To be honest, I am quite dismayed by the results my students got for the 2007 GCE O level Mathematics. A 50% distinction rate is the worse I ever got. Granted I tutored most of them for only half a year but I had tutored students who improved much more in the same time interval. The norm of D7 to B3 in 6mths is unacceptable.
Simply because I played it too risky by asking only for 75%. For most of them, one more correct question would mean an A2.
In addition, I allowed them to chose not to be tutored in most of the topics in E Maths. B3 in E Maths is downright disgusting when you do twice as much mathematics as some of your competitors who does only E Maths.
End of story.
I won't let it happen again. So forgive me if you get bored of the increased dosage of stock and secondary questions I want you to do.
And what you may deem unnecessary testing of the easy e maths topics. And the paper practice which I will also demand.
The period from June onward... the lessons will 45min "check and correct the papers you done outside tuition time", 15mins Geometric Proofs (Because I can't find a sequence and we should thus rely on good old repetitions), 1 hour E Maths. This apply to everyone who started before mid year.
Especially if you started in Sec 3, I tolerated the just passes and B3s in up to the mid year examination to keep the stress off you (I consider myself damned brave to risk your parents being unhappy and the off chance that you would have a damned tough school exams who will cause you to fail... luckily none did fail any examinations).
But now it is time to be serious. Not for me but for yourselves. Memorising is boring. Which is why I closed one eye in Sec 3. But not for the Prelims and O levels ok? You memorise the core sequences, show your flexibilty on secondary and tough questions ok? Showing flexibilty by not memorising the core questions is like not memorising which buses stop outside your school.
