A TRAINING MANUAL OF DEALING WITH LOW AND HIGH

ACHIEVING CHILDREN INCLUDING REMEDIAL TEACHING

PREFACE: In this Module, TWO different topics are discussed. Unit One is on
dealing low and high achieving children in class room.. Unit Two discusses the
method and strategies which are to be adopted by a teacher in remedial teaching.
The Module aims to introduce you to most of the key concepts and some of the
management skills and approaches that you will need in class room
management, Effect of cluster groups in schools, How to encourage students to
do well in the class room, High expectations in the class room, How to improve
self confidence and attention span in the class room, Motivational effect in the
class room environment, Strategies for low achiever, How to teach a child with
low IQ, How to teach gifted children, Tips on mentoring children, How to build
relationship in the class room. In unit two various strategies required for
remedial teaching. It also contains practical suggestions and can serve as a
handbook to principals, school supervisors as well as teacher trainers. The aims
and objectives for each unit indicate what you should know and be able to do
after studying the topic.
Therefore, it would be wise to go back to the objectives and check whether or not
the objectives are achieved after completing a unit. Activities designed to get
one’s reflection on the topic under discussion and/or to apply the content to a
particular educational situation are also included in this Module.
In using this Module, you must keep in mind the fact that there are many ways to
do a thing. Therefore, you are encouraged to study, argue and discuss each topic
in group, internalize the contents, find out better ways of doing things, if there
are any, and apply them to the objective conditions of your schools.

OBJECTIVE: DEALING OF LOW AND HIGH ACHIEVING CHILDREN.

After studying this unit one could able to tell the methods which are needed to
1)work closely with other professionals in the school, such as the special education and
guidance departments, to work with students who have special needs and behavioral issues
beyond basic classroom management.
 2) To know the benefits of cluster grouping
3) Observes that positive attitude and highly motivated teacher produces high level of
learning in children
4)A teacher keeps High expectation over children produces high motivation
5) Self esteem is correlated with high achievement
6) give reward for each small achievable goal

Principles of Classroom Management Coping

With Behavior

 
 Print this article
Principles of Classroom Management Coping With Behavior

The more time that teachers spend on classroom management and behavioral issues the
less time they have for teaching and learning. Unfortunately, every student does not enter
the classroom daily with a thirst for knowledge and a desire to learn. Students will act out,
get attention, play and be just plain disrespectful. Teachers must handle each situation
with care and consistency. Good teachers understand that an ounce of prevention is worth
a pound of cure. Effective teachers have a good handle on key principles of classroom
management for coping with behavior.
1. Seating Arrangement
o

An effective seating arrangement can help head off behavioral issues. It might take a few
class sessions to get the mix right, but do not neglect this. Mix high achievers with moderate
and low achievers. This tends to prevent a low or moderate achiever from getting bored and
isolated, which can precede inappropriate behavior. Mix talkative students around quieter
students. Make sure the talkative pals are not seated too close together. Also, advise
students during the seating assessment period that you are watching their behavior to
determine more permanent seating arrangement. Give some seating preferences to the best-
behaved students. Also, have designated timeout and isolation areas.

2. Parent Partnership
o Make every effort to include parents in a child's educational and behavioral
plan. Early in the school year, send a copy of your classroom rules to parents for a
signature. Establish classroom rules and have the parent and student sign the rules and
bring them back to you for an extra-credit grade. Make sure you have correct phone
 numbers, email addresses and best times to call for each student's parent or guardian.
Maintain contact with each parent on a regular basis, giving periodic positive feedback to
best-behaved students, and more frequent, perhaps weekly, reports for more troublesome
students. Understand that some parents will not participate, but do keep a copy of all of
your communication efforts. Set up parent conferences as needed.

3. Classroom Rules
o Make sure all students understand the classroom rules. Go over them in class,
with the students taking turns reading and explaining what the rules mean. Establish rules
such as no eating, no chewing, no getting up or speaking without raising their hands, no
touching things on the teacher's desk, bringing needed materials such as pencil and paper
to class, coming to class on time and being in their seats when the bell rings. Establish a
reward system to apply positive reinforcement to students who obey the rules, such as a
ticket for a student who is well behaved for a week. Tickets can later be redeemed for a
small reward such as a pencil or eraser.

Comfort Zone
o Don't overreact to less serious classroom indiscretions. Children will be
children. Sometimes an invasion of their personal space or comfort zone is all that is
needed to stop behavior, such as speaking out of turn. First, make eye contact with the
individual. If the behavior continues, call on them to answer a question. If it persists, move
closer to them to invade their personal space. Other steps include writing their name on
the board, time out and behavior essays. Use all the tools to keep the student in class and
the lesson moving before taking steps to remove a student from the classroom.

Repercussions and Consequences

o When all else fails, show the students that bad behavior has consequences.
That means that good teachers sometimes have to write referrals for students to attend in-
school suspension, after-school detention or out-of-school suspension. This should be
done in connection with communication with a parent or guardian. The student must
understand the severity of her actions and what she needs to do to prevent further action.
If this type of action is not used, other students might begin to think there are no
consequences for bad behavior.

Also, show students that good behavior has consequences. Ron Walker, an educational
consultant, says positive reinforcement has a greater chance of changing permanent
behavior than negative reinforcement, for many students. Positive behaviors help students
develop a value system that helps them later in life. For instance, students coming off a
punishment can be put on a reward system with such tasks as passing out papers or markers
or taking up papers. Establish that student-adult relationship.
 The Effect of Cluster Groups in Schools
Cluster grouping allows gifted students to work together.

To acknowledge student differences, some schools opt to place students in cluster groups.
This grouping pays attention to the needs of gifted students without ignoring average and
low-achieving students. Cluster grouping has positives and negatives, and like most
classroom structures, it works best with an adequately trained teacher.


