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Chapter 1 Remedial Classroom

The document outlines the concept of remedial instruction, which aims to correct study habits and improve the competence of slow learners who do not require special education. It emphasizes the importance of thorough assessment and consistent monitoring in organizing and managing a remedial program, along with systematic and intensive instruction tailored to individual needs. General instructional guidelines are provided to help teachers effectively support students in overcoming language skills deficits.

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38 views1 page

Chapter 1 Remedial Classroom

The document outlines the concept of remedial instruction, which aims to correct study habits and improve the competence of slow learners who do not require special education. It emphasizes the importance of thorough assessment and consistent monitoring in organizing and managing a remedial program, along with systematic and intensive instruction tailored to individual needs. General instructional guidelines are provided to help teachers effectively support students in overcoming language skills deficits.

Uploaded by

eun hye choi
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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The Remedial Classroom: Organization and Management

What is Remedial Instruction?


1: intended as a remedy.
2: concerned with the correction of faulty study habits and the raising of a pupil’s general
competence. Remedial reading courses; also; receiving or requiring remedial instruction.
https://www.merriam-webster.com/dictionary/remedialinstruction
3: pertains to special teaching, teaching methods, or material for backward and slow learners.
http://dictionary.reverso.net/english-definition/remedialinstruction

Who are those Slow Learner?


-are students who learn slowly than their peers, yet do not have disability requiring special education.
(according to Griffin, 1978)

THE REMEDIAL CLASSROOM:

Remedial Program
- primarily helps students address language skills deficits by helping them acquire self-
confidence to face their own weaknesses and overcome these through acquisition of self-
strategies.
- A thorough assessment must be conducted before organizing a remedial program, while
consistent monitoring is imperative in managing program.
Below are general instructional guidelines that should be considered (Strickland, 1998 cited in
Gunning, 2003 and in Vacca, Vacca, and Gove, 1991):
 Instructions is systematic when it is planned, deliberate in application, and proceeds
in an orderly manner. This does not mean a rigid progression of one-size-fits-all
teaching.
 Intensive instruction on any particular skill or strategy should be based on need.
Thus, intensity will vary both with individuals and groups.
 There is no substitute for ongoing documentation and monitoring of learning to
determine the order in which skills should be addressed and the level of intensity
required to help a child or group of children succeed in a particular area.
 To track the specific goals and objectives within an integrated language-arts
framework, teachers must know the instructional objectives their curriculum
requires at the grade or year level they teach.

Reporter: ELLEN MAE G. REPAMONTE BSED III - ENGLISH

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