•Many people have tried to define the slow

learner and the terms such as “backward”,

“retarded”, “less able”, “dull”, etc. have
been attached to them.

•According to Pringle, “too many unhappy

children are being taught by the unhappy
teachers.”
 APPROACHES THAT ARE RECOMMENDED IN
DIALOGUES WITH SLOW LEARNERS

• SMALL GROUP INSTRUCTION

- pupils tend to respond enthusiastically to a less
formal structure due to greater accessibility to the teacher
and to increased social contacts with each other. In this
method the pupils are organized into four or five groups,
with each group at work table or with members seated close
to one another, and assignments or specific activity is
given to each group on a rotation basis.
• PEER TEACHING
- in every group has its leader who is chosen from
among the quick learners who acts as the teacher.
• REMEDIAL TEACHING
- an ability to test children, to diagnose their
difficulties, and then to give remedial help is what all
teachers of slow learners in mathematics should have.
 OTHERS STRATEGIES FOR PROBLEM
SOLVING

1. OBTAIN AN ANSWER BY TRIAL AND

ERROR
- it requires the student to make a series of
calculations. In each calculation, an estimate of some
unknown quantity is used to compute the value of a
known quantity.
2. USE AN AID , MODEL OR SKETCH
-very often a problem can be best solved or at least
understood by drawing a sketch, folding a piece of paper,
cutting a piece of string, or making use of some other
simple and ready available aid.

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