CTET Notes In Hindi | REMEDIAL TEACHING
CTET Notes In Hindi | REMEDIAL TEACHING
REMEDIAL TEACHING
The present chapter is one of the most important
chapters that encompasses pedagogy. In previous CTET
exams, 2 questions in 2011, 2 questions in 2014 and 1
question in 2016 have been asked.
Remedial teaching is the teaching or instructional work
carried out to provide remedial measures to help the
pupils to get rid of their common or specific weaknesses.
Thus, depending upon the general or specific nature of
the weaknesses or learning difficulties of the pupils, one
has to take appropriate steps for the organisation of
remedial teaching for the needy pupils.
Pupils usually may have one or more than one of the
following learning difficulties
• Short attention span and are easily distracted by other
things.
• Relatively poor comprehensive power.
• Lack of learning motivation.
• Lack of self-confidence and relatively low
self-expectation
• Weak in problem-solving skills.
• Fail to grasp information effectively and mix things up
easily.
• Have difficulty in understanding new/abstract concepts.
• Need more time to complete assignments or tasks.
Apart from various learning difficulties, pupils may have
different abilities and styles of learning. Some are better
in visual learning while others are more competent in
audio learning. Certain pupils have to learn through
sense of touch or practical experiences.
Remedial teachers, therefore, should design diversified
teaching activities and adopt various teaching methods to
help pupils develop their potential and remove the
obstacles in learning.
9.1 Objectives of Remedial Teaching
Each pupil is different in terms of academic standards,
classroom learning, learning ability and academic
performance.
• The main objective of Remedial Teaching Program is to
provide learning support to pupils who are not as good as
theirs peers in performance.
• With the help of school curriculum and teaching strategies, a
teacher provides learning activities and practical experiences
to pupils according to their abilities and requirements.
Teacher also designs individualised educational programs
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.
• Teacher should provide systematic training to develop pupils’
generic skills, including interpersonal relationships
communication, problem-solving, self-management, self-
learning, independent thinking, creativity and the use of
information technology.
• Remedial teaching lays the foundation for pupils’ life-long
learning, helps them develop positive attitudes and values, as
well as prepare them for future studies and career.
Principles of Helping Pupils’ with Learning Difficulties
1. Teaching Preparation Before preparing their lessons,
teachers should identify pupils’ diverse learning needs as soon
as possible so that they may design appropriate teaching plans
to facilitate pupils’ effective learning.
2. Devise Various Learning Activities Teachers must devise
different learning activities with the same teaching objectives
to develop pupils’ varied abilities and skills in problem solving.
It is more effective for teachers to adopt a series of relevant
and simple teaching activities than assigning one long
teaching activity.
3. Design Meaningful Learning Situations Teachers should
specifically design meaningful learning situations, language
environment (especially for English), games or activities so as
to provide personal learning experiences for pupils and
stimulate their interest and initiative in learning.
4. Teaching Approaches Teachers should give concrete and
valuable examples before proceeding to abstract concepts by
way of simple and easy steps at a pace in line with the learning
abilities of pupils. Teachers may teach new concepts from
different perspectives by various approaches so that pupils can
grasp the ideas through meaningful and repeated illustration.
Teachers should encourage pupils’ active participation by
more frequent use of teaching aids, games and activities. They
can also make use of information technology and all
the teaching resources available to help pupls
understand the main points.
5. Provide Clear Instructions Pupils with learning
ditficulties are less competent in understanding
written language. Therefore, teachers should give
pupils short and clear instructions to avoid contusion.
They must explain clearly the arrangement of each
learning activity.
6. Summarise the Main Points During the course of
teaching, teachers should always sum Up the main
points in teaching and write the key Pnrases on tne
board to enhance pupils audio and vistial memOes.
Teachers can guide their pupils to link up the
knowledge they learn from class with their life
experiences so as to enhance the efectiveness of
learming. Besides, guiding pupils to repeat the main
points in verbal or written form is also an effective
way of learning.
7. Enhance Learning Interest and Motivation Pupils
with learning diticulties may lose their interest in
earning. Theretore, teachers should adapt the
Curriculum to meet the needs of pupils. With fewer
pupils in the Remedial Teaching Program, teachers
can design interesting activities coupled with a
reward scheme to stimulate pupils interest.
8. Encourage Pupils Active Participation in Class
Activities Pupils with learning difficulties usually
lack self-confidence and are more passive in class.
