1. Eliminate negative evaluative statements from your speech. Such phrases in no way stimulate the mental activity of the child, but significantly worsen his emotional state. As a rule, they are pronounced under the influence of the emotions of irritation, resentment, neglect, fear, anger, and sometimes hatred accumulated during the lessons. If you decide to help the child, leave all your affairs and worries for a predetermined time. Otherwise, a situation arises where the prospect of doing a more attractive job leads to the fact that the adult becomes sorry for "wasting precious time" teaching the child ("I would have done it this time"), and as a result, offensive (and by no means conducive increase mental activity) the words: ""Well, couldn't it be done right the first time", ""This is wrong, think again!"""
2. Sometimes adults in communication with a child use phrases such as: “You just don’t want to think!”, “You are very inattentive” or “If you try so hard, you will never get anything but a deuce!” These are the so-called formulas of direct suggestion, which can be recognized by the words often used in them: “always”, “never”, “again”, “all the time”, “always”. "forever". Sometimes they contain negative characteristics of the child: "You are inattentive", "You are lazy", "You are a whiner", although they themselves forget how they wrote their homework and how they turned to the paper writer, so as not to write themselves, then you need to understand the child.Parents can also show the child his unattractive (due to today's failures in school) future.Of course, such phrases should, if possible, be excluded from the parent's repertoire of communication with the child.
3. If a child has made a mistake, then an adult should help him find and correct it. Your goal is to make the task easier for the child, build him such a new mini-task that he can complete, and help him understand the cause of the error. For example, if a child adds 27 and 15 to get 32, you ask him, "What is 17 and 15?" Having received the answer in the new problem - 32, the child stumbles upon a contradiction: 15 is added to different numbers, and the answer is the same! So it leads him to find the error."