Remedial Students Quotes

Art is dead, but the student is necrophiliac.

When I was young, women were raped on the campus of a great university and the authorities responded by telling all the women students not to go out alone after dark or not to be out at all. Get in the house. (For women, confinement is always waiting to envelope you.) Some pranksters put up a poster announcing another remedy, that all men be excluded from campus after dark. It was an equally logical solution, but men were shocked at being asked to disappear, to lose their freedom to move and participate, all because of the violence of one men.

No problem can hide from a relentless student of the Bible. The book of Ruth is a remedy for the 21st Century. Michael Ben Zehabe, Ruth: a woman’s guide to husband material, Introduction

When I was young, women were raped on the campus of a great university and the authorities responded by telling all the women students not to go out alone after dark or not to be out at all. Get in the house. (For women, confinement is always waiting to envelope you.) Some pranksters put up a poster announcing another remedy, that all men be excluded from campus after dark. It was an equally logical solution, but men were shocked at being asked to disappear, to lose their freedom to move and participate, all because of the violence of one man.

Within a couple of weeks of starting the Ph.D. program, though, she discovered that she'd booked passage on a sinking ship. There aren't any jobs, the other students informed her; the profession's glutted with tenured old men who won't step aside for the next generation. While the university's busy exploiting you for cheap labor, you somehow have to produce a boring thesis that no one will read, and find someone willing to publish it as a book. And then, if you're unsually talented and extraordinarily lucky, you just might be able to secure a one-year, nonrenewable appointment teaching remedial composition to football players in Oklahoma. Meanwhile, the Internet's booming, and the kids we gave C pluses to are waltzing out of college and getting rich on stock options while we bust our asses for a pathetic stipend that doesn't even cover the rent.

Despondency, is not a virtue; I believe it is a vice. I am heartily ashamed of myself for falling into it, but I am sure there is no remedy for it like a holy faith in God.

As Christians, our task is to make daily progress toward God. Our pilgrimage on earth is a school in which God is the only teacher, and it demands good students, not one who play truant. In this school we learn something every day. We learn something from commandments, something from examples, and something from sacraments. These things are remedies for our wounds and materials for study.

remedial work needed? It often is. In my introductory political science classes, I encounter far too many students who cannot write coherently. I would like to think this is being remedied in composition courses, since without that competence they can’t do college-level work. But it’s quite another thing to say that all undergraduates need advanced algebra to proceed toward their degrees.

No matter what you’ve done up to this point, you better still be a student. If you’re not still learning, you’re already dying. It is not enough only to be a student at the beginning. It is a position that one has to assume for life. Learn from everyone and everything. From the people you beat, and the people who beat you, from the people you dislike, even from your supposed enemies. At every step and every juncture in life, there is the opportunity to learn—and even if the lesson is purely remedial, we must not let ego block us from hearing it again.

Virtually every inner city of size in America—New York City, Detroit, Chicago, Baltimore, St. Louis, Cincinnati, Milwaukee, Newark, Atlanta—is 100 percent controlled by the Democrat Party and has been for fifty to a hundred years.5 These cities account for the majority of the homicides and robberies in America, for the lion’s share of urban poverty, welfare dependency, and drug addiction, and for a majority of the failed schools where, year in and year out, 40 percent of the students don’t graduate, and 40 percent of those who do are functionally illiterate. No reforms to remedy this unconscionable situation are possible, moreover, thanks to the iron grip of Democrat teacher unions who run the schools to benefit the adults in the system rather than their student charges.

It is not enough only to be a student at the beginning. It is a position that one has to assume for life. Learn from everyone and everything. From the people you beat, and the people who beat you, from the people you dislike, even from your supposed enemies. At every step and every juncture in life, there is the opportunity to learn—and even if the lesson is purely remedial, we must not let ego block us from hearing it again.