1. Identification
o Cluster grouping is a method of classroom organization that places gifted and
high achieving students together, then mixes the average, low-average and
special education learners. Some schools that use cluster grouping also place
a handful of gifted students with average and low-average learners. This is
more popular in rural districts when the student population does not allow for
separate classes.

Benefits
o In a cluster grouping environment, gifted students can interact with their
gifted peers, which benefits and encourages them. The Neag Center for Gifted
Education and Talent Development of the University of Connecticut says that
gifted students should spend the majority of their day with other gifted peers.
Their research shows that children learn most from students of similar
abilities. Kids Sources says that these children are more likely to try
challenging activities when they are around other gifted and high-achieving
students. Also, cluster grouping saves a district money, as districts do not
need multiple programs for students of different abilities.

Warning
o Parents of other children might fight to have their students placed in a cluster
group class, whether their children truly belongs in it or not. Requiring
parents provide outside documentation of a student's intellectual abilities can
reduce this demand. Rotating teachers every two years can ensure that
qualified teachers are working in other areas of the school as well. In addition,
some research suggests that average and low-average students will flourish
better when they are not around gifted students, as they can be seen as the
higher achievers of their own environment.

Considerations
In a cluster grouping model, it is important that teachers have training in dealing with gifted
students and that those paired with lower-achieving students are also equipped to deal with
their specific needs. The benefits of cluster grouping will likely be insignificant if the teacher
does not have the training or appropriate curriculum for multiple learners
 How to Encourage Students to Do Well in the
Classroom

 
Resources and tools are available for teachers to help students succeed in the classroom.

Students can be encouraged to do well in the classroom when their teacher creates an
environment that motivates them to succeed. Students learn best when their teacher is
highly motivated and has a positive attitude. Teachers can encourage students to do well
by setting reasonable expectations and involving their students in the learning process,
and inspire students to be active participants in their learning. Exhibit enthusiasm and
students will be encouraged to do well in the classroom.


Instructions
Be enthusiastic yourself, because motivation and enthusiasm are contagious. When a
teacher is motivated and excited about the learning materials, students will be more
interested. Exhibit self-confidence, and express your confidence in your students' abilities to
succeed. Teachers who are confident and motivated inspire students to achieve.
Provide positive and supportive feedback to all students. Demonstrate that you care about
their success and students will be more motivated to succeed. Respond positively to
questions from students, and help them develop the skills necessary to solve problems on
their own. Their motivation and self-confidence will increase as their skills increase. Create
a positive environment where learning is enjoyable.
Assign tasks and homework that are at a level to challenge students but are not so difficult
that they become discouraged. Assignments that are too easy will also have a negative
impact on student motivation. If the work is too difficult, some students may give up. If it is
too easy, they may become bored. Use a variety of materials including visual aids to keep
students actively engaged in the learning process.
Set reasonable expectations for students in your classroom. Expectations for student
performance should be high but realistic. Students will be motivated to succeed if they
believe that they can achieve the goals you have set for them. Students are motivated to
perform when their teacher demonstrates that she expects her students to succeed. Focus on
learning while placing less emphasis on grades.
Use a variety of teaching methods that involve the students in learning. Role playing, games,
discussions, group activities and guest speakers instead of lectures keep students interested
and motivated to learn. Encourage student input in how the material is presented. Students
who feel like their opinions matter will be more actively engaged and encouraged to
succeed.

High Expectations in the Classroom

When teachers and parents expect

more of students, they usually achieve more.

Expectations play an important role in education. Students who are expected to get good
grades and go on to college usually do, but what about those who are the focus of lower
expectations? By projecting high expectations for all students, teachers can motivate
children to achieve more, leading them to a brighter future.
Importance of High Expectations
o According to Ross Miller of the Association of American Colleges and Universities,
raising expectations can lead to higher achievement, and numerous studies show that
people with high expectations perform at a higher level than those with low
expectations, even when their abilities are equal. High expectations can even transform a
student's belief and behavior and turn a low-performing student into a successful
learner.

Curriculum
o Miller asserts that the Pygmalion effect -- people will perform how you expect them to --
can also have a negative effect. With the prevalence of standardized tests, many schools
expect students to pass the test and therefore focus on teaching only the minimum
needed to pass, rather than challenging them to do more. According to the North Central
Regional Educational Laboratory (NCREL), engaging students in a challenging, fast-
paced curriculum produces positive academic and social outcomes. Activities that
encourage critical thinking and inquiry communicate the expectation that students are
capable of higher-level thinking, complex problem-solving and decision-making.
Developing High Expectations in the Classroom
o Several factors can project higher expectations to students. First, create an environment
conducive to learning in your classroom. Increase the input you give to students,
because expending more time and effort shows that you expect more. Finally, encourage
students to give responses and increased output; students will do the work you expect
them to do if they feel you support them.
The most effective way to convey high expectations to students is to establish personal
relationships that communicate support, simply telling students, "I know you can do it; I
believe in you." You must provide the support children need to achieve what you expect.
Look for each student's strengths and find ways to use them to facilitate learning. Even
students with the lowest self-esteem can become motivated when they feel that a teacher
believes in them, and this can lead them to believe in themselves and have higher
expectations for their own future.

Factors That Shape Expectations

o Miller writes that measured ability often shapes teacher expectations, but this shouldn't
always be true. Teachers usually project high expectations for students with high ability,
such as gifted or honors students, and these students usually succeed in school and go
on to post-secondary education. When a student's failure is attributed to low ability, a
teacher will begin to expect less in the future.
But many students mask their own ability because of laziness, low self-esteem or rebellion.
These students can blossom into high achievers when they know more is expected of them.
Accordingly, students who believe they have low ability because of years of low expectations
will eventually lose their motivation to learn. A teacher who has high expectations and
teaches students that success is linked more to effort than to ability can help these students
succeed.
Sometimes, teachers alter expectations according to race, ethnicity, life experiences and
socioeconomic status, but according to Miller, successful teachers have uniformly high
expectations for every student. According to the NCREL, schools with high expectations and
support to help students achieve these expectations have fewer students who drop out and
more who go on to college.

