REMEDIAL INSTRUCTION: LESSON

ORGANIZATION AND MANAGEMENT 2

OBJECTIVES
S
1. Identify pupils’ learning difficulties
2. Identify the objectives of remedial instruction
3. Discuss the principles that would help pupils with learning
difficulties
4. Analyze the processes involved in remedial instruction
5. Explain the principles in planning and carrying out a
Remedial Teaching program
6. Explain criteria in preparing Remedial materials

A. CHARACTERISTICS OF LEARNING AMONG PUPILS WITH LEARNING

DIFFICULTIES

1. Pupils under IRTP usually have one or more than one of the following learning
difficulties:

 poor memory
 short attention span and are easily distracted by other things
 relatively poor comprehensive power
 lack of learning motivation
 lack of self-confidence and relatively low self-expectation
 weak in problem-solving power
 fail to grasp information effectively and mix things up easily
 have difficulty in understanding new/abstract concepts
 fail to transfer knowledge to the related learning areas appropriately
 need more time to complete assignments or tasks

2. Apart from various learning difficulties, pupils may have different abilities and
styles of learning. Some are better in visual learning while others are more
competent in audio learning. Certain pupils have to learn through sense of touch or
practical experiences. Remedial teachers, therefore, should design diversified
teaching activities and adopt various teaching methods to help students develop their
potential and remove the obstacles in learning.

Page | 2
B. OBJECTIVES OF REMEDIAL INSTRUCTION

1. Each pupil is different in terms of learning ability, academic standards, classroom

learning and academic performance, and each has his own in learning. The aim of IRTP is to
provide learning support to pupils who lag far behind their counterparts in school
performance. By adapting school curricula and teaching strategies, teachers can provide
learning activities and practical experiences to students according to their abilities and needs.
They can also design individualized educational program with intensive remedial support to
help pupils consolidate their basic knowledge in different subjects, master the learning
methods, strengthen their confidence and enhance the effectiveness of learning.

2. Throughout the teaching process, teachers should provide systematic training to

develop pupils' generic skills, including interpersonal relationship, communication, problem-
solving, self-management, self-learning, independent thinking, creativity and the use of
information technology. Such training can lay the foundation for pupils' life-long learning,
help them develop positive attitudes and values, as well as prepare them for future studies and
career.

C. PRINCIPLES OF HELPING PUPILS WITH LEARNING DIFFICULTIES

1. Teaching preparation

Before preparing for their lessons, remedial teachers should identify pupils' diverse
learning needs as soon as possible so that they may design appropriate teaching plans to
facilitate pupils' effective learning.

2. Devise various learning activities

Since pupils have different characteristics in learning, teachers must devise different
learning activities with the same teaching objective to develop pupils' varied abilities and
skills in problem solving. It is more effective for teachers to adopt a series of relevant and
simple teaching activities than assigning one long teaching activity since pupils may acquire
the required knowledge and skills through diversified activities.

3. Design meaningful learning situations

Remedial teachers should specifically design meaningful learning situations, language

environments (especially for English subject), games or activities so as to provide personal
learning experiences for pupils and stimulate their interest and initiative in learning.

4. Teaching approaches

Teachers should give concrete examples before proceeding to abstract concepts by

way of simple and easy steps at a pace in line with the learning abilities of students. Teachers
may teach new concepts from different perspectives by various approaches so that pupils can
grasp the ideas through meaningful and repeated illustrations. Teachers should encourage

Page | 3
pupils' active participation by more frequent use of teaching aids, games and activities. They
can also make use of information technology and all the teaching resources available to help
pupils understand the main points.

5. Provide clear instructions

Pupils with learning difficulties are less competent in understanding written language.
Therefore, remedial teachers should give pupils short and clear instructions to avoid
confusion. They must explain clearly the arrangement of each learning activity. If necessary,
they may ask pupils to repeat the steps of activities so that every pupil may understand the
instructions.

6. Summarize the main points

At the course of teaching, teachers should always sum up the main points in teaching
and write the key phrases on the board to enhance pupils' audio and visual memories.
Teachers can guide their pupils to link up the knowledge they learn from class with their life
experiences so as to enhance the effectiveness of learning. Besides, guiding pupils to repeat
the main points in verbal or written form is also an effective way of learning.

