Introduction
In Taiwan, it’s really common for students to suffer from frequent frustrations in English class. Students with learning difficulties will gradually lose their interests, motivation, and confidence in learning English. Therefore, as remedial teachers, we have to adapt the teaching content and activities to meet the needs of students in remedial class.

Why I implement the remedial teaching here
In Dongyuan elementary school, to tell the truth, there are fewer students who really need to make up with their learning in English compared to other schools. It’s because of the higher education and more knowledge of the parents. Therefore, the lower achievers in the English classroom really need teachers’ help and encouragement.
For the ones who need assist, the textbook of each subject is a burden, and English is not an exception, either. When they sit in their original daily class, they are like “guests”. They don’t get much concern from the teachers, let alone their classmates.
In order to alter the situation, we need to take efforts to give themconfidence during the remedial time. The following are some ideas from my remedial teaching.

Teaching material
There are three kinds of resources for remedial teaching in my class. One is from the Ministry of Education, and it’s the reference curriculum from the government. Each unit is fixed with vocabulary words, sentence patterns, easy conversations, and phonics words.
The second one is from the textbook of the publisher. Remedial students need to gain more confidence in their normal English class. As a result, we need to put enough emphasis on the drills of the vocabulary, sentences, and phonics from the textbook.Helping them to increase the grades of the test and exams of midterm or final is the most instant and direct way to make them feel encouraged.
The third one is from the teacher’s own ideas of teaching. Remedial teachers should design moreappropriate leaning activities to match the goal and focus of remedial teaching. Because of the lower staring point, students need smaller steps and diversified activities such as board games and individual’s or team’s competition.

Teaching activities
There can be a lot of varieties for the teaching activities. There are some examples as the following. The early period is the arrangement of the alphabets and the the links of sounds and letters. The alphabet cards are really useful for the students who are lack of phonics awareness.
Besides recognizing letters and sounds, phonics combination practice is also crucial for them. Students can pay attention to the beginning sound at first. And then the vowels. For lower achievers, too complicated game rules are not appropriate. Students can easily get the ideas of what you want them to practice if you give them easy directions. In this way, “listen, touch and say” or “listen and write” is a convenient way to give them more practice.
Matching the words and pictures with poker cards provided from the publisher is an effective way to help them understand more about the meaning of the vocabulary. For sentence patterns, I have prepared some word cards for them to unscramble the sentences. For example, all the cards can be spread all around the blackboard. After being familiar with the dialogs of the lesson and with the assist of teacher’s or other classmates’ reading hint, they can successfully put the cards in a correct order and get the points and confidence.

Ways of teaching
Three ways are mentioned here. The first one is “Teacher-centered” which is a traditional way for all the teachers and students. Of course, it’s the least acceptable learning experience.
The second is to let students be the hosts. It means the student is the leader: Students can take turns being the leader to lead the class to read.They can be the “hosts” of the class, not the guests. They can have more chances to speak and interact with the teachers and classmates. When they hold the card and lead the class to read, you can easily find the smile and confidence on their face.
The third one is to encourage students to help one another: The “little teachers” are those who perform better in the remedial classroom. They are responsible for helping their schoolmates with more difficulties. This is a kind of “peer support”. It can help develop their communication and cooperation skills. With good interpersonal relationship, students can have more motivation of learning and teachers can acquire and enhance the teaching effectiveness.

Classroom management
Students can earn and collect points from the daily performance. For example, every time they come, they can get points of participation. The first two early comers can have double points. The one who abides by the rules in class can earn points. The one who is the winner in the activity can also get points. All the process can be transferred to points. They always care about the points although they are already six graders. The process of collecting points is an enjoyment and an encouragement for them.
Candy, cookies and stationery are things they like. In their daily usual class, they even have no chances to gain the points. But during the remedial class, they can remove the obstacles as soon as possible and have the chances to collect points and exchange gifts with points.

Conclusion
After a semester of teaching and learning, all the students successfully pass the remedial test from the school. I’m really happy for them and hope they can have more confidence in learning any subject in the future. One of the students tells me that she feels comfortable and happy in the remedial class.
Although it’s still and will be a suffering or struggling learning process for most of the remedial students in the future, it’s also a process for keeping trying hard and it will be the energy and a good experience for them in the following learning. In a word, it can be the nutrition to make them stronger.
For teacher, if we are willing to make efforts to help students overcome their learning difficulties, we’ll find that studentseasily have the opportunities to obtain a sense of achievement as well as to gain the interest and confidence in learning English.

Activity:Sounds and letters for more practice	Activity: Listen and fetch the cards	Activity: Listen and touch the cards
Activities: Listen and write down the vocabulary	Students lead the class to read the phonics words.	Students lead the class to answer easy questions.
Students help each other to figure out the same letter between the two different alphabet cards.	Students help each other to match the word with the picture during a listening game.	Classroom management of each class. The points can be the motivation for their learning.