1. Designing Effective Peer Tutors and Classroom Relationships Richard Blasi Sue Conefry Brian Danser Matthew Gens Lauren Lewis Kimberly Stavac

2. What is a Classroom Community? A Community Based on Values of Respect and Concern for Others A real or authentic community doesn’t feel empty. It is constructed over time by people with a common purpose who come to know and trust each other.

3. Classroom Communities The development of positive social relationships is vital to supporting students with behavior needs Keys to positive communities: trust, safety, belonging, respect, and love

4. Supportive Classroom Environment A community based on values of respect and concern for others A democratic environment that fosters self-direction and decision making by students

5. Classroom Communities Inclusive classrooms create opportunities for interaction that are required for students with/without disabilities to form social bonds. Teachers can support the development of a community of learners through the use of programs to build social relationship which require students to support one another.

6. What is Peer Tutoring? One child teaches academic skills to another child An opportunity for students of all ages and ability levels to interact and participate together in an integrated learning environment

7. Peer Training Essential to every peer tutor program Can be time consuming Characteristics: Disability awareness Clear instructions Teaching strategies Feedback for tutors Tutor quizzes

8. What Teachers Can Do Explain and demonstrate peer tutoring Give students time to practice Teach children good tutor and tutee behaviors Suggest appropriate materials to match abilities Teach how students can keep track of progress

9. Developing a Peer Tutoring Program Identify qualified students who may be interested Obtain permission from parents for the involvement of the child Tutor and Tutee Give information about the program Enhances the learning environment for both tutee and tutor Leadership opportunities Strengthen relationship based on understanding and responsibility

10. Finding A Location Which of these three locations would be better for tutoring and which would be the worst? Why? OutsideQuiet ClassroomLibrary

11. Types of Peer Tutoring Classwide The entire class participates. Students take turns acting as both tutor and tutee. Cross-Age Older student is matched with a younger student (Ex: Kindergarten & 3 rd Grade). An average age difference of two years is sufficient to benefit both parties. Small Group Teacher works with one small group. Second small group participates in peer tutoring. The rest of the class works on independent work. Tutoring groups rotate daily so that each group engages in each activity. One-to-One Only select tutees participate in the one-to-one format, specifically students in need. They are paired with select tutors who are usually highly trained students.

12. Advantages of Peer Tutoring Classwide This type of tutoring can be used to teach skills across a wide range of subject areas. It is effective in increasing measures of curriculum based achievement. Students, teachers, and parents like this format. Cross-Age This type of tutoring can be used to teach a wide variety of subjects to students with varying abilities. Tutors often require little training. Small Group This type of tutoring has the flexibility of scheduling who participates as well as when tutoring occurs. One-to-One This type of tutoring can apply to a variety of subject areas. It also allows flexibility in scheduling.

13. Disadvantages of Peer Tutoring Classwide Time Consuming A significant amount of time is needed for the teacher to plan and prepare the program and train students. Cross-Age Lacks flexibility due to the need to coordinate schedules Small Group The teacher is not typically able to monitor the tutoring sessions because he or she will be instructing other students during that time. One-to-One The time needed to train tutors individually and monitor tutoring sessions is great. This is even more difficult if tutors are less skilled.

14. Beneficial Effects of Peer Tutoring

15. Four Commonly Cited Benefits of Peer and Cross-Age Tutoring The learning of academic skills The development of social behaviors and classroom discipline The enhancement of peer relations (Greenwood, Carta, and Hall 1988, p. 264). Researchers have also identified improvements in self-esteem

16. Benefits to Students Individualized to meet student’s needs Improves academic performance and on-task behavior Good for mainstreaming students with disabilities. More opportunities to talk about what they are learning More opportunities to ask questions Someone to help and encourage them to finish assignments Honesty

17. Benefits to Tutors Tutors have academic gains from teaching skills to peers It improves self-concept and positive attitude toward school Students take ownership and leadership of learning and become more responsible

18. Benefits to Teachers Provides individualized instruction without imposing constant demands on the teacher’s time Helps teachers to include mainstreamed students with disabilities in large-group academic instruction Cost-effective

19. Peer Tutor Scenario A tutee won’t make eye contact and is constantly looking down. She sits at a distance, removed from the table, and looks very uncomfortable. Her arms are crossed and she won’t ask questions. When pressed, she responds with simple nods. What can you tell about this student from her body language? Describe two things you might do in order to help this student feel more comfortable.

20. Works Cited Barfield, J., Hannigan-Downs, S., & Lieberman, L. (2007). Implementing a Peer Tutor Program: Strategies for Practitioners. Physical Educator, 55, 211-221. Miller, A. D., Barbetta, P. M., & Heron, T. E., (1994). START tutoring: Designing, training, implementing, adapting, and evaluating tutoring program for school and home settings. In R. Gardner, D. M. Sainato, J. O. Cooper, T. E. Heron, W. L. Heward, J. Eshleman, & T. A. Grossi (Eds.), Behavior Analysis in Education: Focus on Measurably Superior Instruction (pp. 265- 282). Monterey, CA: Brooks/Cole.