7. Enhance learning interest and motivation

Suffering from frequent frustrations in their work, pupils with learning difficulties
may gradually lose their interest in learning. Therefore, teachers should adapt the curriculum
to meet the needs of pupils. With less pupils in the IRTP, teachers can design interesting
activities coupled with reward scheme to stimulate pupils' interest. It is most important to
help pupils overcome their learning difficulties so that they may gain a sense of achievement
and recover their confidence and interest in learning.

8. Encourage pupils' active participation in class activities

Pupils with learning difficulties usually lack self-confidence and are more passive in
class. They seldom ask questions or express their views. Remedial teachers should patiently
encourage active participation in class. Pleasurable learning experiences may help enhance
pupils' interest in learning.

9. Focus on the learning process

Teaching should not only focus on the transmission of knowledge. It is also important
to see that pupils are benefited from the entire learning process. Teachers should provide
ample opportunities in class for pupils to practice and think what they have learnt, and allow
them to solve problems by different means. Teachers should also carefully observe the
performances of pupils and give them appropriate assistance, feedback and encouragement so
as to help them acquire the learning skills, solve their problems and understand their own
capability, thus enhancing self-confidence and improving their learning skills.

Page | 4
 10. Show concern for the performances of individual pupils

Pupils may encounter different problems in their studies, therefore, teachers should
carefully observe the learning process of individual pupils in class. Whenever necessary, they
should provide individualized remedial teaching before and after class, during recess or
lunchtime, so that they can remove their learning obstacles as soon as possible. When
marking assignments, teachers should take note of the common errors of pupils and deliver
the correct concepts and knowledge to them promptly.

D. THE PROCESS OF REMEDIAL TEACHING

A remedial program primarily helps students address language skills deficits by

helping them acquire self-confidence to face their own weakness and overcome these through
the acquisition of self-help strategies. A thorough assessment must be conducted before
organizing a remedial program, while consistent monitoring is imperative in managing the
program.

Below are general instructional guidelines that should be considered (Strickland, 1998
cited in Gunning, 2003 and in Vacca, Vacca, and Gove, 1991).

1. Instruction is systematic when it is planned, deliberate in application, and proceeds in

an orderly manner. This does not mean a rigid progression of one-size-fits-all
teaching.
2. 2. Intensive instruction on any particular skill or strategy should be based on need.
Thus, intensity will vary both with individuals and groups.
3. There is no substitute for ongoing documentation and monitoring of learning to
determine the order in which skills should be addressed and the level of intensity
required to help a child or group of children succeed in a particular area.
4. To track specific goals and objectives within an integrated language-arts framework,
teachers must know the instructional objectives their curriculum requires at the grade
or year level they teach.

A. Organization

In organizing a remedial program, one must consider the following factors:

Page | 5
1. Curriculum

DEFINITION:

a. base goals and standards for language learning on theory and research.
b. Relate teacher beliefs and knowledge about instruction to research.
c. Organize the curriculum framework so that it is usable.
d. Select materials that facilitate accomplishment of school goals.

Page | 6
 2. Instruction

DEFINITION:

a. The program must identify instructional strategies and activities for learners.
b. Instruction must be based upon what we know about the effective teaching of
language skills.
c. Those involved in designing or selecting instructional activities need to consider
the variables that contribute to success in language learning, given its interactive
and constructive nature.
d. Time must be provided in the classroom for practice.
e. Composing should be an integral part of the program.
f. Students should be given opportunities to become independent and self-monitor
their progress.
g. The climate in a school must be conducive to the development of students.
h. The school must develop an organizational structure that meets individual needs
of students.
i. The program must provide for coordination among all language programs offered
in the school.

3. Assessment

DEFINITION:

Page | 7
 a. Use assessment to guide instruction.
b. Develop scoring guides and rubrics.
c. Seek alignment among various layers of assessment.

