Not looking at grades as a way to judge your son can change the dynamic in how you relate to him. When talking about report cards, often the problems (47) from the emotion behind the conversation. The stakes are high: grades are a big factor in (48) which colleges your son will be able to get into down the road. But looking at grades from a (49) perspective and measuring them to a goal you have in mind tends to cause (50) . Once a parent or student’s emotion becomes (51) combined with grades, trying to change those grades becomes harder for the student. Not only does he have to do extra studying, he now has to work through the emotion (52) to the grades too. In reality, grades aren’t judging a person’s aptitude; they are merely feedback. Sure, they provide (53) feedback on how well your academic system is working. But instead of looking at the grade and feeling good or bad about it, look at the system that produced the grade and (54) on how to improve it. Did your son get the D because he didn’t turn in his homework assignments on time, or he received bad test results, or both If homework is the issue, look at creating a system for him to keep better (55) of assignments. If it’s testing, look into getting him a tutor or enforcing a strict study time. If you approach the grade as feedback and leave out the emotional judging, it’s much easier to craft a (56) to the problem. A. arise B. attached C. boom D. determining E. habitually F. interfering G. inherently H) focus I) judgmental J) objective K) positive L)solution M) tension N) track O) vision