I currently teach four IGCSE students from RISS, as well as three from AIS. All four RISS students earned at least a B in this exam: one A and three Bs. They began with C, D, D, and F grades. They disliked studying and struggled to concentrate. My first task was to make Biology interesting. I drew plenty of pictures and helped them memorize important names while building interest. Reading the book reduced their concentration, so I did not read it aloud at all. I explained everything on the board and assigned questions after each section. After three months, everyone began earning at least Cs in Biology and Chemistry; by the fourth month, everyone had reached B or above. Now we are working through past papers, and because they have learned the content, they understand and follow the lessons well. Initially, concentration was so poor that I taught for an hour and gave a ten-minute break. Now, perhaps because they see progress ahead, they sound disappointed when class ends and say, “Let’s finish the rest, sir.” The younger the student, the more important the instructor’s role. Simply reading a textbook, using an ineffective method, or talking only about unrelated matters can drain a young student’s interest. Visual explanations help, as does giving them the experience of discovering that they can solve questions. To teach that way, I need to know the textbook content thoroughly. With back-to-back lessons lately, I often teach without looking at the book first. I write the explanation on the board, then check the book at the end and quietly add anything missing. Haha. The moment I stop to turn pages, eyes wander and heads droop. I therefore consult the book at the end or glance through it while still speaking, to maintain concentration. My real goal with younger students is to become a teacher who makes studying interesting. I need to keep working hard.