Slow learner

slide prepared for teacher training class

1. SLOW LEARNER OR SLOW LEARNER OR
BACKWARD CHILDREN BACKWARD CHILDREN
(IQ 70-85)(IQ 70-85)

2. “The Backward Child is one who
is unable to do the work of
the cases where there
educational attainments are
lower than what they are
capable of.”
- Berton Hart

3. Characteristics of
Backward Children
•Mental age is smaller than chronological age.
•Low educational attainment than what he is
capable of.
•Unable to do the work of the class next
below.
•Cannot keep pace with the class even in one
subject or in all subjects.

4. Identification of
Backward Children
•Observation method
•Mental test
•Achievement test
•Personality inventory and
case study

5. Characteristics of slow
learners in Mathematics
•IQ below 90
•Has little drive
•Has short span of attention
•Has weak association memory
•Is a poor reader

6. •Has difficulty with abstractions
•Is not logical in thinking
•Lacks imagination
•Is unable to detect his own errors
•Has little power to transfer training
•Is not creative in his thinking

7. Causes for the
Mathematical Backwardness
•Physical causes
•Mental disability
•Lack of interest
•Inappropriate learning experience
•Irregular study habits
•Teacher’s indifference

8. •Ineffective method of
teaching
•Lack of practice and drill
•Lack of facilities at home
•Family background and home
environment

9. •Irregular school attendance
•Lack of proficiency in
fundamental skills
•Lack of understanding in basic
mathematical concept

10. Class Room Techniques
for Slow Learners
•Create Healthy atmosphere at school and
also in community
•Teaching should be arranged according to
the interest of these children
•Backward Children should not be assigned
heavy load of work
•Use of A.V. aids should be emphasized for
illustration

11. •Practical activities should be organized
for their participation
•Teacher should not use harsh
treatment for them
•Children should be motivated properly
•Teacher should arrange some extra
classes for these children
•The deductive method of teaching
should be used by the teacher in class
room.

12. •Do not try to force the slow learners to
do mathematics when they are not really
interested.
•If there are several approaches to a new
concept, use one per lesson to avoid
confusion.
•When a question is asked, break the
questions into a number of simple
questions.
•Try to think of new ways to review
concepts.

13. Thank You