But I am so pathologically obsessed with usage that every semester the same thing happens: once I've had to read my students' first set of papers, we immediately abandon the regular Lit syllabus and have a three-week Emergency Remedial Usage and Grammar Unit, during which my demeanor is basically that of somebody teaching HIV prevention to intravenous-drug users. When it merges (as it does, every term) that 95 percent of those intelligent upscale college students have never been taught, e.g., what a clause is or why a misplace 'only' can make a sentence confusing or why you don't just automatically stick in a comma after a long noun phrase, I all but pound my head on the blackboard; I get angry and self-righteous; I tell them they should sue their hometown school boards, and mean it. The kids end up scared, both of me and for me. Every August I vow silently to chill about usage this year, and then by Labor Day there's foam on my chin. I can't seem to help it. The truth is that I'm not even an especially good or dedicated teacher; I don't have this kind of fervor in class about anything else, and I know it's not a very productive fervor, nor a healthy one – it's got elements of fanaticism and rage to it, plus a snobbishness that I know I'd be mortified to display about anything else.

The student really knows how miserable will be that golden future which is supposed to make up for the shameful poverty of the present. In the face of that knowledge, he prefers to dote on the present and invent an imaginary prestige for himself. After all, there will be no magical compensation for present drabness: tomorrow will be like yesterday, lighting these fools the way to dusty death. Not unnaturally he takes refuge in an unreal present.

It seems obvious that throughout history, as one of the few professions open to women, midwifery must have attracted women of unusual intelligence, competence, and self-respect§. While acknowledging that many remedies used by the witches were “purely magical” and worked, if at all, by suggestion, Ehrenreich and English point out an important distinction between the witch-healer and the medical man of the late Middle Ages: . . . the witch was an empiricist; She relied on her senses rather than on faith or doctrine, she believed in trial and error, cause and effect. Her attitude was not religiously passive, but actively inquiring. She trusted her ability to find ways to deal with disease, pregnancy and childbirth—whether through medication or charms. In short, her magic was the science of her time. By contrast: There was nothing in late mediaeval medical training that conflicted with church doctrine, and little that we would recognize as “science”. Medical students . . . spent years studying Plato, Aristotle and Christian theology. . . . While a student, a doctor rarely saw any patients at all, and no experimentation of any kind was taught. . . . Confronted with a sick person, the university-trained physician had little to go on but superstition. . . . Such was the state of medical “science” at the time when witch-healers were persecuted for being practitioners of “magic”.15 Since asepsis and the transmission of disease through bacteria and unwashed hands was utterly unknown until the latter part of the nineteenth century, dirt was a presence in any medical situation—real dirt, not the misogynistic dirt associated by males with the female body. The midwife, who attended only women in labor, carried fewer disease bacteria with her than the physician.

As a kid my mom loved to read and was good at it. But when schools were integrated and she went to high school, they put her in remedial English because she wasn’t reading at the level of the white students her age. They. Thought. She. Had. A. Learning. Disability (except I’m sure they didn’t say it that politically correctly). In reality, my mom did not have a learning disability. What she had was a syndrome called “Years of being educated at Black public schools that didn’t have the greater resources of white public schools because of racism-it is.” Heard of that syndrome? Turns out this country still has it.