Expectations for Teachers

o Miller writes that teachers who doubt their own efficacy exert less effort in instructing
students, leading to lower student performance. Likewise, school administrators must
exhibit high expectations for all teachers. Schools should strive to create a climate of
high expectations, which will motivate teachers and students to achieve more.

]
 How to Improve Self Confidence in the
Classroom

Teachers can have an impact on

student self esteem.

Self-esteem is correlated with academic achievement. Teachers can assist or hinder a

positive self image by the type of classroom culture they foster. The most successful
teachers create classrooms with a sense of community and appreciate the uniqueness of
each student. They give praise freely and have high expectations. They teach students the
rules, help them learn interpersonal skills and give them the chance to practice in real-life
situations. The entire classroom culture or environment is deliberately designed to
improve student learning and self esteem.


Instructions
Build community with collaborative learning. Classroom and small group projects promote
cooperation and build social skills by giving each student a task essential to the success of
the project. One student may be responsible for organizing the research, while another may
be responsible for illustrations or proofreading.
Value each student's unique abilities and contributions. Achieve this by publicly calling
attention to something one student did for another, or privately. Displaying art or other
work is another way to show a student you value his contributions.
Recognize and praise student success publicly. At the schoolwide level, quarterly honor roll
assemblies may occur. The entire school assembles and the principal presents an award to
each student who made honor roll that marking period. If students make the honor roll 2
out of 3 quarters during the year, they are invited to attend an academic banquet where the
faculty serves the students and their parents dinner.

Provide students with disabilities accommodations that enable success. Students who are
not able to write due to a physical or cognitive disability can use text-to-speech software to
do so. Some students may need pictorial-text software in which a picture and text is typed.
Others may be able to use software with a text-only output.
Ban disparaging comments from the classroom. This includes negative self-talk.
Utilize technology for teaching and learning. An article about the benefits of technology at
the US Department of Education website points to research that shows technology can
improve student motivation and self esteem. It may also be used to reinforce basic academic
concepts.

Incorporate games into lesson plans. Games are especially useful to reinforce math facts.
Multiplication or Addition War is a game based on the card game War. Deal a standard deck
of cards, then have players turn two cards face up. Each player multiplies or adds his cards.
The player with the highest sum wins the round and collects all of the played cards.
Create a student-centered classroom where students help each other learn, solve problems
and help make class rules.
Focus on the number correct when grading papers instead of the number wrong. Seeing -12
at the top of a paper is an emotional let-down. It fosters feelings of failure and frustration.
On the other hand, seeing 88/100 at the top of a paper promotes a much more positive
emotional response. It helps the student realize that he can succeed, even though he got 12
questions wrong.
Teach classroom expectations explicitly and practice good decision making.
Model and teach active listening skills. If two students are arguing about something and go
to the teacher, the teacher will stay calm and listen to what each student has to say. She will
then paraphrase what she heard back to the student. The students can speak to each other,
with the teacher present, and then paraphrase what they heard the other say
How to Increase Attention Span in the
Classroom
 
 Print this article

Reading for pleasure can help to

develop concentration.

Education has become more informal and child-friendly in the past few decades. Children
are no longer expected to sit in rows and learn by rote. Classrooms are often bright and
stimulating, and teachers encourage children to be "hands on" to sit in small groups and
even to move about. The ability to concentrate, however, may be a casualty of this more
enlightened approach. Generally, very small children do not appear capable of sustained
periods of concentration. But, as the child grows older, this is an extremely important skill
to develop.
Instructions
Create an expectation in the classroom that there will be quiet periods of intense work.
These should be interspersed with more interactive work. Include regular breaks during
which the children are encouraged to move freely about the classroom. Wherever possible,
have periods of playtime outside in fresh air.

Involve the parents whenever possible, as their cooperation is crucial. The child's routine at
home can play an important part in his ability to concentrate. He should have regular
bedtimes and a calming routine at night. He should have breakfast every morning, as there
is much evidence that hunger and low blood sugar impedes concentration.
Use small achievable goals. It is easier to concentrate if there is a cut-off point, and
particularly if there is a reward for achieving a small goal. This reward may just be in the
form of praise. Take other measures to achieve discipline within the child and within the
classroom. Have clear boundaries, for example, there should be a short period where all the
children have to remain silent. This may just last a few minutes, but it teaches the child self-
control.

Foster enthusiasm in the children. If the child shows an interest, for example, in a particular
area of history, use every opportunity to encourage this interest. If a child is interested in
something, it is easy for her to concentrate on this. An ability to concentrate is a transferable
skill.
The Motivational Effects of the Classroom
Environment

The classroom environment has

different effects on different students and may not be ideal for all.

The motivational effects of the classroom environment differ depending upon the student.
This is because the classroom environment is a social one, where the students are
constantly aware of how well other students are doing. This sets off a delicate interplay
between intrinsic and extrinsic motivating factors, which can help some students while
hindering others.
Perceived Autonomy
o A classroom environment can effect a student's motivation differently depending
on his perceived autonomy. If the child feels that he has no freedom in the
classroom, that the teacher controls all, then the student will have a marked
decrease in motivation. There simply is no point for a student to be motivated if
there is no room to express that free will. However if the student feels that he has
some autonomy to do as he wants in the classroom, he can feel very motivated
because he knows the teacher will be there to correct any errors.

Perceived Competence
o Another major component of the classroom's effect on a student's motivation is
her perceived competence. Having a sense of autonomy is pointless if the student
feels that she is not capable of doing any of the activities. This is further
 compounded by having students of different capabilities in the classroom, as the
high performers may outpace the lower powerformers.

