Remedial teaching causes a stir for both teachers and students. On one hand, the teacher has to cover the syllabus within a stipulated time, make lesson plans, correct note books, and conduct tests and examinations. Besides, he has to identify the slow learners, diagnose the problems of the child and plan the remedial work. Generally the remedial work is done as a special activity after the regular class hours. On the other hand, the child gets disheartened on being tagged as a slow learner. Most of the time, we only test the writing skills of the child. The other skills are usually neglected. The unit tests and terminal examinations rarely test the listening skills and the speaking skills of the child. I have few questions about remedial teaching in schools
- Is it necessary to conduct remedial work as a special activity, exclusively for the slow learners alone?
- Should we have a heterogeneous group of children that includes the slow learners and the high achievers? Here the students who have problems in reading and writing can get help from the children who are high achievers. Learning in peer group builds the confidence of the child, and the child learns the importance of team work.
- Does remedial teaching amount to reteaching of the lesson or content?
- Teaching resources
- Teacher development
- Teacher training