They seldom ask questions or express their views.
Remedial teachers should patiently encourage active
participation in class. Pleasurable learning
experiences may help enhance pupils interest in
learning
9. Focus on the Leaning Process Teaching should not
focus only on the transmission of knowledge. It is also
important to see that pupils are benefitted from the
entire learning process.
Teachers should provide ample opportunities in class
for pupils to practise and think about what they have
learnt and allow them to solve problems by different
means. eachers should also caretully observe the
pertormances of pupils.
10. Show Concern for the Performances of Individual
Pupils Teachers should carefilly observe the learning
process ot individual pupils in class. Whenever
necessary, they should provide individualised
remedial teacning betore and after class, so that they
can remove tnei learning obstacles as soon as
possible. When rKIng assi gnments, teachers
should take note or tne common errors of pupils and
deliver the correct concepts and knowledge to them
promptly.
9.2 Curriculum Adaptation
The following steps and strategies can be used by the teacher to
adapt the curriculum to her/his class
• Teachers should adapt the curriculum to accommodate the
learning characteristics and abilities of pupils.
• Teacher should set some easy teaching objectives to acquire
knowledge
• Teaching should not be directed by text books which should not
be taken as the school curriculum.
• Schools should classify the teaching content into core and
non-core learning aspects according to the teaching objectives
and pupils’ abilities.
• Core learning aspects require in-depth studies and application
whereas materials in the non-core or advanced learning aspects
may be streamlined or appropriately selected for teaching
• Teachers should be encouraged to adopt recommendations on
cross-curricular teaching by linking up related teaching areas
flexibly so that more time can be spared for effective activities and
learning.
• Teachers should be capable of designing materials of different
standards which could be taken from the internet, newspapers,
magazines and references provided by the Education Department.
Conducive Learning Environment
Teachers should prepare a rich, pleasant and comfortable learning environment
for pupils. A well-designed learning environment helps to maintain pupils’
attention and interest in learning and facilitates the achievement of teaching
aims. e.g. they may set-up a self-learning corner, book corner, toy corner,
science corner, prize corner or stationary/learning resources corner etc to inspire
pupils’ interest in learning. Teachers may display the teaching materials of the
week or the learning outcomes or products of pupils at prominent places to
stimulate their motivation in learning.
Strategies for Remedial Teaching
1. Individualised Educational Program (IEP)
To fulfill the learning needs of individual pupils, the
Individualised Educational Program (IEP) aims to reinforce the
foundation of learning, help pupils overcome their learning
difficulties and develop their potentials. Individualised
Educational Program should include short-term and long-term
teaching objectives, learning steps, activities and reviews to
ensure that the program is implemented effectively. Teachers
must evaluate the effectiveness of the work and try to gather
opinions of pupils for improvisation and betterment.
2. Peer Support Program
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
program helps pupils reinforce their knowledge, and develop
their communication and co-operation skills as well as
good interpersonal relationships.
3. Reward Scheme
To motivate pupils, teachers must implement reward
scheme which focuses on guiding pupils to set their own
objectives and plans, and positively reinforcing their good
performance. To design the rewards, teachers must take
note of the following
(i) Set clear and specific targets.
(ii) Set achievable objectives.
(iii) Give diversified rewards to accommodate pupils’
interest; give rewards instantly.
(iv) Review and revise the reward scheme regularly.
(v) Invite parents/guardians to help children improve
their work.
4. Handling Pupils’ Behavioural Problems
Teachers should observe the following when dealing with
the behavioural problems of pupils
(i) Always observe the performance of pupils in class and
their behaviour in groups.
(ii) Establish a close relationship with pupils, develop
mutual trust and listen carefully to what they say.
(iii) Help pupils understand the effect of their behaviour on
others as well as their own selves.
(iv) Keep in close contact with parents to find out the cause
of pupils’ behavioural 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.
(viii) Refer the cases to counsellors/teachers for follow-up
action if the behavioural problems of pupils continue or
become serious.
9.3 Development of Generic Skills
Teachers should help pupils to develop good learning habits
and attitudes, such as complete the assignments tidily, keep
their promises and be responsible and disciplined. A
constructive attitude is the foundation for life-long
self-learning and it helps enhance pupils’ learning
effectiveness.
