REMEDIAL

INSTRUCTION
What is Learning Environment?

Ørefers to the diverse physical locations,

contexts, and cultures in which students
learn.
Øit also encompasses the culture of a
school or class.
COMPONENTS OF A LEARNING ENVIRONMENT
1. the characteristics of the learners
2. the goals for teaching and learning
3. the activities that will best support learning
4. the assessment strategies that will best measure
and drive learning
5. the culture that infuses the learning environment
 CREATING A LEARNING
ENVIRONMENT
The learning environment must be
envisioned in both a physical
space and cognitive space.
Physical Space
Ømanaged as the teacher prepares the
classroom for the students.

Cognitive Space
Ønecessary for a learning environment.
TWO SPECIFIC AREAS OF
COGNITIVE SPACE
Setting Expectations
Øsignificant aspect of this beginning
is the teacher's establishment of
expectations for student behavior,
which are expressed through rules
and procedures.
Creating Motivational Climate

Ø an essential part of organizing the classroom

involves developing a climate in which teachers
encourage students to do their best and to be
excited about what they are learning.
 MAINTAINING A
LEARNING ENVIRONMENT
As the school year progress classroom
management involves maintaining the
learning environment through conscientious
decision- making concerning students and the
classroom.
Several strategies that teachers use to elicit high levels
of work involvement and low levels of misbeahvior:

ØWith it-ness
ØOverlapping
ØSmoothness and momentum
ØGroup alerting
INDIVIDUALIZED EDUCATIONAL PROGRAM
Geared to the learning needs of individual pupils, the
Individualized Education Program (IEP) aims to reinforce
the foundation of learning, help pupils overcome their
learning difficulties and develop their potentials.
Individualized Educational Program should include
short- term and long-term teaching objectives, learning
steps, activities and reviews to ensure that the program
is implemented effectively.
 PEER SUPPORT PROGRAM
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.
Reward Scheme
ØThe reward scheme has positive
effect in enhancing pupils'
motivation.
HANDLING PUPIL’S
BEHAVIOR
PROBLEMS
ØAlways observe the performance of
pupils in class and their behavior in
groups;
ØEstablish close relationship with pupils,
develop mutual trust and listen carefully
to what they say;
Ø Help pupils understand the effect of
their behavior on the other as well as
their own selves;
Ø Keep in close contact with parents to
find out the cause of pupils' behavior
problems; help pupils build up self-
confidence and a healthy self-image;
Ø Give positive reinforcement to pupils' good
behavior, and do not pay undue attention
to their misbehavior;
Ø Do not try to change all the deviant
behavior 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;
Ø Refer the cases to Student Guidance
Officers/Teachers for follow-up action if the
behavior 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 OF &
GENERIC SKILLS
Ø 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.
Ø Pupils should be helped to master basic self
'learning skills and abilities.
Ø Remedial teachers can also make use of
information technology, to motivate and
teach pupils to learn according to their own
pace.
Ø Pupils can be taught to solve problems,
different methods, tools or drawing insight
from their past experiences.
ØTeachers 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
student.
ASSESSMENT AND
RECORD ON
LEARNING
Ø Assessment plays a very, important role in
teaching and learning.
Ø Besides, it is also a means to measure the
discrepancy, between IRTP pupils and ordinary,
pupils so that teachers ma, decide whether it is
desirable for the pupils concerned to withdraw
from IRTP).
 The two most common
assessment methods are
listed as follows for
teachers’ reference:
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.
SUMMATIVE ASSESSMENT
Ø 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
difficult, meet the pupils' abilities. The weighting of
questions and marks should be balanced. Different
types of questions should be included.
 TITLE:
LIASON WITH OFFICE
PARENTS
Ø 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 there requirements of the school and their
schoolwork.
ØSome 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.
ØOn 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.
Coordination with other Teachers
and Professionals
ØRemedial 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 behavior.
Remedial Instruction in Teaching
Ø Reading Instruction at all education levels should be
aimed at helping each pupil move steadily toward
the attainment of greater competency in in reading.
The more intelligent, curious, alert, and healthy the
pupil is, the more rapidly he should be improving i in
reading skills. Since pupil have different needs, it is
crucial that their reading instruction be as closely as
tailored to their actual needs as possible.
 The Effective Remedial
Reading Program
Ø An effective remedial reading program
is one that is directed by a highly
trained remedial instructor and has
gained the cooperation and support of
teachers, administrators, and parents.
Correcting Perceptual
and Decoding Deficits
in Word Recognition
PERCEPTUAL
Ø relation to immediate sensory experience
- Merriam-Webster Dictionary
Ø Relating to the ability to notice something or
come to an opinion about something using your
senses.
-Cambridge Dictionary.
DEFICITS
Ø A lack or impairment in an ability or functional
capacity that may cause hindrance.
- Merriam-Webster Dictionary
Ø The amount by which something, especially
money, is smaller than it should be.
- Cambridge Dictionary
 WORD
RECOGNITION
Ø The act of seeing a word and recognizing its
pronunciation immediately and without any conscious
effort. If reading words requires conscious, effortful
decoding, little attention is left for comprehension of a
text to occur. Since reading comprehension is the
ultimate goal in teaching children to read, a critical
early objective is to ensure that they are able to read
words with instant, automatic recognition.
- Garnett, 2011
ØVisual analysis of an unfamiliar word must
precede the application of knowledge of
word parts. Both of these come before the
final synthesis of the parts into recognition of
words.
-Ekwall & Shanker, 1988
 Two ways of identifying
whether a student has
insufficient competencies in
the visual analysis of words
ØThe student, when pronouncing
words verbally, selects
inappropriate elements to sound out
and often he/she tries again and
again to use the same analysis even
when it does not work.
Ø Can be done when the teacher
shows him/her the word covering
up parts of it, if the student is able
to recognize it, then at least one of
his/her problems in word
recognition is faulty visual analysis.
 ALPHABETIC KNOWLEDGE
Ø The ability to name, distinguish shapes, write, and
identify the sounds of the alphabet.
Ø Defined as the relationship between Phonology
(sounds in speech) and Orthography (spelling
patterns of written language).
 SIGHT WORD KNOWLEDGE
Ø Technically speaking, the term "sight word" refers to
any word an individual can read as a whole word,
without sounding it out. High frequency words are
words that commonly occur in print. Because high
frequency words appear repeatedly in texts, it is
important for students to recognize these words with
automaticity. These words then become "sight words"
for the individual.
 SIGHT WORD
High frequency sight words are commonly used
words that young children are encouraged to
memorize as a whole by sight, so that they can
automatically recognize these words in print
without having to use any strategies to decode.
Sight words were introduced after whole language
fell out of favor with the education establishment.
 KNOWLEDGE ON SOUND-
SYMBOL CORRESPONDENCE

The knowledge of how letters relate to

the sounds of spoken language.
 WAYS TO CORRECT
SIGHT-WORD
KNOWLEDGE DEFICIT:
1. Write a sentence on the chalkboard with the
new word used in context. Underline the word.
2. Let students read the sentence and attempt to
say the new word using context clues along with
other word-attack skills. If you are introducing a
new story, it is especially important that you do not
tell them each new word in advance, as this
deprives them of the opportunity to apply word-
attack skills themselves.
3. Discuss the meaning of the word or how it is
used in talking and writing. Try to tie to something
in their experience. If possible, illustrate the word
with a picture or a concrete object.
4. Write the word as students watch. Ask them to
look for certain configuration clues such as double
letters, extenders, and descenders.