The Roll And Importance Of Peer Tutors On College Campuses

Peer tutoring, is simply helping your peers to the best of your ability, with a subject that they are struggling with or just want justification on. I personally have been tutoring others since I was in seventh grade when I began helping elementary school aged children with their homework after school at a community center near my middle school. Tutoring became a newly found passion of mine at that time, and I have enjoyed the opportunity ever since. When I saw that Antioch offered tutoring as a senior class, I was ecstatic, and I signed up immediately. If I am not mistaken, similar to signing up for service learning, one must have a teacher recommendation to take this particular course. There may be other guidelines that I am not aware of at the time, but believe me, taking peer tutoring is well worth it. As a senior, you have to worry about applying to colleges or jobs, applying for scholarships, getting community service hours, working, finishing your capstone project, taking senior pictures, making invitations and announcements, finding internships, and so much

4.3 Explain how peer and self-assessment can be used effectively to promote learner involvement and personal

Another solution to better America’s education system is to offer free or affordable tutoring. Often, children and teenagers do not understand the material and fear asking questions in class. Providing free or accessible coaching benefits these struggling students. If students are afraid to ask questions, they need a safe and friendly environment that assists students at a low cost. After a couple of tutoring sessions, the tutor can form a systematic, structured learning experience for the student. In addition to this, after the student sees an improvement in their grades, their motivation, and their attitude towards that subject will ameliorate. On the contrary, parents may believe that tutoring is a waste of time and money. Nevertheless,

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

Teachers have familiarity with the lesson they are trying to communicate, therefore, at times, they find it difficult to comprehend the challenges students encounter. They have never been required to put words to such basic information because it comes naturally in their minds and unheedingly, they assume that this is also the case in the mind of the receiver. Tutoring can be challenging because it requires putting concepts into words and communicating it in ways that are understandable to others. However, when this is successfully done, tutors can advance students academically. I am also excited to have more one-on-one sessions that will allow me to develop positive relationships with students. I can provide assistance that is focused and catered towards a specific child, allowing me to really get to know the student on a new

Luckhardt Redfield, C., & Larose, G. (2010). Intelligent tutoring and mentoring for effective learning. EDUCAUSE Quarterly, 33(1). Retrieved from http://www.educause.edu/

Although literacy coaching may be new to some schools, using peer coaching as a procedure of professional development is not offered in many districts across America. A significant amount of research has been circulated on its effectiveness (Joyce & Showers 1982, 2002). According to Vygotsky (1981), learning is deeply rooted within the culture and social relationships, making these relationships key components of learning. Accepting professional development from a Vygotsky’s point of view has many suggestions for literacy coaching (Rodgers & Rodgers, 2007). Literacy coaches today are more knowledgeable and are ready to support, implement ways to improve literacy within schools. Having such support, professional development provides learning that is fundamentally social and collaborative, with teachers of whom are actively participating in their own learning.

I thoroughly enjoyed the time that I spent volunteering at Oasis. This experience introduced me to working with students whose first language is not English as well as not always being motivated to complete the daily activities. In this paper, I will briefly describe the program there at Oasis as well as to tie the concepts we learned in class into my experience there at Oasis. Also, I will reflect on my experiences and how they will alter my teaching approach in the future.

As a potential tutor supervisor my main vision is to expand the tutor roles. A tutor is not limited to assisting in academic preparation. They can also hold an active role within the professional and social development of their tutees. I would like to bring this concept to with me as a tutor supervisor so that it creates a bond between the tutor and tutee. My hopes are that this bond not only keeps the student coming back to get tutored but also allows tutors to guide their tutees with respects to their career goals. As a graduate student, I want to be able to guide students so that they are using their time in undergrad effectively. I want to use my undergraduate experiences so the mistakes I may have made are not repeated by the tutees. Ultimately,

At North Haven High School, I have established a leadership position by founding the afterschool Science Peer Tutoring. I enjoy science and more importantly teaching my peers when they need help. I was inspired to start the science peer tutoring after I realized some of my peers struggled with their first year in Chemistry. To help them as well as refresh my skills, I founded the club. In doing so, I was able to meet new students and build new friendships. With growing interest, I was able to recruit two students to help me tutor. Throughout junior year, we were able to assist students —ranging from ninth to eleventh grade— by helping them with their classwork and homework. As the founder of Science Tutoring, I had the opportunity to coordinate

For the past four years, I have taught, learned, and advertised as a tutor of Tutoring Society. The students who came were usually forced by their parents, and were afraid their peers would find out. This fear has inspired me to destigmatize tutoring. As president, I have formally presented Tutoring Society to the guidance department, and am working with high school guidance counselors to help students dismiss the notion that tutoring makes them lesser students or people. Teaching students who are more confident in their abilities has made all the difference- they are more open minded and positive, grasping difficult concepts faster. Pride swells within me each time they come back and thank me by showing me the test they aced. I am making

The Approach: Effective tutoring should focus on each student’s individual requirements and not push for a “one size fits all” strategy. While some students can benefit from a classroom setting, others may need a more personalized teaching approach. The ideal tutoring service should be able to accommodate their specific study needs by adopting targeted coaching techniques. Embodying this description perfectly, Gables Tutoring offers you the choice between traditional classrooms and one-on-one coaching sessions with private tutors.

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

Peer tutoring is beneficial for both the tutor and the student with learning difficulties. In teaching students with learning difficulties the tutor is reinforcing and enhancing their own understanding of the material. If the tutor is familiar with a concept but is not sure about it then they can ask the teacher, augmenting the information for them both. Teaching their peer is also a great way for them to learn how to teach. Tutoring allows them to work on their communication skills and builds their confidence. The student with learning difficulties benefits from peer tutoring in that they often feel more comfortable receiving instruction from their peer than from their actual teacher. This added comfort helps them concentrate on the material

"...no man can sincerely try to help another without helping himself." This quote by Ralph W. Emerson echoed by our Ms. Marino, the Peer Mentoring teacher, inspired me to regularly volunteer as a tutor and to try to embody this in my actions and my words. At first, I did not truly believe that helping myself would help others. After all, how could I help myself when I guide others on simple homework that I have done before? This mindset changed 180 degrees when I was encouraged to become a peer mentor by this teacher. I was given the opportunity to be a mentor to several students struggling academically and socially in the