Effectively Using Tutoring Methods to Meet Individual Needs

Ch. 9, p. 308

Effectively Using Tutoring Methods to Meet Individual Needs

Peer tutoring is an effective way to improve learning for both the tutee and the tutor, and no one doubts the value of this strategy for meeting individual needs within a classroom. However, it takes more than simply pairing off students to make peer tutoring result in improved learning.

Although you are likely to use informal tutoring practices in your classroom every day (e.g., asking one student to help another student with a problem), establishing a formalized tutoring program requires more involved planning. The following strategies can help you create and sustain an effective program within your classroom. As with most initiatives, if you can work with your building administrator and other teachers to establish a schoolwide tutoring program, you will be able to serve the needs of all students more successfully.

To establish a tutoring program, recognize that specific skills need to be developed in both the tutors and tutees. Whether the tutors are same-age peers, older students, or even adults, use care in selecting tutors. It is always wise to begin with volunteers. Consider not only the knowledge base of the tutors (i.e., their proven proficiency with the subject matter) but also their ability to convey their knowledge clearly.

Typically, training will be minimal and will include basic instruction in modeling, prompting responses from tutees, using corrective feedback and praise/reinforcement, alternating teaching methods and materials (i.e., using multisensory methods), and recording and reporting progress. If this is a schoolwide initiative, classroom teachers or even parents or paraprofessionals can train students who will tutor as part of an extracurricular service activity.

Students receiving tutoring need to be clear about their role in this process. It would be counterproductive to force any student into a tutorial relationship. Therefore, initially select only students who express a willingness to work with a tutor. Steadily make tutoring a part of the natural learning activities within a classroom or an entire school. In this collaborative model, every student at some point in time will have the opportunity to be both tutor and tutee. Even students with less knowledge and skills might be able to find peers or younger students with whom they can work. Many students with special education needs have gained confidence and improved their own abilities by working with younger students.

During the training process help all students to understand that the tutor represents the teacher and therefore should be respected accordingly. In addition, tutees and tutors must understand that the goal of the activity is to have each tutee reach a clear understanding of the concepts, not merely complete an assignment. To make this clear, you might want to use various role-playing activities during the training process. Demonstrate appropriate and inappropriate forms of instruction, feedback, reinforcement, and so on; then allow the participants to practice under supervised conditions. Corrective feedback within this controlled environment will allow you to feel more confident as the tutor–tutee pairs work together without your direct supervision.

Whether you decide to begin this process solely within your own classroom or to develop a schoolwide tutorial program, keep these issues in mind:

1. Tutors need to be trained in specific instructional practices.
2. Tutors and tutees need to have a clear understanding of their roles and expectations.
3. Tutors and tutees need to receive supervision and feedback about their work, particularly during the early stages of the tutoring process.
4. Teachers need to work with the tutors to create effective and efficient ways of recording and reporting the progress of the sessions.