They taught him how to milk cows and now they expected him to tame lions. Perhaps they expected him to behave like all good lion tamers. Use a whip and a chair. But what happens to the best lion tamer when he puts down his whip and his chair. Goddamnit! It was wrong. He felt cheated, he felt almost violated. He felt cheated for himself, and he felt cheated for guys like Joshua Edwards who wanted to teach and who didn’t know how to teach because he’d been pumped full of manure and theoretical hogwash. Why hadn’t anyone told them, in plain, frank English, just what to do? Couldn’t someone, somewhere along the line, have told them? Not one single college instructor? Not someone from the board of Ed, someone to orientate them after they’d passed the emergency exam? Not anyone? Now one sonofabitch somewhere who gave a good goddamn? Not even Stanley? Not even Small? Did they have to figure it out for themselves, sink and swim, kill or be killed? Rick had never been told how to stop in his class. He’d never been told what to do with a second term student who doesn’t even know how to write down his own goddamn name on a sheet of paper. He didn’t know, he’d never been advised on the proper tactics for dealing with a boy whose I.Q. was 66, a big, fat, round, moronic 66. He hadn’t been taught about kids’ yelling out in class, not one kid, not the occasional “difficult child” the ed courses had loftily philosophized about, not him. But a whole goddamn, shouting, screaming class load of them all yelling their sonofbitching heads off. What do you do with a kid who can’t read even though he’s fifteen years old? Recommend him for special reading classes, sure. And what do you do when those special reading classes are loaded to the asshole, packed because there are kids who can’t read in abundance, and you have to take only those who can’t read the worst, dumping them onto a teacher who’s already overloaded and those who doesn’t want to teach a remedial class to begin with? And what do you with that poor ignorant jerk? Do you call him on class, knowing damn well he hasn’t read the assignment because he doesn’t know how to read? Or do you ignore him? Or do you ask him to stop by after school, knowing he would prefer playing stickball to learning how to read. And knowing he considers himself liberated the moment the bell sounds at the end of the eighth period. What do you do when you’ve explained something patiently and fully, explained it just the way you were taught to explain in your education courses, explained in minute detail, and you look out at your class and see that stretching, vacant wall of blank, blank faces and you know nothing has penetrated, not a goddamn thing has sunk in? What do you do then? Give them all board erasers to clean. What do you do when you call on a kid and ask “What did that last passage mean?”and the kid stands there without any idea of what the passage meant , and you know that he’s not alone, you know every other kid in the class hasn’t the faintest idea either? What the hell do you do then? Do you go home and browse through the philosophy of education books the G.I bill generously provided. Do you scratch your ugly head and seek enlightenment from the educational psychology texts? Do you consult Dewey? And who the hell do you condemn, just who? Do you condemn elementary schools for sending a kid on to high school without knowing how to read, without knowing how to write his own name on a piece of paper? Do you condemn the masterminds who plot the education systems of a nation, or a state or a city?

In the story, Ivan Ilyich is forty-five years old, a midlevel Saint Petersburg magistrate whose life revolves mostly around petty concerns of social status. One day, he falls off a stepladder and develops a pain in his side. Instead of abating, the pain gets worse, and he becomes unable to work. Formerly an “intelligent, polished, lively and agreeable man,” he grows depressed and enfeebled. Friends and colleagues avoid him. His wife calls in a series of ever more expensive doctors. None of them can agree on a diagnosis, and the remedies they give him accomplish nothing. For Ilyich, it is all torture, and he simmers and rages at his situation. “What tormented Ivan Ilyich most,” Tolstoy writes, “was the deception, the lie, which for some reason they all accepted, that he was not dying but was simply ill, and he only need keep quiet and undergo a treatment and then something very good would result.” Ivan Ilyich has flashes of hope that maybe things will turn around, but as he grows weaker and more emaciated he knows what is happening. He lives in mounting anguish and fear of death. But death is not a subject that his doctors, friends, or family can countenance. That is what causes him his most profound pain. “No one pitied him as he wished to be pitied,” writes Tolstoy. “At certain moments after prolonged suffering he wished most of all (though he would have been ashamed to confess it) for someone to pity him as a sick child is pitied. He longed to be petted and comforted. He knew he was an important functionary, that he had a beard turning grey, and that therefore what he longed for was impossible, but still he longed for it.” As we medical students saw it, the failure of those around Ivan Ilyich to offer comfort or to acknowledge what is happening to him was a failure of character and culture. The late-nineteenth-century Russia of Tolstoy’s story seemed harsh and almost primitive to us. Just as we believed that modern medicine could probably have cured Ivan Ilyich of whatever disease he had, so too we took for granted that honesty and kindness were basic responsibilities of a modern doctor. We were confident that in such a situation we would act compassionately. What worried us was knowledge. While we knew how to sympathize, we weren’t at all certain we would know how to properly diagnose and treat. We paid our medical tuition to learn about the inner process of the body, the intricate mechanisms of its pathologies, and the vast trove of discoveries and technologies that have accumulated to stop them. We didn’t imagine we needed to think about much else. So we put Ivan Ilyich out of our heads. Yet within a few years, when I came to experience surgical training and practice, I encountered patients forced to confront the realities of decline and mortality, and it did not take long to realize how unready I was to help them. *   *   *