B. Management

School-based remedial sessions tend to involve 3 to 10 learners, and typically last

between 30-50 minutes, depending on whether they are in the elementary or secondary level.
A plan to maximize the utilization of that time should be a high priority. To ensure that the
program is effective, one must consider the six component of an ideal remedial program
(Manzo & Manzo, 1993). These principles may also be applicable in remediation for other
skills aside from reading.

1. The Orientation Component. This provides continuity and focus to the remedial
session. It may be an engaging question or statement related to local or national news,
or even school life. It must focus on structured routines, materials, equipment, venue,
people involved, and the objective of the program.

The colleges should require students testing into remedial/developmental courses to

complete an orientation that is scheduled before the start of classes. This orientation
should include an introduction to developmental education, an introduction of
remedial/developmental education faculty, counselors and student leaders (tutors,
mentors, peer leaders), and a tour of the available learning support resources on
campus. Doubly deficient students should be required to enroll in a Human
Development course designed to assist students in identifying their career and
educational goals, personal strengths, college resources and service. In addition, it
should focus on helping students to develop effective time management, decision
making, and study skills strategies.

Page | 8
2. Direct Instruction Component. This is the instructional heart of the remedial session.
It should never be traded away, even for one period, without some compelling reason.

Direct Instruction is a method that is specifically designed to enhance academic

learning time. Direct instruction does not assume that students will develop insights
on their own. Instead, direct instruction takes learners through the steps of learning
systematically, helping them see both the purpose and the result of each step. When
teachers explain exactly what students are expected to learn, and demonstrate the
steps needed to accomplish a particular academic task, students are likely to use their
time more effectively and to learn more.

The basic components of direct instruction are: Setting clear goals for students and
making sure they understand these goals. Presenting a sequence of well-organized
assignments. Giving students clear, concise explanations and illustrations of the
subject matter. Asking frequent questions to see if the students understand the work.
Giving students frequent opportunities to practice what they have learned.

Not all topics are amenable to direct instruction. Indeed, even within a single grade
level or subject area it is possible that some learners will profit from direct instruction,
while others will profit from a less direct approach to instruction (Cole et al, 1993).
Direct instruction has proved especially effective in teaching basic skills (such as
reading and math) and skills that are fundamental to more complex activities (such as
basic study skills or the prerequisite skills for long division). Direct instruction is not
as likely to be useful for teaching less structured topics, such as English composition
or discussion of social issues. An excellent discussion of direct instruction can be
found in Rosenshine (1986).

3. Reinforcement and Extension Component. This period of time ideally should build on
the direct instructional period and be spent in empowered reading, writing, and
discussion of what was read. Writing activities may vary from simply listing key
words to summarizing and reacting.

4. Schema-Enhancement Component. This unit of time should be spent in building a

knowledge base for further reading and independent thinking. It is an ideal time to
teach study skills such as outlining, note taking, and memory training. Ideally, it
should flow or precede Component 3.

5. Personal-Emotional Growth Development. There is little learning of consequence that

can occur without the learner involvement and anticipation of personal progress.

6. Cognitive Development Component. This component should contain an attempt to

enhance basic thinking operation such as: inference, abstract verbal reasoning,
analogical reasoning, constructive-critical/creative reading, convergent and divergent
analysis, problem-solving and metacognition.

Page | 9
 The flowchart in the next page may serve as a reference for teachers in the delivery of
collaborative teaching or individual teaching.

Page | 10
E. CURRICULUM ADAPTATION

1. Remedial teachers should adapt the curriculum to accommodate the learning

characteristics and abilities of pupils. They should set some teaching objectives
which are easy to achieve to ensure that pupils may acquire the knowledge as desired
after the completion of each module.

2. Teaching should not be directed by textbooks which should not be taken as the
school curriculum. There is no need to cover all the contents in the textbooks as well.
Schools can classify the teaching content into core and non-core learning aspects
according to the teaching objectives and pupils’ abilities. Core learning aspects
require in-depth studies and application whereas materials in the non-core or
advanced learning aspects may be streamlined or appropriately selected for teaching.
3. Teachers are encouraged to adopt recommendations on cross-curricular teaching by
linking up related teaching areas flexibly so that more time can be spared for
effective activities and learning.