Peer Pressure
o High performing students can create unrealistic expectations for lower
performing students. Conversely, lower performing students can impose peer
pressure on high performing students to refrain from outshining them. Thus,
motivation depends both on the student's competence and the acceptance of the
cohort of outlier students. For example, students who will not be going on to
higher education may make the college-bound students work less hard because
they perceive less competition. Conversely if all the students in a classroom plan
to go to college, they will be further motivated to compete since they are each
other's competition for slots in the better schools.

Role of The Teacher

o The teacher has a complex role in the classroom when it comes to motivation.
The teacher needs to allow the students autonomy while at the same time guiding
them towards a certain goal. The teacher must also help those students who lack
academic competence keep up with the others. Lastly, the teacher has to control
the social pressure that students can use on each other to prevent other students
from wrecking the grading curve. To accomplish this goal, announce that the top
students' grades will not be used when grading. Furthermore, the teacher must be
aware that some students simply do not want to earn As. A student who plans to
go to a community college may be content getting Bs and Cs, and no amount of
pleading will get him to work as hard as the Ivy League bound students.
 Strategies for Low Achievers
 Print this article

As with many types of situations that involve maximizing the learning experience, doing
so for a school-age child designated a low achiever starts with heightened awareness
among those involved in the child’s education. Higher levels of awareness can lead to a
better understanding of the kinds of obstacles that contribute to the learning challenges
such children encounter. Understanding the nature of these obstacles makes it easier for
parents and professional educators to work together on the development of strategies that
encourage improved performance in low-achieving school children.


Definition
o The term "low achiever" sometimes refers to those children with IQ levels lower
than average but not low enough to categorize them as learning disabled or
mentally disabled. Potentially, this category can include up to half of the children
in a given school system or classroom. However, this does not cover all low-
achieving students. Some children who fall into the low-achievement category
actually have above-average, even high, intelligence levels as determined by
standardized tests; however, they become bored with the regularized
presentation of learning materials because they have exceeded those milestones.

Teacher Awareness
o Teacher awareness forms an important element of best practices in learning
strategies for low-achieving students. Through this awareness, the teacher can go
on to consider implementation of varying learning techniques that support the
low-achieving child’s progress. Barriers to a low-achieving child’s progress
include such routine or high-pressure learning environments as teaching geared
to the passing of high-stakes tests, and peer pressure associated with the
accomplishments of higher-achieving classmates.

Group Learning
o The sense of camaraderie and cooperative learning can bolster both morale and
motivation in the low-achieving child. Group learning strategies can involve a
mix of levels of achievers and innate IQ levels, or can involve comparable peers
learning together. Whichever model a teacher applies to a specific project,
however, the teacher ensure that the low-achieving child or children in the group
 manage the project so that it operates as a cooperative, versus a competitive,
learning activity.

Tutoring
o Another learning strategy that can enhance the learning accomplishments of the
low-achieving child involves individual attention. A teacher can sometimes
provide some of this individual attention. However, working with an individual
tutor, or a variety of tutors in different subject areas, can give the low-achieving
child not only additional individual attention but exposure to a different educator
perspective. This, in turn, may enhance progress across all subject areas.

How to Teach a Child with a Low IQ

Children with low IQs must be given extra help to grow.

Teaching a child with a low IQ is a difficult task that requires a special kind of person.
Being understanding, patient and aware of the specific challenges that these students face
is crucial to their growth and development. Whether these students are integrated into
regular classrooms or attending a special school, their success is highly dependent upon
the quality of their education. Accurately assessing these students' abilities and using the
most appropriate teaching strategies can have a profound impact on their quality of life.
Instructions
Have a professional administer a formal IQ test to the child if this has not already happened.
Understanding the student's level of impairment can be very helpful for understanding how
much extra help he requires. While an IQ of 100 is considered average, anywhere between
85 to 100 is actually in the normal zone. An IQ that falls between 70 and 85 is considered
low, while IQs below 70 can signify mental retardation. An IQ of 85 may require a little
extra time and patience while an IQ of 70 may involve more assistance with even basic
tasks.
Assess the student's strengths and weaknesses. Pay attention to what the student may do
well while noting what areas the student seems to struggle with the most. IQ does not
measure every type of intelligence, so pay attention to whether a student has some artistic
ability or shows more ease with spatial awareness, mathematics, verbal skills or other areas.
Encourage and praise these abilities while spending extra time in areas that are most
difficult. Notice what type of learner the student is (visual, auditory or kinesthetic) and
adapt your teaching approach to this style.
Cultivate an attitude of patience, understanding and acceptance. Students with low IQs may
not give any indication that they are paying attention to your efforts and may be easily
distracted. Giving a student the same instruction a number of times may be necessary for
him to internalize the concept. If you find yourself becoming frustrated, take a deep breath
and try a different approach.
Adjust your vocabulary so that your explanations and instructions can be clearly understood
by the student. On assignments and tests, avoid any challenging vocabulary that may
prevent the questions or instructions from being understood by the student. If the student
cannot even understand what is required of him, it makes it very difficult for him to attempt
the task.
Answer any questions that may come up for the student right away instead of making him
wait for an "appropriate time." The learning of these students works best when it is
spontaneous, and you should therefore adjust to their spontaneous needs as they arise.
Use visual aids, employ storytelling time and any other methods that can make the material
you are teaching more engaging. These students may have shorter attention spans than
other students, so it is important to discover ways that can keep them interested.

Remember to keep the pace very moderate and avoid introducing new material too quickly.
Because it takes students with low IQs longer to retain information, it may be much more
productive to focus on tasks until they can be completed satisfactorily, then add more
difficult assignments. For example, it may take a child several months to learn to tie his
shoes on his own. Do not give up (such as suggesting the child switch to velcro shoes) --
stick with it until he can accomplish the task, then slowly add more challenging goals.