Page 141: Group Polarization Patterns Political anger and demands for privileges are, of course, not limited to the less privileged. Indeed, even when demands are made in the name of less privileged racial or ethnic groups, often it is the more privileged members of such groups who make the demands and who benefit from policies designed to meet such demands. These demands may erupt suddenly in the wake of the creation (or sharp enlargement) of a newly educated class which sees its path to coveted middle-class professions blocked by competition of other groups--as in India, French Canada, or Lithuania, for example. * * * A rapid expansion of education is thus a factor in producing inter-group conflict, especially where the education is of a kind which produces diplomas rather than skills that have significant economic value in the marketplace. Education of a sort useful only for being a clerk, bureaucrat, school teacher--jobs whose numbers are relatively fixed in the short run and politically determined in the long run--tend to increase politicized inter-group strife. Yet newly emerging groups, whether in their own countries or abroad, tend to specialize precisely in such undemanding fields. Malay students, for example, have tended to specialize in Malay studies and Islamic studies, which provide them with no skills with which compete with the Chinese in the marketplace, either as businessmen, independent professionals, or technicians. Blacks and Hispanics in the United States follow a very similar pattern of specializing disproportionately in easier fields which offer less in the way of marketable skills. Such groups then have little choice but to turn to the government, not just for jobs but also for group preferences to be imposed in the market place, and for symbolic recognition in various forms. *** While economic interests are sometimes significant in explaining political decisions, they are by no means universally valid explanations. Educated elites from less advanced groups may have ample economic incentives to promote polarization and preferential treatment policies, but the real question is why the uneducated masses from such groups give them the political support without which they would be impotent. Indeed, it is often the less educated masses who unleash the mob violence from which their elite compatriots ultimately benefit--as in Malaysia, Sri Lanka, or parts of India, Africa, or the United States, where such violence has led to group preference policies in employment, educational institutions, and elsewhere. The common denominator in these highly disparate societies seems to be not only resentment of other groups' success but also fear of an inability to compete with them, combined with a painful embarrassment at being so visibly "under-represented"--or missing entirely—in prestigious occupations and institutions. To remedy this within apolitically relevant time horizon requires not simply increased opportunities but earmarked benefits directly given on a racial or ethnic basis.

ESTABLISH STABLE ANCHORS OF ATTENTION Mindfulness meditation typically involves something known as an anchor of attention—a neutral reference point that helps support mental stability. An anchor might be the sensation of our breath coming in and out of the nostrils, or the rising and falling of our abdomen. When we become lost in thought during practice, we can return to our anchor, fixing our attention on the stimuli we’ve chosen. But anchors can also intensify trauma. The breath, for instance, is far from neutral for many survivors. It’s an area of the body that can hold tension related to a trauma and connect to overwhelming, life-threatening events. When Dylan paid attention to the rising and falling of his abdomen, he would be swamped with memories of mocking faces while walking down the hallway. Other times, feeling a constriction of his breath in the chest echoed a feeling of immobility, which was a traumatic reminder. For Dylan, the breath simply wasn’t a neutral anchor. As a remedy, we can encourage survivors to establish stabilizing anchors of attention. This means finding a focus of attention that supports one’s window of tolerance—creating stability in the nervous system as opposed to dysregulation. Each person’s anchor will vary: for some, it could be the sensations of their hands resting on their thighs, or their buttocks on the cushion. Other stabilizing anchors might include another sense altogether, such as hearing or sight. When Dylan and I worked together, it took a while until he could find a part of his body that didn’t make him more agitated. He eventually found that the sense of hearing was a neutral anchor of attention. At my office, he’d listen for the sound of the birds or the traffic outside, which he found to be stabilizing. “It’s subtle,” he said to me, opening his eyes and rubbing the back of his neck with his hand. “But it is a lot less charged. I’m not getting riled up the same way, which is a huge relief.” In sessions together, Dylan’s anchor was a spot he’d rest his attention on at the beginning of a session or a place to return to if he felt overwhelmed. If he practiced meditation at home—I’d recommended short periods if he could stay in his window of tolerance—he used hearing as an anchor, or “home base” as he called it. “I finally feel like I can access a kind of refuge,” he said quietly, placing his hand on his belly. “My body hasn’t felt safe in so long. It’s a relief to finally feel like I’m learning how to be in here.” Anchors of attention you can offer students and clients practicing mindfulness—besides the sensation of the breath in the abdomen or nostrils—include different physical sensations (feet, buttocks, back, hands) and other senses (seeing, smelling, hearing). One client of mine had a soft blanket that she would touch slowly as an anchor. Another used a candle. For some, walking meditation is a great way to develop more stable anchors of attention, such as the feeling of one’s feet on the ground—whatever supports stability and one’s window of tolerance. Experimentation is key. Using subtler anchors does come with benefits and drawbacks. One advantage to working with the breath is that it is dynamic and tends to hold our attention more easily. When we work with a sense that’s less tactile—hearing, for instance—we may be more prone to drifting off into distraction. The more tangible the anchor, the easier it is to return to it when attention wanders.

