REMEDIAL TEACHING REMEDIAL TEACHING AND IT’S AND IT’S IMPLEMENTATION IMPLEMENTATION

PRITHA SAHA SATYAPRIYA ROY COLLEGE OF EDUCATIONEnrolment no .1325000 20042

What is Remedial Teaching?

Remedial Education is defined in the Oxford Advanced Learners’ Dictionary as ‘connected with school students who are slower at learning than others’.The remedial teaching can also be defined as ‘ the name implies, is designed to cater to the needs of children unable to keep pace with the teaching-learning process in a normal classroom.’ Remedial teaching will act as a safety valve for the students who are behind the expected level of achievement.

• Remedial teaching is not re-teaching.

Who need remedial teaching?

Target group

• Help is offered to pupils who need (pedagogical/didactic) assistance.

• These are often children who function at a lower than average level because of a certain learning- or behavioural problem/disorder But it can also be offered to pupils who achieve at a higher than average level, they need the extra attention and care.

Key to Identification of Target group

•Class interaction: An pupil will give wrong answers frequently to the questions asked. He will appear to be confused. He may probably not respond to the questions asked in the class at all.

• Homework: An pupil will not do the homework. If pressurized to complete the work, he may resort to copying, which may be easily detected.

• Subject tests and term tests: He will show poor performance consistently in tests. He will either not attempt the question(s) at all or, will leave blanks and/or overwrite.

• Attitude towards academic activities: He will be disinterested in such activities.

• Learning of concepts: His concepts related to a particular topic or formula are not clear.

• Computational Skill: He may not be good at computations and thereby may gives incorrect results frequently while performing basic mathematical operations and simplification.

• Procedure of solving problem: He is not clear about the procedure of solving problems and so he/she often gets wrong answers.

• Application of knowledge: He may not be able to apply the learned knowledge in different situations. For example, in word problems, he may fail to translate sentences into sums or identify the variables.

The causes of weakness which may be:• Lack of understanding/misconceptions.• Faulty teaching method.• Fear of the subject.• Incorrect study habits.• Physical and emotional factors like poor health,some mental shock etc.• Teacher’s attitude. Once the cause(s) having been identified, suitable remedial measures (depending upon the cause) should be suggested which may be:• Re-teaching of the subtopic.• Computer Aided Teaching.• Drilling of Problems.• Other Measures --- Speech Therapist, Occupaitonal Therapist, Audiologist etc.

Procedure to teaching

It involves working systematically: observing, diagnosing, remediating, evaluating.

• An intake conversation, checks, tests and/or observations take place.• A picture is formed of the pupil by chatting to the teacher and the parents in order to discover where the problem lies.• Remedial teaching is usually given once or twice a week.• Diagnosis of the specific difficulty of the pupil by conducting a suitable diagnostic test or a full assessment is required by a clinical psychologist.• These assessments provide suitable remedial measures and in addition ways and means for preventing them from reoccurring in future.

What should be done ?

A) Handling pupils’ behaviour problems

i. Always observe the performance of pupils in class and their behaviour in groups;

ii. Establish close relationship with pupils

iii. Keep in close contact with parents to find out the cause of pupils’ behaviour problems;

Iv. Help pupils build up self-confidence and a healthy self-image;

v. Give positive reinforcement to pupils’ good behaviour, and do not pay undue attention to their misbehaviour;

vi. Do not try to change all the deviant behaviour 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;

vii. Refer the cases to Student Guidance Officers/Teachers for follow-up action if the behaviour problems of pupils continue or become serious. If necessary, student guidance officers/teachers may refer the case to the Psychological Services Section of the Education Department for individual assessment and remedial services.

B. Liaison with Parents

In order to help pupils with learning difficulties, schools must liaise closely with parents. 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. C. Co-ordination with Other Teachers and Professionals 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 behaviour. For example, they may discuss on the teaching plans, learning progress of pupils, test and examination questions, pupils’ problem behaviour and partial or total withdrawal of pupils from IRTP.

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

PROPOSAL: FORMAL EDUCATION AND REMEDIAL SUPPORT (STD V-X)

West Bengal primary boardThe Evaluation Process: On going System of Continuous & Comprehensive evaluation at the Primary Education Level: Further Development  With the introduction of the renewed curriculum in 1981 the system of Continuous and Comprehensive Evaluation (CCE) started being implemented at the primary education level in West Bengal. The renewed curriculum and syllabuses introduced from the academic session of 2004-05 also proposed to strictly adhere to the system but with certaint. refi ments. The Education Commission (Ashok Mitra Commission) appointed by the Government of West Bengal in 1992 initially examined the status of implementation of the system and identified the weaknesses and suggested certain remedial measures. The West Bengal Board of Primary Education in its bid to make the system more realistic and more effective has been advocating the administration of the entire system in four distinct segments :1. Instant tests / tests on sub-unit of a lesson 2. Unit Test3. Periodic or Terminal Evaluation4. Summative Evaluation5. External Evaluation and Diagnostic Achievement Test as Integral Parts of CCE:

The Grade SystemThe Yash Pal Committee appointed by the Govt. of India discouraged unheathy competitions among individuals. Obviously it referred to the system of awarding of marks to determine the position of an individual. The grading system that automatically follows from the CCE on the other hand was decided to be upheld. The West Bengal Board of Primary Education however, follows as shown in the renewed curriculum a 5-point scale indicating indirect grading system for the scholastice subjects. This is shown in the table below:Marks Obtaine GradeSignificance80-100 A Very Good65-79 B Good50-64 C Satisfactory35-49 D AverageBelow 35 E Not Satisfactory

THANK YOU