How to Teach Gifted Children
Most education schools, school districts and school policies devote far more time and
energy to teaching academically challenged students than to teaching academically gifted
ones. By realizing that both groups need special attention, we can make all children feel
happy and successful at school.

Instructions
1. Teach Gifted Students
Keep them together. It is important that gifted students be able to move at their own (quick)
pace as much as possible, so grouping students by ability for some subjects or having special
gifted-student learning time is important.
Be open-ended. Ask thought-provoking questions, not yes or no ones. Assign projects
instead of piles of worksheets.
Encourage questions. Gifted students not only know the answers, they have more questions
on the topic. Instead of being afraid that you don't know the answers, use the questions as
springboards for learning how to do Internet or library research.
Remember their ages. Just because the child in front of you can talk about quantum physics
intelligently doesn't mean she won't get cranky when she's hungry. Brains don't equal
maturity.
Incorporate their passions. Most gifted children develop deep interests in certain subjects.
Use those interests as frameworks for teaching math, reading, science, social studies and
writing skills.
Make sure they try new things. Most gifted students are not gifted in every area. Helping
them step out of their comfort zones---whether it's encouraging mathematicians to write
stories or sedentary readers to try sports---will make the students more well-rounded and
empathic.
Tips on Mentoring Children

A mentor can
help guide a child through many stages.

Mentors hold a special position in the lives of children. Such adults provide personal
guidance and wisdom to assist children. Mentors may bring assistance in the realm of
education, business, relationships and family, or help in a more all-encompassing manner
that covers many areas of a child's life. Peers can also serve as mentors, offering
assistance from someone close to the child's age. Peers may better understand social and
academic expectations and can help guide the efforts and behaviors of children through
the example they set. There are several keys to effective mentoring.
Listen
o Listen to the child. Children are required to behave and perform in the classroom
and at home. Despite the love and caring given by parents and teachers, children
do not always have a chance to unburden themselves or share uninterrupted with
the adults in their lives. By quietly and actively listening to the child's feelings,
concerns, hopes and dreams, you offer the child an important outlet for relieving
stress and give her the feeling of being valued.

Explore
o Explore the child's interests. Getting to know the child goes hand in hand with
listening. Find out what the child would like to become, what he enjoys doing and
where his experiences lie through informal conversation. Children sometimes
communicate more freely when the focus is not directly upon them, so plan your
conversation around a scenic walk, a board game, a meal or an activity that offers
a bit of distraction. You can then veer away from the topic if a child becomes
stuck, shy or irritated, and come back to your questions and ideas when the child
has had a chance to absorb what was said or to gather her thoughts.

Set the Bar High

o Keep your expectations high. As a mentor, you may be the only positive influence
in a child's life. Mentors have the opportunity to show a child that more is
possible for his life and to encourage a child to aim for the stars. By not only
telling the child that greater goals exist and are available to her, but offering
practical methods for achieving those goals, a mentor can help a child believe that
such achievements are possible. Mentors fill a special role; not a parent, relative
or teacher, mentors spend time with a child by choice, and this choice imbues the
relationship with great importance for the child involved.

Keep the Pressure Low

o Keep the pressure on the child low. Whether you plan to work with high-
achieving or at-risk children, the stresses on both groups is great. Advanced
 students often face demanding course work, multiple extracurricular activities
and personal or family pressures to perform. At-risk children may have family
issues and may even be living away from home. They frequently face involvement
in court proceedings and may have a poor educational and behavioral record.
Such children may also labor under psychiatric diagnoses that make everyday
activities difficult. As a mentor, you want to help a child through issues in a
manner that does not add to her difficulties, so attempt to adapt your approach to
fit the child's needs and individuality.

How to Build Relationships in the Classroom

Learn effective ways to build

relationships with your students.

Building relationships in the classroom is an essential part of any instructor's career.

Having healthy teacher-to-student and student-to-student relationships is an effective
way to help prevent academic failure, social conflict and quarrelsome behavior. For
students to learn in an effective manner they need to feel comfortable, loved and accepted
in their learning environment. Multiple strategies are available that can be used to
achieve healthy long-lasting relationships in the classroom setting.

Instructions
1.
Get to know your students. Each of your students has separate personalities, which is why it
is important for you to know them as individuals. A unique way to know more about your
students is to have them keep a personal journal that is meant for only you to read, unless
otherwise instructed. Also, have several minutes set aside once a week at the beginning of
class to allow your students to read a journal entry aloud if they are willing to volunteer. The
journals will give you a good sense of each of your student's personalities, and if journal
entries are read aloud it will also give other students in the classroom a chance to better
understand one another.

Show appropriate manners, and expect to receive the same. When students and teachers
feel that they are respected and not treated unfairly, the relationships in the classroom will
grow at a positive rate. Simple courtesy such as saying "thank you," "please" and "you're
welcome" will show each of your students that you respect and appreciate them, and it will
encourage them to treat you with the same courtesy.
Acknowledge your students. Similar to the way professionals enjoy receiving recognition
and praise for demonstrating hard work efforts, it is the same with your students. When
your class scores an average high on a test, acknowledge your students as a whole. If a few
students received low markings, include them in the acknowledgment as well. It will
encourage them to do better on the next test or assignment.
Create group activities. Students love to have fun in the classroom regardless of age. Having
group activities in the classroom every other week, give or take, is very beneficial to
students. Not only do they give you a chance to connect with your students, they also help
build student-to-student relationships.
A great group activity to help each student learn more about his personality is the "True
Colors Personality Test." The test consists of four colors: red, blue, green and orange. Each
color describes the four most common personality types. After each student discovers his
personality type, group together students who have the same personality type and allow
them to discuss why they are most like the chosen personality type. Most corporations use
this assessment so employers can get to know one another and have a better understanding
of their personalities.
Involve the students' parents. If the students are not of adult age, their parents should be
involved in their education. Reminding the parents of upcoming events, tests and
assignments that are due is an effective way for your students to succeed. Also, if there is a
concern or any "good news," it is important to pass this information on to the parents in
order for them to issue praise or properly resolve the concern. This strategy will help you
build relationships with the students' parents as well as the students.
Remedial Teaching Strategies
 
