Parents usually expect a trial class before hiring a tutor.

Regardless of whether the family is wealthy or not, parents usually hope for a trial lesson before hiring a tutor.

For me, when doing anything, if I have a plan in mind, it will go more smoothly. Therefore, before the trial lesson, I would first ask the parents: which school does the student attend? How are his/her grades in class? Is he/she taking any tutoring classes? Where? What has been taught so far in school? Which version of the textbook is being used? Is the student better at liberal arts subjects? Or are all subjects generally weak... In this way, before meeting the student, I can roughly choose the content for the trial lesson based on the student's ability.

I will pick some topics from what he/she has already learned to review, and also select some new content to teach. Teaching him/her things he/she has learned is to show the difference between me and the school teacher. Teaching new content is to let him/her know whether my teaching style makes it easier for him/her to understand new concepts. During the trial lesson, for students who are stronger in liberal arts but weaker in comprehension, I will emphasize methods of memorizing formulas and demonstrate step-by-step usage techniques mechanically. For students with strong comprehension skills but poor math concepts, I will use my skills in explaining and imagining to help the student "experience" and "understand" the essence of "theorems", thus providing clear direction and knowing how to apply them.

For those students who already have good grades and just want to pursue excellence or learn some special techniques, I will first select or design a question to let him/her try out, but the question must be difficult enough to challenge him/her. When he/she is about to give up, I will give some hints and let him/her think again. When he/she no longer wants to think about this question, I will solve the problem using basic methods and explain how to interpret clues and analyze questions during the process, thereby solving the problem!

My purpose is not to give the student a sense of failure, but to show my teaching methods while letting the student know that mathematics is not just about formulas, theorems, and techniques; the foundation is the most important.

It sounds easy, but these trial lesson contents still require preparation beforehand. You must pick out the places where students are likely to feel confused within this scope, recall the problems you encountered when learning in the past, and the issues that arose with students you have taught before, and think deeply. If the student I encounter has almost no foundation, how do I explain it to him/her. If the student's learning is not good but has some foundation, how can I teach. If the student's level is good, you cannot only talk about the basics, but need to focus on possible applications and extensions here to expand. The same content must have different explanations corresponding to students of various levels, which is what Confucius referred to as "teaching according to the aptitude of the student"!

If one can truly implement this timeless principle thoroughly, it is the most common teaching method!

Unless otherwise noted, the articles are all original contributions by Zeshi.com and its members! Please indicate the source when reprinting, thank you.

Article address: http://www.zeshiwang.com/article_detail/bd0fbf2a3593c47f013599d86b3e0141.htm