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I had a student who was making D's and F's--freshman. His mother was upset and met with me. She was angry with him and with me. I guess he had done better in middle school. I told her he was being lazy and not focusing on what he was supposed to focus on. Together this is the plan we came up with:1. He was moved to the very front of the class; no more distractions from his buddies in the back of the room.2. He took notes. His mother made sure he read over his notes every night.3. I always did a review before a test. I practically GAVE the class what was going to be on the test. No one paid attention and their grades suffered. I made sure he paid attention during the review and his mother made sure he understood it when he got home.4. I told him to take his time during the test. Don't rush and then sit there and goof off while others need to concentrate.5. Do extra credit work and do it well. Sometimes I'd offer an extra credit project to students who wanted one but would not accept sloppy work. He did a very good report on the burial habits of ancient Egyptians--used his mother's collectible Barbie as a mummy, but made a beautiful sarcophagus.Sometimes, to make sure students were paying attention, I'd yell out "Twenty extra credit points to the person who can answer this question: _________________" ; points to be added to a homework assignment or a test grade; never to a final grade.6. Do homework. Follow instructions. If the teacher says to write the question, WRITE THE QUESTION. There is a reason behind that instruction.I was expecting him to go from a D to a B. But when I did the final grades for the semester, he had earned an A. And I looked at his other grades--they had gone to A's too. I was so happy, but his mother was 100 x happier!

Yes, with several significant caveats.First, I abhor grades. They are dumb. What exactly does “B+” mean about a kid? Does it mean they understand 88% of chemistry? Which 88%? And how well do they really understand it? So, if it were up to me, I’d abolish grades altogether. I think we’d be far better off with “Mastery”, “Developing”, and “Incomplete”, or “A”, “C”, “E” if you prefer. Essentially “This kid knows her stuff”, “This kid knows some stuff”, “This kid doesn’t know enough stuff”.So, why do I think everyone should pass if they show up and do their best? Because I don’t think we should have classes as you think of them. I’ve done a fair bit of curriculum writing over the years, and a recent anecdote might describe what I’m talking about.In Michigan (as in other states) most kids take Biology, Chemistry, Physics, if they’re on the “honors” track and “9th Grade Science”, “Biology”, “Chemistry” if they’re not. Or something similar. But what do we teach in those classes? I wrote a new 9th grade science course that would cover some intro to physics, some Earth science, and one unit from Biology (resource cycles, like the water cycle and the nitrogen cycle). This was done because we noticed that Biology was the most frequently failed course and we wanted to make that course a little less densely packed.So, what’s a “course”? Wouldn’t it be better to know that a kid really understands the nitrogen cycle than to say a kid passed “Biology”, but might have no idea what the nitrogen cycle is?Again, if it were me, I’d have report cards based entirely on proficiency and understanding of content and skills. Can this child balance equations? Can this child solve equations? Can this child write complex sentences? Can this child explain the rise of totalitarianism?We do this in elementary school all the time. And we often don’t give grades there, either - just “Good”, “Meh”, and “Nah”.The problem, of course, is that high school teachers have 5–6 times as many students as elementary school teachers. Grading for elementary school teachers often takes longer than it does for high school teachers, because this form of grading is more involved and far more time-consuming.But it’s also much better. It tells a kid what they’re good at and what they need work on. It helps parents help their kids.It would work this way in grades 6–12, too. It would also help colleges understand whether a kid is really good at a thing (lots of “GOOD” grades in specific areas) or just getting by. Right now, grades are so inflated and disconnected from knowledge that many colleges barely look at them.I would also remove arbitrary time restrictions as much as possible. Right now, if a kid takes “algebra” and gets a D-, that kid “passes” and never looks at the stuff again (in some cases). How much algebra does he know? Hardly any. And every day that goes by he knows less.In my scheme, that kid would learn “simplifying exponents” until he mastered it. Then, he’d move on to “solving simple equations” or whatever. You learn until you master, then you move on.This would result in no bad grades. Advanced kids would just have more grades. But everyone would get at least “Meh”. You could make a requirement for “Good” for the most important things in order to move on. Or, in other words, every kid could have straight A’s…some kids would just have more A’s than others.The cost and human capital needed to accomplish this is daunting. But our kids would be far better served than they are now. They deserve it, and we should work toward something far more uplifting than what we have now. All too frequently, a kid gets a D+ in math, thinks “I’m dumb” or “I’m bad at math” and gives up on it. In my scenario, that kid works as long as it takes to understand something, and then you can say, “You mastered this. You own it. That’s awesome.” There will still be disparities in outcome. But at least the kids who are performing lower than others are both learning something and not feeling like they’re stupid when they’re not.TL;DR - We shouldn’t give grades or have classes in the traditional sense. We should dismantle traditional schooling and reconstitute it in such a way that kids who show up and try will be supported until they master the content.

All the courses in 1–1 are easy and similar to JEE portion(although quite exhaustive).Scoring 9.5+ is not easy but can be achieved by hard and smart work.You don’t need to study like you did for JEE even with 70% of that effort you can achieve this feet. Just try to attend classes and not get distracted by the new found freedom.To do list in each course:-MEOW:Not that difficult a course if you liked mechanics during JEE preparation.Waves part(post midsem)is easier and is more scoring.Solve questions from the book and try to attend the tutorials .General Chemistry:Easy course if you liked chemistry specially Organic.Quantum chemistry is difficult to understand so just try to learn how to solve problems.I would suggest you to attend lectures for this course if you are weak in Organic.General biology:The lectures are interesting, try to make notes during the lectures, the exams generally involves application of concepts so make sure your concepts are clear.M 1-This course involves series,sequences and advanced calculus.Try solving questions from the text book,it will be sufficient.Go to the lectures to understand the concepts properly.Labs-Grading is very lenient in Physics and Biology labs.Just try to attend all labs. In Chemistry lab try to get marks in viva and work properly as marks are readily deducted for carelessness and grading is not that linient.Engineering Graphics-Try to learn AutoCad 2014 before coming to campus.Its not that the course is difficult but some people do not have good visualization skills (including me) and end up with a bad grade in this course.Technical Report Writing-Learn the format and write less.Workshop-Try to do well in the 3 unit shops, select the section wisely.