Teachers can also make use of information technology to
motivate and teach pupils to learn according to their own
pace, help them cultivate the habit of self-learning, so that
they will benefit from such training for their whole life.
Teachers should train pupils to establish good interpersonal
relationships so as to facilitate effective communication and
collaboration as well as to enhance the team spirit of pupils.
Pupils can be taught to solve problems by different methods
and tools or by drawing insight from their past experiences
to develop pupils’ flexibility, creativity and independent
thinking.
CHAPTER EXERCISES
1. Which one of the following is not
a strategy of remedial teaching?
(1) Advance learning strategy
(2) Action research
(3) Mastery learning strategy
(4) Branching programme
2. When students find it difficult to
use and understand different
tenses what will be the
remediation for them?
(1) Learn at home by an elder
(2) Frame sentences on different
tenses on their own
(3) Learn the tense table by heart
(4) To be given sufficient practice in
using tenses in a set of exercises
3. Remedial teaching is not …………
(1) re-teaching
(2) motivating
(3) given after diagnostic test
(4) Both 2 and 3
4. The main objective of remedial
teaching in English language is
……….. .
(1) to develop good habits in pupils
(2) to solve educational difficulties and
flaws
(3) to remove pupils’ weaknesses
(4) None of the above
5. Which of the following is the base
of remedial teaching?
(1) Self examination test
(2) Text-book test
(3) Diagnostic test
(4) Aptitude test
6. The success of remedial teaching
depends on ………
(1) the knowledge of rules of the
language
(2) materials of remedial teaching
(3) time devoted to solve the problem
(4) the identification of causes of the
problems
7. The correct order for the process
of remedial teaching should be
A. Adapting the curriculum
B. Organising teaching materials
C. Setting teaching objectives
D. Collecting and preparing the
support materials
E. Choosing the appropriate
teaching strategies
(1) C, A, B, E, D
(2) E, D, A, B, C
(3) A, B, C, D, E
(4) B. D. A,C,E
8. Mistakes in language learning
should be
(1) taken seriously
(2) eliminated as early as possible
(3) ignored
(4) discussed with parents
9. A remedial teacher must cooperate
with ……….. to seek for professional
support with a view to helping
pupils solve their problems.
(1) related professionals
(2) strict tutors
(3) english experts
(4) related book writers
10. Effective factors in motivation are
linked to pupils ………….
(1) own perceptions of their ability
(2) survival and safety needs
(3) understanding successes and failures
(4) ability to complete a language task
11. Vimal is in the habit of speaking
the word ‘John’ like “Jo-hn’ What
will you do?
(1) Nothing, because he belongs to rural
belt, we can’t improve him
(2) It’s heredity, as per Dalton’s
experiment
(3) He is not an intelligent boy
(4) You will arrange remedial class for
him
12. What kind of work is remedial
teaching?
(1) Instructional
(2) Negative
(3) Imperative
(4) Theoretical
Previous Years’ Questions
13. Remedial teaching as part of
formative assessment means
[CTET June 2011]
(1) diagnosing and addressing gaps in
learning
(2) teaching beyond the textbooks
(3) extra coaching by parents
(4) teaching for gifted students
14. Which of the following is a
value associated with an
inclusive classroom?
[CTET June 2011]
(1) Competition
(2) Envy
(3) Sympathy
(4) Collaboration
15. Providing learning support to
pupils who lag far behind their
counterparts in school
performance includes
[CTET Feb 2014]
(1) giving more activities for
language practice
(2) providing extra notes and
coaching
(3) allowing them to complete
assignments without time limits
(4) initially adapting school curricular
and teaching strategies
16. Slow learners fail to grasp
effectively and mix up words
and structures easily. Teachers
can remediate by beginning
with [CTET Sept 2014]
(1) setting drills for practice
(2) pairing them with ‘clever
students
(3) identifying the areas of difficulty
(4) preparing a summary of the
content
17. A diagnostic test in English will
help the language teacher to
[CTET Feb 2016]
(1) intelligent learners in her class
(2) slow learners in her class
(3) learning difficulties the learner
identify
faces in English
(4) the topic which the learner has
not learnt by heart
Answers
1. (1) 2. (4) 3. (1) 4. (2) 5. (3) 6. (4) 7. (1) 8. (2) 9. (1) 10. (3)
11. (4) 12. (1) 13. (1) 14. (4) 15. (4) 16. (3) 17. (3)
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