Universally students will have fundamental academic problems in respect of learning concepts, particularly abstract in nature, computational skills, oral and written expressions. Such problems may be attributed to almost all the subjects, and may occur at all stages of learning. There is no such mirror with crystal clear image that reflects the learning difficulties of the students. There is no such precise tool either that can suggest perfect corrective measures. There is always some percentage of failure in whatever tool or method you adopt to rectify the deficiencies unless the Diagnosis of learning difficulties is devoid of error element.

As a teacher, as and when you encounter a student facing some kind of learning problem or the other, try to gather as much information or data as you can from all angles and make a record of it and arrange it on some basis for further inference. It may happen that certain observations my appear silly and irrational at the beginning but may hold some underlying specific reason which may be the key for solving the problems. All language teachers, while conversing in the classroom, can easily identify the errors in oral communication-be it intonation, pitch or rhythm. In case a student is performing a written task, you can notice his difficulties in grasping the summary, repeated grammatical errors, copying, neatness in presentation and speed of completion of work and so on and make a note of them so that you can devise a solution at your leisure time.

It is possible that you may notice in a particular student helplessness in carrying out homework in terms of initiative and drive, self-study habits, vocabulary, resourcefulness, cooperativeness and the ability to get along with a group.

Before we talk of remedial skills in teaching, let us make a rough list of factors that contribute to learning difficulties:

1. Over expectation of parents
   
2. Parental comparisons
   
3. Apathetic attitude of Parents as well as teachers
   
4. Too much ambitious nature of parents of nucleated families
   
5. Parental ignorance of their ward’s education
   
6. Poor and ill planned Home assignments
   
7. Insipid and boring methods of teaching
   
8. Lack of proper methods of Counseling and Guidance to the students at the appropriate time
   
9. Fear of autocratic teachers

Remedial skills

Sending the students for tuitions is not termed as rendering the academic assistance to the weak. Remedial teaching is not the repetition of earlier teaching in the class.
The Remedial teachers

• Should design separate specific assignments to deal with the children of learning deficiencies.
  
• Should plan interesting games covering the potential content
  
• Should use Substitution tables
  
• Should lay clear emphasis on repeated drill – both oral and written
  
• Should be patient and pay attention to the academic grievances
  
• Should devote extra time in a meaningful way to boost the morale
  
• Should plan for simple notes in requisite doses
  
• Should take the help of Counsellor or Psychologist
  
• Should use of relevant remedial techniques
  
• Must go for separate scheduling
  
• Should devise alternative activities if earlier activities does not yield fruitful results
  
• Should focus on continuous and comprehensive evaluation
  
• Take the performance feedback from time to time
  
• Should bear in mind the background of the child
  
• Should invariable drop the methods of corporal of punishment