4. Teachers should make good use of all teaching materials. For example, they may
select and use the materials in textbooks to meet the teaching objectives, or compile
their own supplementary teaching materials. They may also design materials of
different standards. Materials from the internet, newspapers, magazines and
references provided by the Education Department may help teachers design
interesting and enjoyable activities to enhance pupils’ effectiveness of learning

F. HOMEWORK POLICIES

Page | 11
 1. Schools should formulate clear policies on homework which should be reviewed
regularly. The assignments should be targeted at the teaching objectives and serve the
purposes of learning. Exercise books available in the market should only serve as a
reference. Schools should choose these exercise books carefully and make
appropriate adjustments to the category, quantity and quality of homework.

2. Teachers should take note of the following points when designing homework for
pupils:

 the homework should have clear objectives and can accommodate the level
and needs of pupils;
 the form and contents of homework should be of a great variety so as to
develop pupils’ creativity, self-learning and collaborative skills;
 the homework should match the content taught in class;
 teachers should give simple and clear instruction;
 assign appropriate amount of homework each day;
 ineffective and mechanical drills should be avoided; and
 teachers should make good use of the homework as a tool for evaluation and
feedback to enhance the motivation and effectiveness of learning.

G. FORMULATION OF TEACHING PLANS

1. When formulating teaching plans, teachers are advised to take the following two
aspects into consideration:

 On the one hand, teachers should formulate practical teaching objectives that
meet the learning characteristics and weaknesses of pupils so as to foster a
sense of achievement.

 On the other hand, teachers should decide whether the learning items should
be taught in details or in brief. Moreover, the items should be classified into
different levels and taught through small and simplified steps to facilitate
comprehension as well as to strengthen pupils’ confidence in learning. A topic
in Mathematics is quoted as example:

Topic Original IRTP Class

Area of a polygon Find the area of a more complicated figure Find the area

Page | 12
 2. With reference to the common difficulties encountered by pupils, teachers should set
down the main points for remedial teaching and make adjustments promptly
according to the performance of students.

3. Teachers should make a brief record of the learning aspects, teaching

objectives/aims, key learning points, activities, use of teaching aids and evaluations
for future reference.

4. Teachers may deliver the teaching content by means of modules, themes, learning
aspects or teaching items and work out the teaching plans accordingly.

5. Post-lesson reviews should focus on the teaching process and pupils’ performance,
with specific and critical evaluations made. Examples of main points for review are
as follows:

 the common difficulties of pupils;

 the effectiveness of teaching strategies and class activities to help pupils
understand the teaching contents, grasp the main points and apply what they
have learned; and
 issues of concern (e.g. basic knowledge that requires enrichment, the need to
break down or re-arrange teaching steps, etc.)

H. TEACHING ACTIVITIES, AIDS AND SUPPORTING MATERIALS

1. Teachers should design appropriate learning activities in line with the focus of
teaching. On the basis of low starting point, small steps, diversified activities and
instant feedback, teachers should encourage pupils to participate actively during the
learning process to help master the skills and methods of collaborative learning.
Diversified teaching activities such as situational teaching, competitions, collation of
information, discussion, oral reporting, games, topical research, production of
graphs/figures/models, role play, recording, visit and experiments may help pupils
enhance their interest in learning, stimulate their thinking and reinforce the
effectiveness of teaching.

2. Teachers should exercise their discretion in the appropriate use of teaching aids.
Appropriate teaching aids not only help to enhance pupils’ interest in learning, but
will also consolidate the knowledge they learned, thus achieving the objective of
teaching. Common teaching aids are concrete objects, figures, models, word cards,
number cards and audio-visual equipment such as tape recorder, headset, wire free
induction loop system and multimedia teaching aids, etc. When designing and using
teaching aids, teachers should first consider their practical use and assess whether the
aim of remedial teaching can be attained.

3. The design and organization of teaching materials should be pupil-oriented. They

should be selected and collated systematically to serve the purpose. Teaching

Page | 13
 materials provided by the Education Department or other academic institutions may
also serve as a reference for teachers.

