A Peer Tutor Program
Although this program is not solely an English teacher program, I thought that the information might be useful. Below are the guidelines and [abbreviated] forms used in a peer tutor program. If you wish further information, please write.
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NOTE: Since I first made this material available, I have further reflected on the peer tutor program. When I administered it, I also had full-time responsibilities as an English teacher. In the press of papers and planning, I maintained a good program. However, I feel that it could be better by making several changes. First, if possible, a sensitive volunteer from the community should be found to administer the program, perhaps a former school counselor. [If a current school counselor were available, that might be best, but they have the same problem as most other teachers of being overloaded with other duties.] The person who administered the program then could have some time to teach the peer tutors skills that would help them do more than impart knowledge. Of course, transferring knowledge of the subject is the primary goal, but in my experience, often the first peer tutor contact was also the last. The students being helped, many times said that they 'didn't need any more help.' It appears to me in retrospect, they said that because their problems were not so much lack of knowledge of the subject, but lack of tools to acquire that knowledge. Ideally then, peer tutors could teach these students how to gain knowledge, but they would need to do it in a non-threatening way to students with low self-esteem in that area.
Therefore, some training in these areas by a skilled counselor/teacher would improve the program. As the peer tutors met for training, they could share problems and progress and build the spirit of the program. Incidentally, I would recommend avoiding rewards and incentives designed to attract students to the program that had nothing to do with helping students such as parties, trips, etc., that might attract students with no honest concern or sensitivity for helping and teaching.
(Form 1) SIUSLAW HIGH SCHOOL GUIDELINES FOR THE PEER TUTOR PROGRAM (PTInfo.98B) 10/28/98 TUTORS 1. A tutor can be any student who is on the *unstructured list, grades 10-12. [*Is not assigned to a study hall.] 2. The tutor must be willing to spend at least one hour per week with students needing academic help. 3. Tutors must be knowledgeable in a specific area. 4. It will be noted on a tutor's transcript that he/she participated in the program. Tutors will keep a record of help given to peers for this participation to be noted. OPERATION PROCESS 1. Students may request peer-tutor help through their classroom teacher, their study hall teacher, or any other faculty member. Students wishing assistance also may go directly to a peer tutor if one is available at an opportune time. When it is arranged, the peer tutor, with a pass, may get the student from the study hall or classroom. 2. This program will be administered by Mr. _________ and Miss _____. 3. School sponsored tutoring will occur between the hours of 8 AM and 4 PM. 4. The media center, study hall, or a conference room will be used as the tutor area, if the classroom is not suitable. 5. Those with suggestions or problems please see Mr. _________. 6. Tutors are not to do students' homework, only assist them. 7. NOTE: The peer tutor is responsible for the person being tutored, and if the tutoring is done before period ends, the person should return to their study hall, or class. [The peer tutor should make sure the student gets back to the assigned area.]Return to: Strategies for teaching