The first thing he is looking for when he hires someone, he says, is “extreme talent.” He defines this narrowly. He doesn’t want someone who says they love teaching in general; he wants to hear someone identify the specific teaching task they excel at: I love writing out a lesson plan. Or I love working with remedial students. Or I love one-on-one tutoring. “People love to do the thing they are wired to do,” he says. A person can go a long way with a narrow skill set.

This is true in my own case, at any rate — plus also the “uncomfortable” part. I teach college English part-time. Mostly Lit, not Composition. But I am so pathologically obsessed with usage that every semester the same thing happens: once I’ve had to read my students’ first set of papers, we immediately abandon the regular Lit syllabus and have a three-week Emergency Remedial Usage and Grammar Unit, during which my demeanor is basically that of somebody teaching HIV prevention to intravenous-drug users. When it emerges (as it does, every term) that 95 percent of these intelligent upscale college students have never been taught, e.g., what a clause is or why a misplaced only can make a sentence confusing or why you don’t just automatically stick in a comma after a long noun phrase, I all but pound my head on the blackboard; I get angry and self-righteous; I tell them they should sue their hometown school boards, and mean it. The kids end up scared, both of me and for me. Every August I vow silently to chill about usage this year, and then by Labor Day there’s foam on my chin. I can’t seem to help it. The truth is that I’m not even an especially good or dedicated teacher; I don’t have this kind of fervor in class about anything else, and I know it’s not a very productive fervor, nor a healthy one — it’s got elements of fanaticism and rage to it, plus a snobbishness that I know I’d be mortified to display about anything else.

Dad’s out and Chico’s in, I’m like, fuck this. And she’s like watch your mouth and show adults respect. I pay the rent here. So I start staying out with my friends and skipping school just ’cause I feel like it and my teachers say, oh yeah, well here’s to your grades plummeting, and then I’m like, so what, and then they say one more semester and it’s over, you’re so out of here, and I’m like shit, no, they’ll send me to school with remedial kids. My little brother Peanut is gloating cause he’s at Bronx Science and thinks he’s the next Steve Jobs. That’s when I hit the books and school again. I cannot, will not, be showed up by Peanut. And that’s when I see the poster about the playwriting contest and Professor Bass, who is too old to be teaching high school but the damn union can’t fire him, says, you could probably write something decent if you weren’t so arrogant. He says half the students in the school don’t deserve to be here. And I roll my eyes and say well what, if you were

Stop being a two-bit doctor from ten minutes of googling.

His money is the reason you’re not stuck with a load of student loans. So yes, he wasn’t the best father, but at least he did something.

Remediation is a dimension of rapid learning that introduces personalized targeted assessments, support and instruction, aiding students in overcoming learning gaps over a period of time.

There are two distinct types of remediation—traditional remediation and rapid remediation. Rapid remediation, a more focused and time-sensitive method, efficiently closes learning gaps, enabling students to meet specific academic goals and catch up with their peers within a very short period of time.

Remediation is a rapid learning dimension for closing learning gaps in struggling students, while accelerated learning speeds up the educational journey for those excelling in their studies.

Achieving true mastery in any subject demands extensive practice, knowledge application, and a deep understanding of the content.

Remediation offers flexibility, adapting to students' evolving needs with adjustments to the level of support provided.

Rapid remediation utilizes targeted interventions and focused instruction, employing carefully chosen rapid learning techniques and resources to accelerate the learning process.

Rapid remediation is the go-to approach for swift intervention and targeted support for closing learning gaps and propelling struggling students to grasp concepts at an accelerated pace.

