Unit 4 Remedial Teaching Strategies

PEDAGOGY OF ENGLISH
UNIT 4:
REMEDIAL TEACHING STRATEGIES:
LECTURE-III
PRESENTED BY:
DR. MAHASHEVTA & DR. MONA MALHOTRA
GAUR BRAHMAN COLLEGE OF EDUCATION, ROHTAK.
Remedial Teaching Strategy
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.
Individualized Education Programme
(IEP)
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.
Peer Support Programme
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.
Reward Scheme
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.
Teachers’ Role in Reward Scheme
 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.
Handling Pupils’ Language Acquisition
Problems
 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.
Handling Pupils’ Language Acquisition
Problems
 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.
Feedback to Students, Parents and
Teachers
 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.
Feedback to Students, Parents and
Teachers
 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.
Ways to Provide Effective Feedback
 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.

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PEDAGOGY OF ENGLISH

Peer Support Programme:

 To set clear and specific targets.

 Some parents may have unrealistic expectation of their

 Based on educational needs of learners.

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