How to eliminate children's exam stage fright

1, decompression method. In fact, the pressure on children does not come from schools and teachers, but from parents in many cases. What will happen if they fail in the exam? They also clean up the children and don't give them any spare money. This will put too much pressure on them. You need to tie the bell before the exam. Don't always remind children not to get stage fright in the examination room. In fact, your hint will only make them more stage fright. Therefore, don't always mention the exam before the exam, let alone let them give it.

2. Self-knowledge. The so-called self-knowledge means that parents must help their children understand their actual level and knowledge mastery level. For example, parents can ask their children's knowledge outline with some knowledge. Of course, try to make the exam as simple as possible before the exam, and the child will certainly do it. This is easy to do as long as they carefully coach their children's homework at ordinary times, so that parents can have a very clear understanding of themselves in front of their children and let them understand. I have mastered all the knowledge, and the exam is just a test of knowledge. As long as I finish what I know, I won't make up after the exam, which can greatly alleviate the problem of children's stage fright in the exam.

3, usually divert attention. The so-called attention shift means that children must relax. For example, when children can't concentrate on listening to the teacher's lecture, they can take the initiative to divert their attention, such as letting children look at the teacher's clothes and observing the teacher's posture. So that children's attention can be adjusted as the situation changes. This can also be a simple training for children at home, so that children can remind their own people repeatedly and form a habit, and naturally they can concentrate on the exam.

4. Let the children manage the time of the exam. Parents can buy some test papers for their children, arrange the rhythm of their children's problem-solving at home according to the situation, and reasonably allocate the time of their children's problem-solving projects according to the requirements considered. For example, if they don't know the problem, let them pass by until they finish the problem they will encounter, and then go back to see if they can remember the problem they don't know. If not, check whether those who do know the problem have made mistakes because of carelessness, so that the child can quickly enter the state.