 

Characteristics of Learning among Pupils with Learning Difficulties

Objectives of Remedial Teaching
Principles of Helping Pupils with Learning Difficulties
The Process of Remedial Teaching
Curriculum Adaptation
Homework Policies
Formulation of Teaching Plans
Teaching Activities, Aids and Supporting Materials
The Setting of Learning Environment
Remedial Teaching Strategies
Development of Generic Skills
Assessment and Record on Learning
Liaison with Parents
Co-ordination with Other Teachers and Professionals
Characteristics of Learning among Pupils with Learning Difficulties
 

Pupils under IRTP (Intensive Remedial Teaching Programme) usually have one or more than
one of the following learning difficulties:
  poor memory
  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 power
  fail to grasp information effectively and mix things up easily
  have difficulty in understanding new/abstract concepts
  fail to transfer knowledge to the related learning areas appropriately
  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 students develop their potential and remove the obstacles in learning.

 
OBJECTIVIES OF REMEDIAL TEACHING
 

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.
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.
 
PRINCIPLES OF HELPING PUPILS WITH LEARNING DISABILITIES

Teaching preparation
 Before preparing for their lessons, remedial teachers should identify pupils' diverse learning
needs as soon as possible so that they may design appropriate teaching plans to facilitate pupils'
effective learning.
Devise various learning activities
 Since pupils have different characteristics in learning, teachers must devise different learning
activities with the same teaching objective 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 since pupils may acquire the
required knowledge and skills through diversified activities.
Design meaningful learning situations
 Remedial teachers should specifically design meaningful learning situations, language
environments(especially for English subject), games or activities so as to provide personal
 learning experiences for pupils and stimulate their interest and initiative in learning.
Teaching approaches
 Teachers should give concrete examples before proceeding to abstract concepts by way of
simple and easy steps at a pace in line with the learning abilities of students. Teachers may teach
new concepts from different perspectives by various approaches so that pupils can grasp the
ideas through meaningful and repeated illustrations. 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 pupils understand
the main points.
Provide clear instructions
 Pupils with learning difficulties are less competent in understanding written language.
Therefore, remedial teachers should give pupils short and clear instructions to avoid confusion.
They must explain clearly the arrangement of each learning activity. If necessary, they may ask
pupils to repeat the steps of activities so that every pupil may understand the instructions.
Summarize the main points
 At the course of teaching, teachers should always sum up the main points in teaching and write
the key phrases on the board to enhance pupils' audio and visual memories. Teachers can guide
their pupils to link up the knowledge they learn from class with their life experiences so as to
enhance the effectiveness of learning. Besides, guiding pupils to repeat the main points in verbal
or written form is also an effective way of learning.
Enhance learning interest and motivation
 Suffering from frequent frustrations in their work, pupils with learning difficulties may
gradually lose their interest in learning. Therefore, teachers should adapt the curriculum to meet
the needs of pupils. With less pupils in the IRTP, teachers can design interesting activities
coupled with reward scheme to stimulate pupils' interest. It is most important to help pupils
overcome their learning difficulties so that they may gain a sense of achievement and recover
their confidence and interest in learning.
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.
Focus on the learning process
 Teaching should not only focus on the transmission of knowledge. It is also important to see that
pupils are benefited from the entire learning process. Teachers should provide ample
opportunities in class for pupils to practise and think what they have learnt, and allow them to
solve problems by different means. Teachers should also carefully observe the performances of
pupils and give them appropriate assistance, feedback and encouragement so as to help them
acquire the learning skills, solve their problems and understand their own capability, thus
enhancing self-confidence and improving their learning skills.
Show concern for the performances of individual pupils
 Pupils may encounter different problems in their studies, therefore, teachers should carefully
observe the learning process of individual pupils in class. Whenever necessary, they should
provide individualized remedial teaching before and after class, during recess or lunchtime, so
that they can remove their learning obstacles as soon as possible. When marking assignments,
 teachers should take note of the common errors of pupils and deliver the correct concepts and
knowledge to them promptly.

 
THE PROCESS OF REMEDIAL TEACHING

The flowchart below may serve as a reference for teachers in the delivery of collaborative
teaching or individual teaching:
 
 
CURRICULAM ADAPATION
 

Remedial teachers should adapt the curriculum to accommodate the learning characteristics and
abilities of pupils. They should set some teaching objectives which are easy to achieve to ensure
that pupils may acquire the knowledge as desired after the completion of each module.
Teaching should not be directed by textbooks which should not be taken as the school
curriculum. There is no need to cover all the contents in the textbooks as well. Schools can
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 are 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 make good use of all teaching materials. For example, they may select and use
the materials in textbooks to meet the teaching objectives, or compile their own supplementary
teaching materials. They may also design materials of different standards. Materials from the
internet, newspapers, magazines and references provided by the Education Department may help
teachers design interesting and enjoyable activities to enhance pupils’effectiveness of learning.
 