In rapid remediation, there is a defined timeline, specific goals, and a sense of urgency, making it effective in preparing students for summative assessments or bringing them up to grade level quickly.

Chunking is a fundamental principle in rapid learning. It involves selecting specific, related aspects, or contents in chunks to foster quick and effective learning.

Learning gaps and achievement gaps, though related, represent disparities in student learning in different ways.

Learning gaps, when unaddressed, can hinder student progress and confidence.

Teachers play a crucial role in promoting educational equity by identifying individual students' learning gaps and addressing them through personalized instruction and support, such as remediation or rapid remediation.

Learning gaps serve as the cornerstone for developing remediation objectives. Educators can identify and rate these gaps based on their urgency, paving the way for clear and measurable objectives aimed at addressing each gap within a specific time frame.

Efficient and effective, rapid learning not only addresses learning gaps but also serves as a transformative force in education, helping students succeed at an accelerated pace.

Rapid learning techniques ensure students catch up to grade-level expectations including students who have learning gaps, and thus need personalized remedial sessions.

Rapid remediation is a powerful approach for quickly addressing learning deficits, characterized by swift interventions and personalized support.

In rapid remediation, collaboration is key. Educators, specialists, parents, and students must work together to ensure a coordinated effort in swiftly closing learning gaps.

Rapid remediation aims to expedite progress toward grade-level standards, preventing long-term learning gaps and ensuring students quickly get back on track

Rapid Remediation aims to swiftly bridge learning gaps, providing targeted support for struggling students to catch up and succeed.

An effective remediation session includes a well-structured preliminary phase for conducting assessment, defining learning objectives and selecting resources and strategies.

In remediation the crucial step of assessment and diagnosis, educators unravel the mystery of learning gaps via examining past performances, talking to students and parents, and keenly observing habits and attitudes.

Assessment and diagnosis lay the groundwork in the preliminary phase, paving the way for effective remediation by setting clear objectives and aligning suitable strategies and resources.

. In the preliminary phase, teachers face the critical task of making informed choices, shaping the trajectory of remediation through assessment, objective clarity, strategic planning, and resource selection.

Effective remediation begins with a well-structured preliminary phase, consisting of vital steps like assessment, objective definition, strategy selection, and resource choice.

The core phase is the educational crucible where students take center stage, actively engaging in the learning process. It's a transformative journey where the teacher's role is not just to impart knowledge but to ignite the flames of curiosity and discovery within each student.

The core phase is the heartbeat of remediation where students take the front seat in their journey toward mastery and empowerment.

The core phase of remediation propels students into the driver's seat of their learning journey. It's a hands-on experience where active learning experiences, immediate practice, constructive feedback, immediate application and content wrap-ups converge to create an environment of accelerated growth and understanding.

In the remediation, core phase active learning takes center stage, and students become the protagonists of their learning journey. It's a transformative process where knowledge is not just received but actively embraced.

In active learning, students cease to be spectators; they become architects of their learning journey, building knowledge through hands-on experiences, discussions, and collaborative endeavours.

Engagement through active learning is the alchemy of education, transforming classrooms into lively workshops where students don't just consume knowledge but actively forge their understanding through dynamic participation.

In the core phase, the magic happens when students actively participate in learning. It's not just about absorbing information; it's about becoming transformed in the educational journey.

Practice fosters learning. In the core phase, immediate practice ensures that students engage, master, and retain the material through various formats and continuous reinforcement.

Engaging students through active learning transforms the classroom into a vibrant space where curiosity thrives, and the learning journey becomes an exciting adventure.

Strategic practice is pivotal in remediation. When exercises are strategically distributed over time and employ spaced practice techniques, they foster enduring memory and sustained knowledge.

A continuous flow of well-crafted practice exercises acts as reinforcements, solidifying targeted concepts or skills. Aligning these exercises with specific objectives amplifies the learning impact.

In the core phase of remediation, immediate practice activities serve as the catalyst, allowing students to interact with and master material through diverse formats, promoting engagement, mastery, and retention.

Practice is like a rehearsal for becoming an expert. Immediate practice in remediation is like a well-planned dance, making sure students not only learn the moves but smoothly perform their understanding.