I. THE SETTING OF LEARNING ENVIRONMENT

1. Well-designed learning environment helps to maintain pupils’ attention and interest

in learning and facilitates the achievement of teaching aims. In this way, it is more
easy to achieve the aim of teaching. The teaching environment should be designed to
support remedial teaching and group activities. Seat arrangements of pupils should be
flexible to meet the specific teaching purposes of each learning activity. For example,
teachers and pupils may form of circle when holding discussions; and the two pupils
or group members involved may sit together during peer group or small group
learning.

2. Well-designed learning environment helps to maintain pupils’ attention and interest

in learning and facilitates the achievement of teaching aims. In this way, it is more
easy to achieve the aim of teaching. The teaching environment should be designed to
support remedial teaching and group activities. Seat arrangements of pupils should be
flexible to meet the specific teaching purposes of each learning activity. For example,
teachers and pupils may form of circle when holding discussions; and the two pupils
or group members involved may sit together during peer group or small group
learning.

3. Teachers should prepare a rich, pleasant and comfortable learning environment for
pupils. For example, they may set up a self-learning corner, book corner, toy corner,
science corner, prize corner or stationery/learning resources corner, etc. to enkindle
pupils’ interest in learning.

4. Teachers may display the teaching materials of the week or the learning outcomes or
products of pupils at prominent places to stimulate their motivation in learning.

J. REMEDIAL TEACHING STRATEGIES

1. Individualized Educational Program (IEP)

Geared to the learning needs of individual pupils, the Individualized Educational

Program aims to reinforce the foundation of learning, help pupils overcome their learning
difficulties and develop their potentials. Individualized Educational Program should include
short-term and long-term teaching objectives, learning steps, activities and reviews to ensure
that the program is implemented effectively. Teaching can be done in small groups or for
individual. If necessary, remedial teachers, other teachers, student guidance officers/teachers,
parents and pupils alike are to participate in designing the program. Remedial teachers hold
meetings regularly to evaluate the effectiveness of work and gather opinions for refinement.

2. Peer Support Program

Page | 14
 Remedial teachers may train up pupils who perform better in a certain subject to
become ‘little teachers’ and who will be responsible for helping schoolmates with learning
difficulties in group teaching and self-study sessions as well as outside class. Peer support
program helps pupils reinforce their knowledge, and develop their communication and
cooperation skills as well as good interpersonal relationship. To enhance the effectiveness of
the program, remedial teachers must provide training to the pupils concerned beforehand and
make regular reviews on its effectiveness. Generally speaking, this program is more suitable
for pupils of higher grades.

3. Reward Scheme

The reward scheme has positive effect in enhancing pupils’ motivation. It aims at
guiding pupils to set their own objectives and plans, and positively reinforcing their good
performance. No matter what reward is provided, the most important thing is to help pupils
cultivate an interest in learning and gain a sense of satisfaction and achievement during the
learning process. When designing the rewards offered, remedial teachers should take note of
the following:

 set clear and specific targets (for example: requirement on the score of dictation and
number of assignments submitted);
 set achievable objectives;
 give diversified rewards (including verbal commendation) or prizes to accommodate
pupils’ interest; give rewards instantly;
 review and revise the reward scheme regularly; and
 invite parents to help children improve their work.

4. Handling pupils’ behavior problems

Remedial teachers should observe the following when dealing with the behavior
problems of pupils:
 always observe the performance of pupils in class and their behavior in groups;
 establish close relationship with pupils, develop mutual trust and listen carefully to
what they say;
 help pupils understand the effect of their behavior on the other as well as their own
selves;
 keep in close contact with parents to find out the cause of pupils’ behavior problems;
 help pupils build up self-confidence and a healthy self-image;
 give positive reinforcement to pupils’ good behavior, and do not pay undue attention
to their misbehavior;
 do not try to change all the deviant behavior of pupils at once. Teachers should list out
the problems and set the priorities with an aim to improve one or two of them at a
time;
 refer the cases to Student Guidance Officers/Teachers for follow-up action if the
behavior problems of pupils continue or become serious. If necessary, student

Page | 15
 guidance officers/teachers may refer the case to the Psychological Services Section of
the Education Department for individual assessment and remedial services.

