Remedial teaching for children in grades 1–4
A customized learning process that restores confidence and motivation

No. Some children need specific reinforcement or short practice, and there are those whose difficulty is repeated and affects confidence and motivation. Remedial teaching is especially appropriate when learning does not flow over time - despite desire and investment.

Not necessarily. In many cases, it is possible to start with an adapted learning process based on a conversation with the parent and an understanding of the actual difficulty.

If along the way we identify a need for a diagnosis, we will recommend it responsibly.

This is usually about:

• Reading and writing

• reading comprehension

• Basic arithmetic and mathematical thinking

• English

But in practice, the adjustment is made according to the child - and not according to a fixed list of subjects.

It depends on the difficulty, the child's age, and the learning sequence. With proper adjustment and consistent work, many parents report an improvement in the sense of confidence and approach to learning in the early stages.

This page focuses primarily on grades 1-4, where the most significant impact can be made.

However, in some cases, the process can also be adapted for older children - we will explore this in the conversation.

A private lesson usually focuses mainly on the study material itself. Remedial teaching focuses on the learning process — on pace, method, and building a strong foundation and long-term confidence.

We do not have “automatic placement.” The adjustment is made according to the child’s character, learning style, and specific difficulty — to create a true connection and continuity.

Yes - but in a balanced way. We keep in touch with parents, update them on progress, and allow room for questions -without overloading them and without turning the home into a classroom.

The option is determined by what is appropriate for the child and the family, and according to availability in the area. In any case, the emphasis is on the quality of the fit - not on the format itself.

We start with a short initial conversation, listen, understand the situation, and examine together whether and how to move forward.