In remediation, consider immediate practice as the hands-on experiment after a theory class. It solidifies understanding; ensuring students don't just know but can confidently apply what they've learned

Immediate practice is the workout for the brain, where each repetition flexes the mental muscles. In remediation, it's not just about doing the exercises but ensuring they build the strength needed for sustained academic fitness.

Picture immediate practice in remediation as a playlist of exercises. Each track reinforces the melody of learning, creating a harmonious blend that echoes success in understanding and application.

Assessments help gauge students' progress, allowing for necessary modifications and personalized support, which may involve collaboration with students, parents, peers, and stakeholders.

Uncovering learning gaps through assessments and observations is the first step toward providing targeted support and personalized intervention.

Rapid remediation is an approach to learning; it's a practice that employs targeted interventions, specialized techniques, and flexible support to swiftly close learning gaps and propel students toward grade-level expectations.

Addressing learning gaps is not just a necessity; it is important for promoting educational equity and preventing future skill disparities that could hinder student confidence and achievement.

Remediation/Rapid Remediation focuses on bridging learning gaps, overcoming challenges, and providing personalized support for struggling students to catch up quickly.

In the realm of rapid learning, Remediation/Rapid Remediation stands as a beacon, guiding students through tailored interventions to overcome academic challenges and swiftly catch up with their peers.

Choosing appropriate objectives, strategies and learning resources in the preliminary phase guides the journey towards closing learning gaps through remediation.

In the Preliminary Phase, teachers shape the trajectory of a remediation session by making informed choices, conducting assessments, objective clarity, strategic planning, and resource selection.

Assessment and diagnosis of student learning gaps lay the groundwork in the preliminary phase of an effective remediation session by setting clear objectives and aligning suitable strategies and resources.

Assessment and diagnosis act as the gateway to understanding learning gaps, involving thorough reviews of past work, dialogues with students and parents, and perceptive observations of habits and attitudes.

Unlocking the mysteries of learning gaps begins with assessment and diagnosis, a process that delves into past performance, conversations with students and parents, and astute observations of habits and attitudes.

Assessment and diagnosis mark the starting point in addressing learning gaps, involving a comprehensive review of past work, communication with students and parents, and keen observations of habits and attitudes.

When choosing appropriate strategies in remediation, educators meticulously handpick rapid learning strategies, methods and techniques that perfectly fit the unique needs of each student, ensuring effective and targeted learning.

In the crucial step of defining clear objectives for remediation, educators act as architects, constructing specific, measurable, and achievable goals to guide students toward successful learning destinations.

Defining clear learning objectives for remediation ensure that educators have a specific, measurable roadmap to guide students successfully through closing their learning gaps.

In the assessment and diagnosis step, educators become detectives, examining past records, engaging in conversations with students and parents, and carefully observing habits and attitudes to unravel patterns in learning gaps

Choosing appropriate strategies for remediation is an art form where educators skilfully blend techniques and methods that reflects each student's unique needs and aspirations.

In the core phase of remediation, educators transform into dynamic leaders, guiding students through active learning experiences, immediate practice, feedback, immediate application and content wrap-ups.

In remediation, educators transform into skilled navigators, navigating the vast sea of strategies to choose the ones that lead students to the shores of specific, measurable, and attainable educational achievements in a short period of time

The core phase of remediation is designed to propel students toward quick comprehension and

Active learning turns the classroom into a vibrant arena of exploration and propels students beyond mere listeners, turning them into creators and collaborators in their learning narrative

Active learning transforms the classroom into a space of exploration. Students actively participate, constructing knowledge through hands-on experiences, discussions, and collaboration.

Active learning is forged on student engagement, where engagement is the currency, and participation is the key. It transforms education from a monologue into a vibrant dialogue.

Active learning offers a world where curiosity guides, questions matter, and participation is crucial

Active learning is all about student participation, where they engage with ideas and concepts, making the classroom a stage for intellectual exploration.

Effective teaching in the core phase requires a shift – students take the lead, actively engaging with the learning process. The teacher becomes a guide, fostering autonomy and motivating students to achieve their educational goals.

In remediation, the choice of practice activities matters. Strategic distribution over an extended period and spaced practice foster stronger memory, ensuring knowledge withstands the test of time.