K. DEVELOPMENT OF GENERIC SKILLS

1. Remedial teachers should help pupils develop good learning habits and attitudes,
such as complete the assignments tidily, keep their promise and be responsible and
disciplined. A constructive attitude is the foundation for life-long self-learning and it
helps enhance pupils’ learning effectiveness.

2. Pupils should be helped to master basic self-learning skills and abilities. For
example, teachers may teach them how to set appropriate learning objectives and
priorities, time management, note-taking, reading skills and examination taking
skills, etc.

3. Remedial teachers can also make use of information technology to motivate and
teach pupils to learn according to their own pace, help them cultivate the habit of
self-learning, so that they will benefit from such training for their whole life.

4. Pupils can be taught to solve problems by different methods, tools or by drawing

insight from their past experiences. For example, teachers can teach them the use of
dictionaries, as well as the skills of seeking and handling information obtained from
the school and public libraries. These are ways to develop students’ flexibility,
creativity and independent thinking.

5. Teachers should train pupils to establish good interpersonal relationship so as to

facilitate effective communication and collaboration as well as to enhance the team
spirit of students.

L. ASSESSMENT AND RECORD ON LEARNING

1. Assessment plays a very important role in teaching and learning. By means of

assessment, remedial teachers can know the learning progress as well as strengths
and weaknesses of pupils; hence, they may design different teaching activities
accordingly to help pupils learn in an effective manner. Besides, it is also a means to
measure the discrepancy between IRTP pupils and ordinary pupils so that teachers
may decide whether it is desirable for the pupil(s) concerned to withdraw from
IRTP.
2. The two most common assessment methods are listed as follows for teachers’
reference:

a. Formative Assessment

Teachers can understand and assess the learning abilities of pupils from their
daily classwork and homework as well as individual or group projects, such as

Page | 16
 model making, drawing, information collection, measuring activities and the way
they relate daily events to the topics they learnt in class, so that they can revise
the teaching content accordingly.

b. Summative Assessment

With reference to the progress of teaching, teachers may assess the performance
of students by means of examinations/tests. The examination/test papers must
cover all the main points in teaching where the levels of difficulty meet the
pupils’ abilities. The weighting of questions and marks should be balanced.
Different types of questions should be included.

3. Schools may have different forms and weightings of assessment.

4. Remedial teachers should keep a detailed personal record for each pupil under IRTP.
They should assess the progress of pupils regularly and systemically. A
comprehensive record provides information on the learning progress of pupils and
serves as a reference.

5. Teachers should pay attention to the response of pupils during classroom learning
and make a record in the “Evaluation” column of the teaching plan to facilitate
follow-up actions or changes in teaching strategies. In addition, teachers should
make reference to the teaching objectives in evaluating the effectiveness of teaching,
and revise their teaching plans according to the learning needs.

M. LIAISON WITH PARENTS

1. In order to help pupils with learning difficulties, schools must liaise closely with
parents. Apart from providing guidance on homework to their children, parents also
handle pupils’ problems either by the same way or similar ways in line with the
requirements of the school and their schoolwork.

2. Some parents may have unrealistic expectation of their children’s performance. In

such cases, remedial teachers have to explain to the parents about the characteristics
and abilities of pupils so that they may help their children to learn in a pleasurable
manner. On the contrary, some parents’ expectation may be too low. Teachers must
then keep in contact with parents to help them understand their children and to
provide appropriate guidance to develop the pupils’ potentials.

N. CO-ORDINATION WITH OTHER TEACHERS AND PROFESSIONALS

1. Remedial teachers must keep in close contact with other teachers. They are
encouraged to discuss or share their experiences with others to find out ways to
improve pupils’ learning and behavior. For example, they may discuss on the
teaching plans, learning progress of pupils, test and examination questions, pupils’
problem behavior and partial or total withdrawal of pupils from IRTP.

Page | 17
 2. Remedial teachers should also liaise with other related professionals to seek for
professional support with a view to helping pupils solve their problems.

O. DIAGNOSTIC EVALUATION

Diagnostic evaluation is concerned with evaluation of pupils learning difficulties

during instruction. A diagnostic test used to diagnose or to reveal an individual’s weakness
and strengths in a certain course of study. It tries to discover the specific area of weakness of
a student in a given course of instruction and then suggest remedial measures.

