Kids Teaching Kids: It Works

Hill, John C.; Tanveer, Sardar A.

doi:10.1080/00131728109338354

Cited by 4 publications

(4 citation statements)

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“…It may also involve cross-age tutoring, and there are times when less successful peers offer the support to others who are equally (or more, or less) unsuccessful (see, for example, James et al 1991). The support may be used to provide academic support in classrooms (Hill and Tanveer 1981), to help with primarysecondary transfer (Kaye and Webb 1996), for general playground use (Whitney and Smith 1993), and to resolve concerns such as bullying (McNamara 1996).…”

Section: What Exactly Is Peer Support?mentioning

confidence: 99%

Experiencing school effectiveness though using peer support strategies with pupils and teachers

Charlton¹

1998

Support for Learning

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We live in challenging timesChange has become an enduring feature in our lives. Advances in science and technology, for example, have transformed our work practices, altered our home life and (seemingly) usurped much of our leisure time. All too often, it appears, innovation has thoughtlessly supplanted tradition; the unfamiliar has superseded the familiar, and in most day-to-day enterprises individuals have been sucked involuntarily into impersonal administrative labyrinths. Moreover, increased family mobility coupled with access to across-country as well as overseas employment have helped weaken the nuclear and extended family, once the principal sources of help individuals and households in times of need.Understandably, changes of this kind have impacted upon ways in which children are brought up in the home, in the community and at school. Many families -and communities -now appear less able or inclined to watch over their children, and less caring towards them. The frenzied pace of contemporary life, coupled with the availability of a range of time-consuming technologies such as television, video and the Internet, have helped create barriers within -and across -families and communities. Conversation is declining, finding time to listen is more difficult and adults and youngsters can lose touch with each other too easily. By way of illustration, recent research in the USA showed that, on average, parents spend fewer than 2 minutes daily interacting with their children. Moreover, in Canada, over 40 per cent of parents failed to recall the last occasion when the family sat down together for a meal, without watching television. A combination of eating and watching leaves scant time for listening and meagre opportunity for conversing.Unsurprisingly, these types of changes have left many families and individuals bereft of the resource needed both to watch over and to guide them, particularly in times of need. This loss has adversely affected the personal and social lives of many individuals, families, neighbourhoods and communities. In the decade following 1985, the number of single parents rose from 200,000 to 500,000. From another perspective, Davies (1997) talks of a British underclass, which he numbers to be around a quarter of the population, where there is a routine neglect of children, and where homes are characterised (either separately or in combination) by violence, crime, illiteracy, unemployment, drug addiction, drunkenness and prostitution. It is a matter of much concern that many of our pupils take to school the unfortunate repercussions which may emanate from experiences of this kind.Without appropriate home support, it is easy for children to grow up lacking healthy value systems (for there are no altruistic genes). They can grow up exposed to unhealthy Arguably, long-established sources for supporting youngsters' healthy development are less available now than has often been the case. Nowadays, family, community and school infrastructures have been (and continue to be) exposed to changes which fre...

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Section: What Exactly Is Peer Support?mentioning

confidence: 99%

Experiencing school effectiveness though using peer support strategies with pupils and teachers

Charlton¹

1998

Support for Learning

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“…Moreover, as peer-support practices become more widespread, they can contribute to a healthy ethos in the classroom and wider school. Tutors can gain also in self-assurance and willingness to assume responsibility (Hill and Tanveer, 1981). 3.…”

Section: Resultsmentioning

confidence: 99%

“…Successful outcomes were also revealed in an inquiry where 76 sixth-graders provided mathematics tuition to 76 second-and third-graders (Hill and Tanveer, 1981). Tutors received three 30-minute training sessions from their teachers before administering six 30-minute tutorials (spread over a two-week period) to their younger peers.…”

Section: Peers Providing Educational Support In Classroomsmentioning

confidence: 99%

Orchestrating Success in Personal, Social and Educational Areas: Using Peer Support

Charlton¹,

David²

1997

Pastoral Care in Education

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Charlton and David argue that counselling is not the only form of support available to pupils—and they in fact suggest that ‘counselling’ may be an overused term. They highlight pupils' need and right to be listened to. They go on to point out that in busy classrooms, teachers may not always find time to listen to and adequately support pupils. Alternative ‘listening’ facilities via peer support are discussed. Finally, the benefits of this peer resource are outlined for teachers as well as those administering and in receipt of help.

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“…Information gained from peer tutoring literature indicates that personality factors are very important (Candler, Blackburn & Sowell 1981;Haisley, Tell & Andrews 1981;Hill & Tanveer 1981;Lazerson 1980). The personal characteristics checklist presented in Figure 1 is provided to help a parent decide who would be best suited for working with the LD child.…”

Section: Tip 2-establish a Routine And Set Session Goalsmentioning

confidence: 99%