Remedial Teaching in Professional Programs
Goal
The practice was aimed at addressing the needs of the students who were repeatedly failing despite answering supplementary exams. Some of them were about to exhaust the permitted number of attempts. The programme was designed on the basis of the assumption that since these students came on the national level entrance examination, their potential must be high.
The Context
Based on the need of the students, about ten students were taken up in 2007. Certain subjects were identified where highest number of failed candidates was noticed. These subject experts were briefed and the meetings between subject experts and the students were coordinated to boost the confidence of the student and to create a cordial connection between the teacher and the student. The teacher was oriented to believe that the student can succeed in the given attempt.
The Practice
Step 1: Orienting the students in general study skill which included how to plan, how to study, how to identify the study patterns and how to design an answer.
Step 2: The students were given a set of questions to prepare an answer by referring the books.
Step 3: These answers were reviewed in the presence of the student. The student was appraised on what was missing in the answers, lacunae in understanding the question and in strategically presenting the information in the answer. The students were asked bring the improved answer and practice answers for such model questions.
They were also taught on how to manage the time during the exam and how to be effective in written communication. Certain common errors were identified and discussed
On the parallel, students could also approach the concerned teacher for clarification of doubts and further explanation of concepts and themes.
Evidence of Success
90% of the students cleared their pending papers in the first attempt. The most important case studies were:-
a) In 2007, a student who had a mind block and wrongly believed that he will never earn the law degree as he had failed the Evidence Law paper for five times in a row. He believed that he did his best in his every attempt. After three months of remedial teaching, he cleared the paper with distinction and currently pursues MBA.
b) In 2008, a 2nd Year student under the pressure to complete requisite number of courses to avoid discontinuance was brought by the parents saying that they would withdraw the student. She completed all backlogs in two attempts and earned a first class in the next year. She never had to face backlogs anymore.
c) This is the case of a student who also had backlogs and was on the verge of discontinuation. He used the combination of personal tutor and the subject expert. The personal tutor translated the legal language into vernacular and guided him. Today, he is in the final year of his programme without losing his year and confidence.
These cases prove how personalized, need based guidance, designed with the trust in human potential yields best results. In some cases, we have to combine counseling, to help the candidates overcome their fears
On an average, in every semester, we have 30-40 such students and their success rate is 95%. This program has strengthened the faith and belongingness in the teachers and institute.
Problems Encountered and Resources Required
One of the problems was finding a flexible committed teacher who made learning pleasant and believed in a non-judgmental approach.
The resources required are committed teachers, additional financial resources for such extra hours of work and incentives in the form of recognition for such teachers. Further, creating a peer group among students to support such students is another challenge. Furthermore, counseling the parents and close family members to understand the problem is a bigger challenge.
Notes
It is very important for every teacher to go through this journey and understand the learning differences among students. Needless to say, it enriches the teacher in terms of compassion and connection to the learner. However, one lesson to be learnt is that the orientation and fitness to professional education are not at the same level in every student despite excellent performance in the entrance exam. It spells out the need for a special orientation and leveling programme at the entry level. This is an example of transformational education.
Steps for Remedial Teaching
- Call and check the difficulty of the student
- Focus and select subject strategically (Eg.: To save term, year, the cases etc.
- Prepare a Study Plan
- Conduct a question-answer test and make the students to write mock answers and correct with comments
- Give study skills
- Stress Management, memory exercise by counseling
- Conduct at least two tests
- Prepare CD of G. William’s ‘How to study law’, Study Skills, ‘Focus’ chapters relevant to study