Classwide Peer Tutoring

It is very student-centered. It allows each child to be who they are as an individual and in the classroom. Each child learns differently, at their own level, at their own pace, and in their own way. This strategy allows them to grow in that. Having a co-teacher in the classroom the students get to have more of the one on one time that is needed; especially, in a special education classroom. It allows them to have someone else see something they might miss. This strategy also allows for a person with a little bit of a different perspective on the students in the classroom. Therefore, in using this strategy, a student is able to reach their greatest

This way, the school can get a sense of whether this will benefit a higher graduation rate or not. Students are able to recognize the importance of school through the influence of each other. Evidence of successful change can be seen through making a difference in the student’s everyday life. After the first month of testing the improvements, peer learning should have boosted up a student’s confidence and learning style. Throughout the months, students should be asked about how their peer learning is changing their learning style, this way the school can see the beginning and end result of student’s working together. With this being said, peer to peer learning should help students in improving their self-esteem and make them become a stronger individual. As a whole, these improvements will have a positive impact on the previous and future community. All in all, encouraging peer learning leads to a better community surrounding and trust between

In a study conducted with sixth grade students, researchers Hughes and Fredrick (2006) examined the effectiveness of Classwide Peer Tutoring (CWPT) in combination with constant time delay in teaching

On the first few days of second semester, I began to get trained in order to Peer Tutor. At first, I felt overwhelmed. I thought my personality may scare away tutees, possibly giving the program itself a mediocre name. I learned about the characteristics necessary in order to become a successful Peer Tutor, in addition to the process of escorting tutees to the Peer Tutoring classroom and communicating with teachers. After learning the process, my confidence kicked in. I began to observe teachers in order to learn how to appeal to different types of learners.

Environmental Arrangements- Most of Michelle’s lessons are presented from a U-shaped table headed by the special education teacher. Here, the student’s are expected to follow the general education teacher’s lesson. The special education teacher sits at this table and follows along with the general education teacher’s lesson plan. When it is time for student’s to perform a task/worksheet, the special education teacher “guides” the students along. The same manipulatives that are being used by the general education students are provided for the student’s with special needs. The teacher rotates her individual attention from each student at this table. Michelle has a very low voice, almost a whisper, and the special education teacher will encourage her to speak louder and to enunciate. During writing, reading, and testing, Michelle and her fellow special needs student’s are pulled into an adjacent room within the classroom. Here, the special education teacher conducts the entire lesson. The ENL teacher will push into these lessons daily. In

Another benefit of this pilot curriculum would be that CMP offers students a collaborative learning atmosphere. It is critical to cultivate a situation for students to collaborate learning, this will help student’s higher level thinking skills, build self-esteem with students, and create an atmosphere of involved, active, community

If students with different abilities are put in the same class the first benefit is that they can learn

Because these students work so well together I take advantage of this and encourage peer tutoring which allows the class to indulge in group activities more often. Even though some students frequently struggle to maintain the level of their classmates, this sometimes encourages the stronger students to lend a hand. While some might see this situation as a hindrance for the strong students, I definitely see an advantage for them. Students who teach others retain and dig deeper into concepts than students who merely receive and recite instruction. Additionally, while each of them has something to contribute to the conversations about the conceptual understanding of the statistical concepts related to data collection, when we put all of our thoughts together we construct meaning together and there is less need for me to add in the end. They acquire collaborative skills to gain an understanding of their lesson and think

As a sophomore I began independently tutoring students at the middle school in my hometown, with hopes of increasing the success of individuals entering high school. It became obvious that simply tutoring students after they are failing is not nearly as effective as I would hope. In response, I created an early warning signs program. During this program, it was clear that there are several students with hopes of doing well in school that are set at a disadvantage due to their home lives.

Students: My students are in a special education self-contained setting. The students’ grades range from 3rd – 5th, all of whom within the classroom has some form of learning disability; that ranges from dyslexia, auditory processing disorder, attention deficit with hyperactivity [ADHD] and attention deficit without hyperactivity [ADD]. Due to being a multi-grade class and a special education population, comprehending learned instruction is critical.

As a student, I found peer teaching is enjoyable for students and peer teachers. Allowing a students to take turns between being the teacher and the learner, will achieve benefit from explaining their own personal understanding of the material to another, and from hearing the same material from the others’ understanding or viewpoint. In this model, students spend time summarizing information, assessing the work or ideas of a peer, and explaining rationales. All of these meaningful activities promote critical thinking and long-term retention

This is my first year working at Windsor. I’ve been blessed with wonderful colleagues and a delightful group of students. It has been a great but at the same time a challenging new experience. One of the first things I was faced with was the huge academic gap between my students. An example of this is reading, my lower reader scoring at level 2 on the DRA test. My higher reader was well about level 30 on the DRA test. I was overwhelmed thinking about the best strategies to use to narrow the gap between my students. I needed to find a way to help my lower readers, and at the same time challenge my advanced students. One of the strategies I decided to try was peer tutoring. I started by training my higher readers to serve as tutors. Peer tutoring

The benefits of tutoring include increased academic skills, social skills, and knowledge of the classroom norms (Kalkowski 2). Tutoring can be administered in several ways. Peer tutoring is a system of instruction where learners help each other and, in turn, learn by teaching. Peer tutoring does not have to be one-on-one, it can be with a group. This is not a one-on-one model and this type of tutoring incorporates the teacher. Small group

While there are many aspects of the education system that are constantly under question and review there is a relatively new idea that is changing the classroom dynamic all together. The question is if mainstreaming students with disabilities or having special classrooms to meet their needs enhances their learning experience. The traditional classroom environment for children with special needs is to be in their own classrooms with specific teachers who are trained to accommodate their needs. These classrooms have an individualized curriculum and environment to maximize their learning potential. The primary goal of school is to maximize learning for all students. While socialization

Cooperative learning should be considered the natural progression of the American education system. Traditional education techniques place students in a competitive atmosphere. Cooperative learning requires students to work together to achieve success. A democratic method for a democratic society. Cooperative learning does not allow for a single winner, instead through group efforts, each student’s strengths help the collective achieve success. This paper will address the history of cooperative learning, along with its social, academic, and teacher benefits. Most importantly, it will highlight the positive effects of cooperative learning techniques upon students of all abilities.