs according to each student's personality and learning style, so that each child can learn better.

I believe that the teacher should have a deep conversation with each student and develop a teaching plan according to their personality.

Teachers should take the initiative to care about students' every move, and they should also choose educational methods that are appropriate for students. It is necessary to put students at the center and have some teacher-student interaction. It is also necessary to give some encouragement to students and give them some self-confidence.

Teachers must understand their students, know the characteristics of students, teach students according to their aptitude, and cultivate students' interests.

A teacher may have to teach hundreds of students in school, and these students' grades are good and bad, some students can be at the top of every exam, but there are also some children who are always at the end of the crane, in fact, this is a relatively normal phenomenon, it is impossible for all students to be top students. Some of the students taught by a teacher scored 100 points and some scored 30 points, so why is this happening?

A teacher has to teach many students in his life, and some of these students rank very well in the class, but some students are very poor, which is not only the reason for the teacher's teaching level, but also the students themselves have some reasons. Those students who study well may be very eager to learn and love learning, so they are particularly motivated when studying, but those students who do not do well may be because they don't care about learning, they feel that learning is boring, so they want to do what they like to do, but they are forced to be bound by parents and teachers in the classroom, resulting in them are always very passive when learning, so it is difficult for passive learning to learn well. Some children's learning methods are very good and suitable for themselves, but some children do not know how to find a suitable learning method even if they have studied for many years, and always blindly follow other people's methods, resulting in these methods not suitable for themselves at all, so that their grades are not always good.

Some students can score 100 points, some can score 30 points, not only the reasons of the students themselves and the reasons of the teachers, but also the reasons of the parents, if the child returns home and then quietly search for nothing, do not write homework, go directly to play mobile phones to watch TV, parents are indifferent, then this kind of education will also make a child's learning very poor, can not let the child develop a good learning habits, so the results are relatively poor.

Because each student's IQ is different, they have a different acceptance of the knowledge imparted by the teacher, so their grades are not the same as the impurity of the bridge.

Because some children have poor comprehension skills, they do not listen carefully in class, so there is such a big gap.

Because of the efficiency of the students' lectures, the individual qualifications of the students are different.

Why does the same teacher teach, some students score 100 points, and some students score 20 points?

There are many factors related to student achievement, not only the teacher's teaching, but also the student's performance has a lot to do with the student's individual student, even the same teacher will teach different students.

1. Students have different levels of concentration. Some students listen to the lectures very carefully and have a high concentration ability, and he can write down the knowledge points mentioned by the teacher, and he will also take good notes. Some students are easily distracted during class, and they are in a state of fugue and will barely remember until the teacher repeatedly reminds them to take notes.

There are really many such students, and some students don't even take any notes in class, and their books are clean. When asked, he remembered everything, but in fact, when he took the real exam, he forgot all this knowledge. A good memory is better than a bad pen.

Students who never take notes have a short-lived memory, and if they don't review it in time after class, they will almost not be able to remember the knowledge.

Second, timely review after class, students pay different attention. Some students listen to the teacher, memorize the teacher's instructions, review them in time after class, and review them three to four times a day. And some students don't review after class, so many knowledge points will not be remembered.

3. Students' ability to judge and accept knowledge is different. Some students learn it after the teacher talks it once or twice, and they can use it and learn to draw inferences from one another. And some students still can't remember what their teachers have said many times.

My daughter always told me when she came back from school, Mom, there are people in our class who stayed today, why, because the teacher told him twice in class, he still can't, he still did something wrong. So the teacher has to leave him and talk to him twice, which is the difference in the child's receptivity.

Fourth, a child's study habits have a lot to do with his grades. A good study habit should be to preview in advance before class, listen to the teacher's class with questions, listen attentively in class, solve problems you don't understand in time, review in time after class, and solidify the knowledge you have learned. And if the children with poor study habits do not dig filial piety before class, do not preview before class, and do not review after class, the memory of the knowledge received in the classroom alone is very short, and it is naturally impossible to get good results in the exam.

In addition, students' grades are also related to their parents' education, and are also influenced by the home learning environment, and many other aspects. Therefore, there is naturally a difference in student achievement.

Answer: This may be due to the teacher's lack of clarity or subjectivity in the teacher's grading criteria. Rewards for test scores should be based on unbiased grading criteria rather than subjective personal preference.

If the child's grades meet the grading criteria, then the teacher should reward and recognize them accordingly.

Explanation: The teacher's grading criteria should be clear, transparent, and should match the student's learning goals and course requirements. If there is personal subjectivity in grading, it will have a negative impact on students' motivation and motivation.

In addition, the teacher should explain the grading criteria and the general grades to the students after grading so that the students understand their weaknesses and areas for improvement.

Outreach: Model parents and students can communicate with teachers and ask about their grading criteria and reward policies. If a child's grades meet the standards but are still not rewarded or recognized, parents can communicate with school administrators to request a more fair and transparent grading and reward policy.

This situation may be due to the fact that the teacher does not set the reward mechanism or does not implement the reward mechanism fairly and impartially. If the teacher doesn't set a reward system, then there may be a situation where some children get good grades but don't get rewards. If the teacher sets the reward system but does not implement it fairly and impartially, then there may be a situation where some children get good grades but are not rewarded, while others are rewarded for poor grades.

The solution to this situation is for the teacher to set a fair and just reward system, and implement it strictly according to the rules and not to favor any student. At the same time, parents can also communicate with teachers to understand the specific details of the reward mechanism and how to reward their children's academic performance, so as to better support their children's learning.

There may have been cases where the reward system was unfair, with only high scores valued over other grades. This practice is not only detrimental to the holistic development of children, but also counterproductive. We need to establish a scientific and reasonable reward and punishment system, pay attention to the progress and efforts of each child, and give appropriate rewards or incentives according to the actual performance of children.

In addition, parents and teachers should actively convey the right values, let children know the importance of hard work and progress, and let every child feel fair and equal. A healthy reward and punishment system and positive values can better promote children's all-round development and growth.

In the education system, rewards and punishments are seen as a way to motivate students to learn. However, the criteria and methods of rewards may vary depending on the school, subject, teacher, and other factors. This can lead to some students feeling unfair because they think they have achieved good grades but are not being rewarded as they deserve.

In this case, parents and students may choose to communicate with the teacher to find out why other students were rewarded and they were not. This could be because the teacher's reward criteria are not clear enough, or because other students are doing better in other areas, such as class participation, extracurricular activities, etc. Parents and students should look at this situation rationally, not rush to achieve results, and not easily think that they have been sent to the state to be treated unfairly.

The most important thing is that students should have a clear understanding of their learning goals and strive to improve their academic performance, rather than just studying for the sake of being rewarded. Students should see the value of learning in itself, not just the external rewards.