REMEDIAL TEACHING

 REMEDIAL TEACHING 
Remedial teaching (also known as developmental education, basic skills education, compensatory education, preparatory education, and academic upgrading) is assigned to assist students in order to achieve expected competencies in core academic skills such as literacy and numeracy.

Objectives of Remedial Teaching

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 programmes 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.   The Process of Remedial Teaching The flowchart below may serve as a reference for teachers in the delivery of collaborative teaching or individual teaching:   Remedial Teaching Strategies 1. Individualized Educational Programme (IEP)   Geared to the learning needs of individual pupils, the Individualized Educational Programme aims to reinforce the foundation of learning, help pupils overcome their learning difficulties and develop their potentials. Individualized Educational Programme should include short-term and long-term teaching objectives, learning steps, activities and reviews to ensure that the programme 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 programme. Remedial teachers hold meetings regularly to evaluate the effectiveness of work and gather opinions for refinement. 2. Peer Support Programme   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 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. 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:   i. set clear and specific targets (for example: requirement on the score of dictation and number of assignments submitted);   ii. set achievable objectives;   iii. give diversified rewards (including verbal commendation) or prizes to accommodate pupils’ interest; give rewards instantly;   iv. review and revise the reward scheme regularly; and   v. invite parents to help children improve their work. 4.  Handling pupils’ behaviour problems   Remedial teachers should observe the following when dealing with the behaviour problems of pupils:   i. always observe the performance of pupils in class and their behaviour in groups;   ii. establish close relationship with pupils, develop mutual trust and listen carefully to what they say;   iii. help pupils understand the effect of their behaviour on the other as well as their own selves;   iv. keep in close contact with parents to find out the cause of pupils’ behaviour problems;   v. help pupils build up self-confidence and a healthy self-image;   vi. give positive reinforcement to pupils’ good behaviour, and do not pay undue attention to their misbehaviour;   vii. 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;   viii. 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.