Old Quant Chapters Disappear From Your Brain? Do THIS to Remember Everything! Aashish Arora

Main ideas / lessons conveyed

• Problem: Learners read and work regularly, but after a few days their chapters start fading—they feel they’ve forgotten what they studied.
  • Examples mentioned include Arithmetic topics like percentage, ratio, proportion, mixture/alligation, profit-loss, SICI/time and work.
• Core claim: This “forgetting” issue is solvable easily, but it requires:
  • seriousness/commitment to solving the problem
  • applying a structured revision method
  • continued practice with new questions, so thinking doesn’t get “locked” into one familiar pattern/language

Methodology / instructions (structured checklist-style)

1) Commitment step (prerequisite)

• Decide and be serious: “I am serious about solving this problem.”
• Commit to following what the speaker explains during the video.

2) Use a “three revisions” approach for each Arithmetic chapter

• To memorize a chapter well—especially Arithmetic—do minimum 3 revisions.
• The goal is to prevent chapters from becoming “blurred” in your mind.

3) Revision sourcing rule (consistency)

• During revision, use the same source repeatedly:
  • revise from your notes or from the annotated/marked PDF
• Important constraint: Don’t switch sources mid-way during the three revisions—revise from the same type of material each time.

4) Don’t leave a long gap between revisions (the “10-day rule”)

• Ensure there is no gap of ~10 days where you don’t read/revise that chapter.
• Logic: while moving forward with new chapters, plan revision time so older chapters don’t lapse.

5) Make a 15–20 day revision schedule while continuing new study

• While progressing through the syllabus:
  • create a revision schedule for the next 15–20 days
  • set aside time specifically for revision
• Live classes are handled by the teacher; the learner should:
  • attend live classes
  • follow the teacher’s guidance on how to attend

6) Revise in small portions if you’re also doing other work

• Revising an entire chapter at once can be hard alongside ongoing tasks.
• Instruction:
  • divide the chapter into small portions (example: percentage)
  • for revising an entire chapter, split further—for percentage topics:
    • divide percentage into four parts
    • revise each part sequentially:
      1. percentage
      2. then ratio
      3. then subsequent subtopics (as applicable)

7) Daily time allocation for revision

• Revise in small daily segments, aiming for about:
  • 30 minutes to 45 minutes to 1 hour per day (as feasible)
• The key is to sit every day and revise even a small portion.

8) Timing after the third revision

• After completing three revisions, the 10-day rule is said to become less relevant.
• Then you can focus on long-run progression and completing the syllabus, with revision continuing appropriately after.

9) Expected efficiency improvement across revisions

• Claimed benefit:
  • 1st revision: ~3 hours
  • 2nd revision: ~2 hours
  • subsequent revisions: time reduces further (down to about 1/2 hour, then faster)
• Result claim:
  • With enough revisions, some students can revise the whole Arithmetic near exam time in 1–2 days.

10) Continue extra-question practice alongside revision

• Revision alone is not enough.
• Keep practicing new/exam-style questions from:
  • checklist
  • magazine
  • quiz / target batch
  • mock tests
• Why: without new-question practice, the mind gets “locked” into standard/question-type patterns. You may recognize similar language but fail when wording/asking style changes.

11) Avoid getting trapped by examiner language

• Even when concepts are understood, examiners can trap students through different question wording.
• Prevent this by practicing varied question types so you become flexible in interpreting different language.

12) Follow a plan for the next 20–25 days

• The speaker advises:
  • sit today
  • create a proper practice schedule for 20–25 days
  • follow it strictly
• End goal: consistent revision + continued question practice = improvement and better retention.

Speakers / sources featured

• Aashish Arora (main instructor/speaker)
• A student named “Avinash” (mentioned as a real example/testimonial)
• SBI (mentioned in context that Avinash became a clerk; not presented as a direct speaking source)