Diagnostic tests are designed to analyze individual’s performance and provide

information on the causes of difficulty. If a pupil continues to experience failure in a subject
in-spite of the use of prescribed alternative methods of instruction during the course of
instruction, in that stage teacher takes the help of diagnostic evaluation. So it assists the
teacher in determining exactly where the learning or teaching has been successful and where
it has failed.

The purpose of the diagnostic evaluation is to enquire into the nature of the
difficulties faced by a pupil in his subject, so that proper remedial instructions may be
applied. Diagnosis is, after all, a matter of degree. So tests may be diagnostic in various
degree. Today, many tests used in educational evaluation may be called as diagnostic tests. In
fact, any test which yields more than a single overall score is diagnostic.
Diagnostic evaluation is of great use in making the teaching and learning more effective.
Therefore, the teachers should not only be acquainted with the different diagnostic tests, but
should also use the sense in making their instructional program more effective.

Sometimes teachers spend much of their time in teaching over and over again a topic
to their students. Because they develop a wrong notion in their mind that their students have
not understand the topic and not their mind that their students have not understood the topic
and not followed them. The real fact is that these teachers have a little or no knowledge of
diagnostic test. Here the weak-point of the pupils should be diagnosed and due attention
should be given to remove their difficulties.

P. IMPLEMENTATION OF THE REMEDIAL TEACHING PROGRAM

The following principles should guide the teacher in planning and carrying out a
Remedial Teaching program:

1. One of the first steps should be the correction of any physical factors, which affect
learning.

2. The co-operation of the parents should be obtained in correcting such physical factors,
alleviating emotional tensions, and providing better study conditions and the like.

Page | 18
3. If the child has little desire to learn, immediate steps should be taken to try to improve his/
her attitude through activities which makes the child enjoy learning.

4. Corrective teaching should begin by analyzing with the child the specific strengths and
needs, and showing how the teaching al materials are designed to correct his / her
deficiencies. Making the child aware of his/her problem and providing a method of solving
them, based on individual effort, helps to establish a powerful motivating force.

5. Teaching should begin at or slightly the learner's present level of achievement. Short term
goals should be established which the learner considers reasonable and possible to attain. By
means of progress charts, praise and social recognition the child's feeling of successful
accomplishment should be reinforced.

6. Since corrective teaching must usually proceed on the basis of a tentative diagnosis, the
teacher must be ready to modify the remedial program if the approach and materials selected
seem to be ineffective.

7. Corrective procedures must be modified for children of relatively inferior or superior

mental ability.

8. The results of corrective teaching should be evaluated. Comparable forms of a

standardized test should be administered before and after a period of concentrated teaching.
The effectiveness of the program must be evaluated for each child than in terms of class
averages.

9. A cumulative record should be made of the results of diagnosis, of methods and materials
used, and of the results of corrective teaching. Such a record is helpful in the determination of
next steps, and of invaluable help to the next teacher when the child is promoted if the
children are assigned to a remedial group taught by a special teacher, great care should be
taken to integrate the special corrective program with the developmental teaching in the
regular classroom

Q. PREPARATION OF REMEDIAL MATERIALS

Preparation of remedial materials for a child is a crucial aspect of corrective teaching.

Remedial materials prepared should meet the following criteria:

1. The difficulty of the remedial material should be geared to the child's readiness and
maturity in the subject or skill to be improved. A set of remedial materials should provide a
wide range of difficulty, covering several grades.

2. The remedial measures should be designed to correct the pupils' individual difficulties.
Through the use of observation, interview and diagnostic testing materials, the teacher would
have analyzed the work of the backward children in order to locate the specific retaining
needs. An adequate amount of remedial materials must be provided which is designed to
correct the specific difficulties identified.

Page | 19
3. The remedial materials should be self-directive. Children may differ widely as to the
teaching al materials needed to correct their difficulties.

4. The remedial measures must permit individual rates of progress.

5. A method should be provided for recording individual progress. When the child has an
opportunity to record his 1her successes on a progress record, he I she is given an additional
incentive to achieve.

NAME: ____________________________________________ SCORE: _____________

Page | 20