Remedial Teaching Strategies

1. REMEDIAL TEACHING STRATEGIES:
LECTURE-III
PRESENTED BY:
DR. MAHASHEVTA & DR. MONA MALHOTRA
GAUR BRAHMAN COLLEGE OF EDUCATION, ROHTAK.

2. Remedial teaching strategy is aimed at denoting or
related to special teaching, in which the learner and
his/her needs occupy the focal point. Few remedial
teaching strategies are:
 Individualized Education Programme (IEP).
 Peer Support Programme.
 Reward Scheme.
 Handling Pupils’ Language Acquisition Problems.
 Feedback to students, parents and teachers.

3. Individualized Education Programme (IEP):
Individualized educational programme aims to
reinforce the foundation of learning, helps pupils
overcome their learning difficulties and develop
their potentials. Individualized educational
programme should include short-term and long-
term learning objectives, learning steps, activities
and reviews to ensure that the programme is
implemented effectively. Teaching can be done in
small groups or for individual. Teachers should
hold meetings regularly to evaluate the
effectiveness of work and gather opinions for
refinement.

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

5. 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 . The teacher should
set clear and achievable objectives. The rewards
should be changed and possess variability in order
to maintain their acceptance and strength in
sustaining the interest and motivation among
students.

6.  To set clear and specific targets.
 To set achievable objectives.
 To give diversified rewards (including verbal
commendation) or prizes to accommodate
pupils’ interest; give rewards instantly.
 To review and revise the reward scheme
regularly.
 To invite parents to help children improve their
work.

7.  Adopting flexible instructional strategies.
 Drill and practice of linguistic skills.
 Incorporate audio and visual Materials .
 Development of lessons that meet students’
interests, needs, and experiences
 Development of worksheets and exercises.
 Providing peer tutors.
 Use of positive reinforcers.

8.  Focus on learning problems one by one.
 Need based individual guidance programme.
 Feedback from peers and parents.
 By providing language enriching material.
 Incorporate individualized learning materials
 Describing expected learning outcomes.
 Regularly monitoring students’ progress.
 Constructive feedback.

9.  Remedial teachers should make close liaison and
coordination with the parents and maintain close
contact with other teachers to discuss their
experiences and provide professional support
and feedback to students to solve their problems.
 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.

10.  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.

11.  Based on educational needs of learners.
 Based on individual differences among class.
 Feedback should be provided well in time.
 Feedback should reference to solve specific
learning problem.
 In positive feedback, one problem should be
taken for one time.
 In positive feedback teacher should keep track
of student progress by record keeping and
genuine praise of students.