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Once the difficult areas are identified,
the next task is to plan the learning
experiences to teach the basics to
understand the given content .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.
Viable Strategies regarding remedial
teaching:
The question is how to plan and
design remedial teaching to enhance
learning of basic skills. There may be
various means and ways of going about
it as delineated below:
To have a long term impact
and institutionalize this remedial
measure in the working of schools,
all pre-service and in-service teachertraining
programs must be infused
with substantive issues on remedial
teaching in the curriculum and tested
in examinations. Further, workshops
on remedial teaching must be an
essential component of such programs
to provide hands-on experience to the
participants.
Remedial teaching is
not revising the topics
taught repeatedly.
Careful analysis of the
students’ performance
in the testing and
diagnosing the areas of
difficulty are key aspects
in remedial teaching.
Though no significant credit has
been given to training of teachers
for improving learning outcomes of
students, it is worthwhile to put in
place a regular program of orientation/
training for teachers. Such program
has to be comprehensively organized,
engaging the best expertise at disposal
to do justice to this enormous task.
Further incentives and motivation can
do wonder and this applies to Teachers
also. If performance of teachers is
objectively assessed in terms of learning
outcomes and suitably rewarded for
showing improvement, the results may
be remarkable. If teachers are inspired
then whatever means are appliedwhether
in the classroom, outside the
classroom, during the school hours
or after the school time, in the form
of summer camps or other programs,
targets of learning outcomes may
become realistic and achievable.
After the introduction of “The Right
of Children to Free and Compulsory
Education Act, 2009”, it has become
all the more important to ensure that
the children from the marginalized and
disadvantaged sections who are brought
into the fold of school education are
provided with reasonable opportunity
to acquire basic skills. Without
grounded properly in the numerical
and language skills, these children do
not stand any chance to make the most
of this Right to Education and progress
to higher levels.
Keeping this in view, remedial
teaching has been made an essential
component of Diploma in Education
program in Haryana. In this the
student-teachers are required not only
to study the theoretical aspects but
also practice them during internship
of one year duration. An orientation
of master-trainers and others has been
planned and will be extended to all the
student-teachers before the internship
begins. This is just a beginning to
get institutionalized the measure of
remedial teaching in the system of
school education in Haryana.
Director, Board of School
Education Haryana
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