Process of Remedial Teaching

The Process of Remedial Teaching

1. Curriculum Adaptation

Remedial teachers should adapt the curriculum to accommodate the learning

characteristics and abilities of students. They should set some teaching objectives
which are easy to achieve to ensure that students 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 students' 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 students’effectiveness of learning.

2. 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
students:


 the homework should have clear objectives and can

accommodate the level and needs of students;
 the form and contents of homework should be of a great
variety so as to develop students’ creativity, self-learning
and collaborative skills;
 the homework should match the content taught in class;
 teachers should give simple and clear instructions;
 assign appropriate amount of homework each day;
 ineffective and mechanical drills should be avoided; and
 teachers should make good use of the homework as a
tool for evaluation and feedback to enhance the
motivation and effectiveness of learning

3. 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 students so as to foster a sense of
achievement. On the other hand, teachers should decide whether the learning items
should be taught in detail 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 students’ confidence in learning.
With reference to the common difficulties encountered by students, 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 students’
performance, with specific and critical evaluations made. Examples of main points
for review are as follows:


 the common difficulties of students;

 the effectiveness of teaching strategies and class
activities to help students understand the teaching
contents, grasp the main points and apply what they
have learned; and
 issues of concern (e.g. basic knowledge that requires
enrichment, the need to break down or rearrange
teaching steps, etc.)

4. 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 students 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 students
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 students’ 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 student-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.

5. Setting of Learning Environment

A well-designed learning environment helps to maintain students’ attention and

interest in learning and facilitates the achievement of teaching aims. In this way, it is
easier to achieve the aim of teaching. The teaching environment should be designed
to support remedial teaching and group activities. Seat arrangements of students
should be flexible to meet the specific teaching purposes of each learning activity.
For example, teachers and students may form a circle when holding discussions; and
then, two students 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
students. 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
rekindle students’ interest in learning.
Teachers may display the teaching materials of the week or the learning outcomes
or products of students at prominent places to stimulate their motivation in learning.

6. Remedial Teaching Strategies

i. Pull out :
Remediation is given by pulling the student out of the classroom and providing
instruction in a small group in a different environment. This type of instruction can
be beneficial to students who get distracted by other students or frustrated when
there is a lot going on in the classroom. However, it can also make students feel
isolated and separated from the rest of their class. Some students can feel like they
are being left out when they are pulled from classroom instruction.
ii. Push in :
Remediation is provided by the remedial teacher coming into the classroom to
provide support to the students who need it during a lesson. This type of instruction
is helpful when the student only needs minimal support and can also focus well in a
whole group setting. However, this type of remediation can be difficult for students
who have more critical needs and are easily distracted by others. For example, Joey
does better when his remediation teacher comes into his classroom during lessons.
He can ask questions in a small group while remaining in the classroom with his
peers and teacher.

7. Peer Support Programme

Remedial teachers may train students 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 students 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 students concerned beforehand and make regular
reviews on its effectiveness. Generally speaking, this programme is more suitable for
students of higher grade levels.
8. Reward Scheme

The reward scheme has positive effect in enhancing students’ motivation. It aims at
guiding students 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 students 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:
1.
1. set clear and specific targets (for example: requirement
on the score of dictation and number of assignments
submitted);
2. set achievable objectives;
3. give diversified rewards (including verbal commendation)
or prizes to accommodate students’ interest; give
rewards instantly;
4. review and revise the reward scheme regularly; and
5. invite parents to help children improve their work.

9. Handling students’ behaviour problems

Remedial teachers should observe the following when dealing with the behaviour
problems of students:

1.
1. always observe the performance of students in class and
their behaviour in groups;
2. establish close relationship with students, develop mutual
trust and listen carefully to what they say;
3. help students understand the effect of their behaviour on
the other as well as their own selves;
4. keep in close contact with parents to find out the cause
of a student’s behaviour problems;
5. help students build up self-confidence and a healthy self-
image;
6. give positive reinforcement to students’ good behavior,
and do not pay undue attention to their misbehavior;
7. do not try to change all the deviant behavior of students
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;
 8. refer the cases to Student Counsellors/Teachers for
follow-up action if the behavior problems of students
continue or become serious. If necessary, student
counsellors officers/teachers may refer the case to the
Psychological Services Section of the Education
Department for individual assessment and remedial
services.

10. Development of Generic Skills

Remedial teachers should help students 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 students’ learning effectiveness.
Students 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 students 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.
Students 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 students to establish good interpersonal relationship so as to
facilitate effective communication and collaboration as well as to enhance the team
spirit of students.

11. 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 students; hence, they may design different teaching activities
accordingly to help students learn in an effective manner. Besides, it is also a means
to measure the discrepancy between under achieving students and ordinary students
so that teachers may decide whether it is desirable for the student(s) concerned to
withdraw from remedial learning.
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 students 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 students’
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 under achieving
student. They should assess the progress of these students regularly and
systemically. A comprehensive record provides information on the learning progress
of students and serve as a reference.
Teachers should pay attention to the response of students during classroom learning
and make a record in the “Evaluation” column of the teaching plan 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.

12. Liaison with Parents

In order to help students with learning difficulties, schools must liaise closely with
parents. Apart from providing guidance on homework to their children, parents also
handle students’ 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 students 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 students’ potentials.

13. Coordination 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 students’ learning and behaviour. For example, they may discuss on the
teaching plans, learning progress of students, test and examination questions,
students’ problem behaviour and partial or total withdrawal of students .
Remedial teachers should also liaise with other related professionals to seek for
professional support with a view to helping students solve their problems.