PEER

TUTORING
 The definitve description of peer tutoring is “a method
of education in which pupils assist each and study by
themeselves ( Goodlad and Hirst, 1989).
 The term peer is important in this context since it
refers to someone in similar or nearly identical
position to the individual being taught who is not a
skilled tutor.
 Peer tutoring is a flexible, peer-mediated strategy
thst involves students serving as academic tutors and
tutees. Typically, a higher performing student is
paired with a lower performing student to review
critical academic or behavioral concepts. Its goal is
to create self-managed learners with high self-esteem
( Alwi, 2016).
Peer Tutoring may be in any of the following:

1. Same-age peer tutoring

-This is an approach wherein one child instructs antoher child on
materials on wherein the first is an expert and the second is a novice.

2. Cross-age peer tutoring

-To teach or review a skill, plder students are paired with younger
students. The older student acts as the tutor, while the younger
students serves as the tutee.
3. Class-wide peer tutoring
This is based n reciprocal peer toturing and group
reinforcement, in which a full classroom of students actively
participates in the process of simultaneously acquiring and
practicing basic academic abilities ( Gaustad, 1993)
 BENEFITS OF PEER TUTORING
• Learners perceive tutor who are their peers since
they are cognitively and socially connected.
• It is a successful method of enhancing student
achievement, particularly for students who are at risk
of dropping out or who have been identified as
having poor academic learning performance.
• Many kids perform better in breif and sructured
peer tutoring programs.
• Students benefit academically from practice in
peer language that is understandable to them.
• It improves tutor-tutee dicipline,self-
esteem,cooperation,and peer relationships.
 GUIDELINES IN CONDUCTING
PEER TUTORING

a) Determine the learner’s individual skill for each

subject that requires development.

b) Create a schedule for the peer tutoring activity and

identify tutors and tutees ahead of time.
c) Provide explicit instructions on what and how to
execute the identified activity, who tp tutor, and
how to deal with the tutee. The teacher must
effectively guide and monitor tutors.
d) Prior to the activity, identify specific learning
activities, supplies, and proper tutoring behavior.
e) If necessary, create individual modules and
worksheets for pupils.
f) Plan learning assignments that begin at learners’
basic level of ability and progress to more
advanced ones.
g) Provide tutoring activity feedback and keep a
record of the student’s activities.