A continuous stream of well-designed practice exercises reinforce specific concepts or skills, leading to enhanced retention. The key is aligning practice activities with targeted objectives for optimal results.

In a traditional classroom, the spread between the fastest and slowest students grows over time, [and so] putting them all in one class cohort eventually makes it exceedingly difficult to avoid either completely boring the fast students or completely losing the slow ones. Most school systems address this by... putting the "fastest" students in "advanced" or "gifted" class... and the slowest students into "remedial" classes. It seems logical... except for the fact that it creates a somewhat permanent intellectual and social division between students.

Physicians sell patients on a remedy. Lawyers sell juries on a verdict. Teachers sell students on the value of paying attention in class. Entrepreneurs woo funders, writers sweet-talk producers, coaches cajole players. Whatever our profession, we deliver presentations to fellow employees and make pitches to new clients. We try to convince the boss to loosen up a few dollars from the budget or the human resources department to add more vacation days.

Sports programs are an important part of young people’s lives but should never over-shadow the true purpose of high school and that is to earn a diploma. So often today sports have become more important than an education. This must be remedied because the true focus must always be toward the student’s academic development.

One common mistake that schools make when implementing a tiered intervention program is that they pull students from essential core instruction to provide remediation of prior skills—that is, Tier 2 interventions replace student access to Tier 1 core instruction. When students miss essential core instruction for interventions, they never catch up. This is because while the targeted student is receiving interventions to learn a prior skill, they are missing instruction on a new essential standard. Ask classroom teachers why they don’t like students “pulled out” of their class for interventions, and they will tell you: “Because the student misses what I am teaching now.” For these students, it is one step forward, two steps back.

The whole notion that ADHD is a specific disease easily remedied by a pill is convenient but alarming. In several schools throughout the United States as many as 25 percent of students are routinely receiving powerful, mind-altering medications, the long-term consequences of which have never been studied!

National tragedy is good to memory researchers. In 1986, when the space shuttle Challenger exploded, Neisser saw an opportunity to remedy this gap in the memory literature, and to find out whether his own mistaken Pearl Harbor recollection was an anomaly. He surveyed his students about their memories of the disaster the day after it happened, and then again three years later. The results spelled the end of conventional flashbulb memory theory. Less than 7 percent of the second reports matched the initial ones, 50 percent were wrong in two-thirds of their assertions, and 25 percent were wrong in every major detail. Subsequent work by other researchers only confirmed the conclusion.

Advancing no particular theory of their own, some insist that explicit teaching of grammar, vocabulary, semantics, pragmatics, and even pronunciation is necessary because students in immersion classrooms sometimes have trouble with these features of the second language. Direct instruction, they say, is the only remedy. Such claims rely heavily on short-term studies in which older students—rarely K–12 English learners—are taught a linguistic form, such as word order, verb conjugation, relative clauses, and so forth, then tested on their conscious knowledge of the form soon after.

XXXVI REMEDIES   Students of crime and punishment have never differed seriously in their conclusions. All investigations have arrived at the result that crime is due to causes; that man is either not morally responsible, or responsible only to a slight degree. All have doubted the efficacy of punishment and practically no one has accepted the common ideas that prevail as to crime, its nature, its treatment and the proper and efficient way of protecting society from the criminal. The real question of importance is: What shall be done? Can crime be cured? If not, can it be wiped out and how? What rights have the public? What rights has the criminal? What obligations does the public owe the criminal? What duties does each citizen owe society? It must be confessed that all these questions are more easily asked than answered. Perhaps none of them can be satisfactorily answered. It is a common obsession that every evil must have a remedy; that if it cannot be cured today, it can be tomorrow; that man is a creature of infinite possibilities and all that is needed is time and patience. Given these a perfect world will eventuate. I am convinced that man is not a creature of infinite possibilities. I am by no means sure that he has not run his race and reached, if not passed, the zenith of his power. I have no idea that every evil can be cured; that all trouble can be banished; that every maladjustment can be corrected or that the millennium can be reached now and here or any time or anywhere. I am not even convinced that the race can substantially improve. Perhaps here and there society can be made to run a little more smoothly; perhaps some of the chief frictions