I am a teacher,and I find that many kids cannot do basic things anymoreHow can I do to solve this problem

Explanation 1 — Identify the specific “basic things” - Why: You cannot fix what you cannot measure. Naming skills turns vague complaints into teachable targets. - Example: Instead of “kids can’t do math,” note “students cannot add two-digit numbers without regrouping.” That lets you plan a focussed lesson on regrouping. Explanation 2 — Diagnose causes briefly - Why: Different causes need different fixes (practice vs. instruction vs. support). - Example: If handwriting is poor because of weak fine motor control, an occupational-therapy activity helps more than extra copywork. Explanation 3 — Teach explicitly and break tasks down - Why: Many students never got clear step-by-step modeling; breaking tasks reduces cognitive load and builds competence. - Example: Teach “tying shoes” by demonstrating each loop and saying the steps aloud, then guiding the student’s hands before expecting independence. Explanation 4 — Build routine, repetition, and distributed practice - Why: Skill acquisition requires spaced, repeated practice to move a skill from effortful to automatic. - Example: Five minutes of daily timed reading aloud improves fluency faster than one 30‑minute weekly session. Explanation 5 — Use mastery learning and formative feedback - Why: Immediate, specific feedback corrects errors before they become habits and ensures true mastery. - Example: During math fact practice, correct misunderstandings on the spot and let students retry until they get a set number correct. Explanation 6 — Make tasks relevant and motivating - Why: Motivation increases time-on-task and effort, which are necessary for skill growth. - Example: Use students’ interests (sports stats, game scores) to teach arithmetic operations. Explanation 7 — Teach executive skills and self-regulation - Why: Many “basic failures” are actually planning, memory, or attention problems; teaching strategies empowers students to manage tasks. - Example: Teach a 3‑step planning checklist (read task → list steps → set timer) before independent work. Explanation 8 — Differentiate and provide targeted interventions - Why: Students differ in readiness; small-group or one-to-one instruction accelerates learning where whole-class lessons don’t. - Example: A focused 10‑minute small-group session on place-value for students who missed that concept. Explanation 9 — Reduce cognitive load and distractions - Why: Overloading working memory impairs performance; simplifying input helps learning. - Example: Give two instructions at a time and post a visual schedule so students don’t rely on memory alone. Explanation 10 — Involve families and build practice opportunities - Why: Reinforcement outside school multiplies learning opportunities and consistency. - Example: Send home a one‑page checklist for practicing morning routines or a 5‑minute math game. Explanation 11 — Track progress and adjust - Why: Ongoing measurement tells you what’s working and when to change tactics. - Example: A weekly timed reading passage shows fluency gains or plateaus, guiding next steps. Explanation 12 — Collaborate and seek support - Why: Specialists provide assessments and strategies for persistent or complex issues beyond classroom techniques. - Example: Refer for an occupational-therapy screening when multiple students struggle with fine motor tasks. If you name two or three concrete skills you see most often, I’ll produce one short, concrete lesson plan for each. Selected examples were chosen to show how each principle applies directly in day‑to‑day classroom situations and to illustrate simple, actionable responses teachers can use immediately. References: Rosenshine (2012); Hattie (2009); Diamond (2013).