HOMEWORK POLICIES

Schools should formulate clear policies on homework which should be reviewed regularly. The
assignments should be targeted at the teaching objectives and serve the purposes of learning.
Exercise books available in the market should only serve as a reference. Schools should choose
these exercise books carefully and make appropriate adjustments to the category, quantity and
quality of homework.
Teachers should take note of the following points when designing homework for pupils:
 i. the homework should have clear objectives and can accommodate the level and needs of
pupils;
 ii. the form and contents of homework should be of a great variety so as to develop pupils’
creativity, self-learning and collaborative skills;
 iii. the homework should match the content taught in class;
 iv. teachers should give simple and clear instruction;
 v. assign appropriate amount of homework each day;
 vi. ineffective and mechanical drills should be avoided; and
 vii.teachers should make good use of the homework as a tool for evaluation and feedback to
enhance the motivation and effectiveness of learning.

 
FORMULATION OF TEACHING PLANS

When formulating teaching plans, teachers are advised to take the following two aspects into
consideration:
On the one hand, teachers should formulate practical teaching objectives that meet the learning
characteristics and weaknesses of pupils so as to foster a sense of achievement. On the other
hand, teachers should decide whether the learning items should be taught in details or in brief.
Moreover, the items should be classified into different levels and taught through small and
simplified steps to facilitate comprehension as well as to strengthen pupils’ confidence in
learning. A topic in Mathematics is quoted as example:
Topic Original IRTP Class
Area of a polygon Find the area of a more complicated figure  Find the area 

 
With reference to the common difficulties encountered by pupils, teachers should set down the
main points for remedial teaching and make adjustments promptly according to the performance
of students.
Teachers should make a brief record of the learning aspects, teaching objectives/aims, key
learning points, activities, use of teaching aids and evaluations for future reference.
Teachers may deliver the teaching content by means of modules, themes, learning aspects or
teaching items and work out the teaching plans accordingly.
Post-lesson reviews should focus on the teaching process and pupils’ performance, with specific
and critical evaluations made. Examples of main points for review are as follows:
 i. the common difficulties of pupils;
 ii. the effectiveness of teaching strategies and class activities to help pupils understand the
teaching contents, grasp the main points and apply what they have learned; and
 iii.issues of concern (e.g. basic knowledge that requires enrichment, the need to break down or
re-arrange teaching steps, etc.)
 
TEACHING ACTIVITIES, AIDS AND SUPPORTING MATERIALS

Teachers should design appropriate learning activities in line with the focus of teaching. On the
basis of low starting point, small steps, diversified activities and instant feedback, teachers
should encourage pupils to participate actively during the learning process to help master the
skills and methods of collaborative learning. Diversified teaching activities such as situational
teaching, competitions, collation of information, discussion, oral reporting, games, topical
research, production of graphs/figures/models, role play, recording, visit and experiments may
help pupils enhance their interest in learning, stimulate their thinking and reinforce the
effectiveness of teaching.
Teachers should exercise their discretion in the appropriate use of teaching aids. Appropriate
teaching aids not only help to enhance pupils’ interest in learning, but will also consolidate the
knowledge they learned, thus achieving the objective of teaching. Common teaching aids are
concrete objects, figures, models, word cards, number cards and audio-visual equipments such as
tape recorder, headset, wire free induction loop system and multimedia teaching aids, etc. When
designing and using teaching aids, teachers should first consider their practical use and assess
whether the aim of remedial teaching can be attained.
The design and organization of teaching materials should be pupil-oriented. They should be
selected and collated systematically to serve the purpose. Teaching materials provided by the
Education Department or other academic institutions may also serve as a reference for teachers
(A list of references can be found at Appendix 10).
 
THE SETTING OF LEARNING ENVIRONMENT

Well-designed learning environment helps to maintain pupils’ attention and interest in learning
and facilitates the achievement of teaching aims. In this way, it is more easy to achieve the aim
of teaching. The teaching environment should be designed to support remedial teaching and
group activities. Seat arrangements of pupils should be flexible to meet the specific teaching
purposes of each learning activity. For example, teachers and pupils may form of circle when
holding discussions; and the two pupils or group members involved may sit together during peer
group or small group learning.
Teachers should prepare a rich, pleasant and comfortable learning environment for pupils. For
example, they may set up a self-learning corner, book corner, toy corner, science corner, prize
corner or stationery/learning resources corner, etc. to enkindle pupils’ interest in learning. An
example of classroom setting is shown at Appendix 9.
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.
 
REMEDIAL TEACHING STRATEGIES

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.
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.
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.
3.3
Handling pupils’ behaviour problems
6
  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.

 
DEVELOPMENT ON GENERIC SKILLS

Remedial teachers should help pupils develop good learning habits and attitudes, such as
complete the assignments tidily, keep their promise and be responsible and disciplined. A
constructive attitude is the foundation for life-long self-learning and it helps enhance pupils’
learning effectiveness.
Pupils should be helped to master basic self-learning skills and abilities. For example, teachers
may teach them how to set appropriate learning objectives and priorities, time management,
note-taking, reading skills and examination taking skills, etc.
Remedial 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.
Pupils can be taught to solve problems by different methods, tools or by drawing insight from
their past experiences. For example, teachers can teach them the use of dictionaries, as well as
the skills of seeking and handling information obtained from the school and public libraries.
These are ways to develop students’ flexibility, creativity and independent thinking.
Teachers should train pupils to establish good interpersonal relationship so as to facilitate
effective communication and collaboration as well as to enhance the team spirit of students.
 

