ABSTRACT
Remedial teachers when asked to describe their methods often find it impossible to generalize. 'The approach is entirely dependent on the individual child' they say. Their prime concern is thus with the individualization of teaching. Closely connected with this is their belief in the importance of motivation. Record-keeping has quite an important bearing on effective remedial work and the skilled remedial teacher attends to it for reasons over and above those common with teachers engaged on other forms of instruction. Indications from diagnostic testing, if used, will also be recorded and perhaps, too, notes on relevant facets of personality and educational history. Subsequently two sorts of record-keeping by the teacher are usually essential. In addition there will be periodical records of a more formal sort, based on re-testing. Periodical formal re-testing provides an essential ingredient, showing whether goals are being achieved and indicating what remains to be done.
