Remediation in the classroom should be dom more carefully to assist the learner

Many teachers may regard remediation as a matter of fulfilling the needs of the primary Education policy.Before any teacher takes remediation process it is necessary to consider the following:
♦Do slow learners grasped concepts taught in lesson?
♦Should these pupils need help after subdued during lessons because they do not feel free while they are among other pupils?
♦Whether these pupils need to be drilled in areas of difficulty by further sub-topicing?
The teacher may want to study the learner's responses written to check for error patterns that's consistency,approximate,guess,causes through indicators.
(A) 79 97 38
+83 +24 +95
1512 1111 1213

(B) 79 97 38
+83 +24 +95
152 111 123

When observing specific learning difficulties classify the errors as gross (serious )due to carelessness or misconception.For example in A errors is due to misconceptions and B error is because of carelessness.
When taking remediation process it is necessary to ensure this steps are considered:
Talk to the learner and find out how they get the answers.Thereafter plan appropriate or relative remedial work (task/activities/tests). Administer the tests or task while carry out remediation.And evaluate or judge the responses.
The approach to remedial cycle is teaching --testing--teaching (TTT)
The remediation is taken regulary for a few pupils or the whole group can be remediated if they do not understand concepts introduced.There should be different approaches to the solutions given to pupils since causes of not grasping the concepts may differ .The remediation is not only for mathematics,languages or sciences.Even the subjects like art or home economics .For example on the topic about "The sewing machine" some pupils may be afraid of just holding the sewing machine because at home they are not access and others may have problems of oiling.This is on the some topic but approach to individual should be considered.
When assessing pupils for remediation they should not be labelled as being "useless or helpless" the teacher should find ways and means of assisting the children concerned so that they may grasp the concepts slowly.
If the pupils do not grasp the concepts then they should appear in the remedial record book and strategies should be changed now and then.
Sometimes because of continous failing children may lose interests or they may not understand .It is wise to ask a resource person to help and never get rid of such children completely.In remediation do not rush ,lose hope or patience.
When judgements are made the evaluation should be self evaluatory and suggestions on the solutions to remediation given and failed. Remediation should be a continous process and children who could have grasped the concepts should be removed from the remedial group and join the whole group.
This remedial group should not be treated as the group of poor performers .They should be treated like the rest of the class and do not give them special favours.
It is necessary to consider doing remedial lessons when both the teacher and learners are free or where there is time during the lessons.The exercise in the form of written work should not be too challenging and at times less work to be given if the pupils are to grasp the concepts quickly.Never allow yourself to leave remediation incomplete .Always be satisfied that the pupils have understood.