ASSESSMENT AND RECORD ON LEARNING

Assessment plays a very important role in teaching and learning. By means of assessment,
remedial teachers can know the learning progress as well as strengths and weaknesses of pupils;
hence, they may design different teaching activities accordingly to help pupils learn in an
effective manner. Besides, it is also a means to measure the discrepancy between IRTP pupils
and ordinary pupils so that teachers may decide whether it is desirable for the pupil(s) concerned
to withdraw from IRTP.
The two most common assessment methods are listed as follows for teachers’ reference:
 i. Formative Assessment
   Teachers can understand and assess the learning abilities of pupils from their daily classwork
and homework as well as individual or group projects, such as model making, drawing,
information collection, measuring activities and the way they relate daily events to the topics
they learnt in class, so that they can revise the teaching content accordingly.
 ii.Summative Assessment
   With reference to the progress of teaching, teachers may assess the performance of students
by means of examinations/tests. The examination/test papers must cover all the main points in
teaching where the levels of difficulty meet the pupils’ abilities. The weighting of questions
and marks should be balanced. Different types of questions should be included.
Schools may have different forms and weightings of assessment.
Remedial teachers should keep a detailed personal record for each pupil under IRTP. They
should assess the progress of pupils regularly and systemically. A comprehensive record
provides information on the learning progress of pupils and serve as a reference.
 Teachers should pay attention to the response of pupils during classroom learning and make a
record in the “Evaluation” column of the teaching plan (Appendix 7) to facilitate follow-up
actions or changes in teaching strategies. In addition, teachers should make reference to the
teaching objectives in evaluating the effectiveness of teaching, and revise their teaching plans
according to the learning needs.
 

LIASON WITH PARENTS 

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.
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.
 CO-ORDINATION WITH OTHER TEACHERS AND PROFESSIONALS

Remedial teachers must keep in close contact with other teachers. They are encouraged to
discuss or share their experiences with others to find out ways to improve pupils’ learning and
behaviour. For example, they may discuss on the teaching plans, learning progress of pupils, test
and examination questions, pupils’ problem behaviour and partial or total withdrawal of pupils
from IRTP.
Remedial teachers should also liaise with other related professionals to seek for professional
support with a view to helping pupils solve their problems.
 

SUMMARY

REMEDIAL TEACHING is identifying slow learners and giving them the necessary guidance to
help them overcome their problems, after identifying their areas of difficulty. Contrary to what is
said, remedial teaching is done perfunctorily without identifying their areas of difficulty and
underlying cause for lagging behind. Some students are unsympathetically branded as `block
heads' without an earnest attempt to know the real cause of their slow learning.

Slow learners

Who is a slow learner? In the present system of education, students are identified as slow
learners purely on the basis of their poor performance in the examination, which, in most cases
deviates from what is taught. Consequently even talented students are sometimes misconstrued
as dullards. So, a slow learner is one whose performance is very dismal in the examination. He is
neither mentally retarded nor is on the lower rungs of intelligence scale.

The reasons for some students learning slowly are innumerable. One of the main reasons is the
`no detention system' at the primary and upper primary level. Students are promoted to higher
classes on the basis of attendance, even if they score low marks. The heterogeneous composition
(mental age & physical age) of over crowded classes in all government run schools and private
schools also produces slow learners. So the incapacity of the teacher to pay individual attention
to a student over a long period makes a student a slow learner. A slow learner is thus a product of
negligence of school at different stages of learning, inspite of his innate capacity to learn.

There are some problems very specific to the individual. Ill health, lack of concentration, less
exposure to the subject taught and parental background are some causative factors for slow
learning. Talents differ. A childs capacity to learn different subjects varies from student to
student. For instance, learning mathematics is a knack. All students do not do well in
mathematics just as they do in other subjects. While other subjects can be learnt at any stage, it is
very difficult for students to learn mathematics without the basics. Students show interest in the
subjects they like and neglect other subjects if not taken care of. An urban child learns languages
like English well while a rural child cannot, however well the teacher tries to explain.

Remedial measures

Learning takes place from simple to complex. If for some reason the student has not learnt the
basics, it is futile to teach him the advanced topics. Remedial teaching is not revising the topics
taught repeatedly. Careful analysis of the students' performance in the examination and
diagnosing the areas of difficulty are key aspects in remedial teaching. Once the difficult areas
are identified, the next task is to plan the learning experiences to teach the basics to understand
the given topic.

Teachers often feel that what has not been learnt at the primary level, cannot be taught
simultaneously with the prescribed topics at the secondary level as they are busy completing the
syllabus. Experience shows that once the basics are taught, the learning process is accelerated
and the slow learners comprehend and grasp the given topics of the class, since they have already
attained the mental age.

In government run residential schools in Andhra Pradesh and Jawahar Navodaya Vidyalayas
nation wide, the students are admitted in class VI based on a selection test consisting of a variety
of questions to test intelligence and aptitude of the students.

It has been observed that many students thus selected do not possess the basics which they are
supposed to learn at the primary level. But these schools have produced excellent results over the
years by introducing bridge courses in their academic planning.

Subjects like physics pose difficulty for students when compared to biology. In biological
sciences, students can see and find meaning in what they study. Whereas physics is somewhat
intricate and difficult for students without good knowledge of mathematics. Poor performance in
physics can be remedied by first teaching the required basic mathematical operations. Sometimes
language becomes a barrier for students to understand the vast areas in subjects like geography.
The innumerable new words used to describe various phenomena baffle the students. Students do
not find these words in English language textbooks although they learn English language to
pursue others subjects in an inter- disciplinary approach. The teacher has to explain all the words
and their usage related to his subject before he teaches the concept.

The new words used in questions could confuse students and elicit wrong answers from them.
Students should be exposed to a variety of questions with antonyms and synonyms - all the
words used to frame a question to test the topic taught. Merely tagging the slow learners with
bright students or segregating them into separate sections will not help the slow learners. Slow
learners harbour themselves unobtrusively in the group of bright students.

Students learn a lot from the peer group. Unconscious learning does not take place if students are
segregated. Keeping the slow learners in the peer group of bright students and paying individual
attention to them by the teacher will enable them to overocme their difficulties.

Student is central in the learning process. The learning experiences should be activity-oriented
and the teaching should motivate and create interest in the student to learn on his own. When
group discussions are held in the classroom, the slow learners are benefited much.

Suitably tailored lesson plan by the teacher and careful monitoring by the school administration
will help slow learners have a better grasp of all lessons in schools.