The Tutoring Process and its Manifestation in the Classroom Behaviour of Tutors and Tutees

Abstract

Three case studies were conducted of seventh graders teaching mathematics to third graders, in place of their classroom teacher, applying the Learning Through Teaching (LTT) method. Audio and video recording provided information on tutoring sessions. Trained observers coded the behaviours of the tutors and tutees during the tutoring sessions and in their respective classes during mathematics and other lessons. The results show that when tutors are appropriately prepared to teach their younger counterparts, substantial academic task‐related activities are later enhanced in their regular class. Furthermore, both tutors and tutees become better achievers and more socially accepted by their peers. These results are restricted to successful interactions between the tutor and tutee. The present investigation suggests that tutoring seems to benefit more the tutor than the tutee on both academic and social aspects.

Service Learning in Liberal Arts Mathematics: Students Tutor Ged-Level Mathematics to at-Risk Youth

“…However, researchers in psychology and education [e.g., 2,3,8] have investigated the learning that takes place with tutors as well as tutees during peer tutoring experiences. (See Bar-Eli and Bar-Eli [1] for a more comprehensive review. )…”

“…One example was a city-wide scavenger hunt called "The Challenge" , in which MYO students solved, among other things, mathematical conundrums. Another was a workshop entitled " Why Sma rt People Fail", addressing such issues as: (1) labeling and positive self-identity; (2) the forces for self destruction; (3) accomplishing one's goals; and (4) conflict resolut ion.…”

‘How Shall We Sign That?’: Interactions Between a Profoundly Deaf Tutor and Tutee Involved in a Cross-Age Paired Reading Program

“…That interactions between tutor and tutee are important to the success of cross-age programs should be no surprise, however, relevant data examining the exact nature of effects of naturally occurring interactions in tuition programs is scarce. As recent researchers (e.g., Bar-Eli et al, 1998;Nugent, 2001) have suggested, further research needs to be done which can shed more light on the type of information and support that passes between tutor and tutee so that a better understanding of the learning effects found in cross-age tutoring can be achieved.…”

Η Διδασκαλία Ομηλίκων Ως Μέσο Εφαρμογής Της Ένταξης Παιδιών Με Ειδικές Εκπαιδευτικές Ανάγκες

“…Learning through teaching is a common learning approach which gives credits to tutor's benefits from peer tutoring. Increased content knowledge, advanced communicating and metacognitive skills, and amplified motivation are some of the tutors' benefits found in literature (Bar-Eli et al, 1998). Along the same lines, the study of Wright and Cleary (2006) revealed that tutors increased their reading rates and speed as a result of their participation in peer tutoring.…”

“…As a result, children with SEND proved that they can implement effectively the role of tutors of children reading at a lower grade or younger than them. As a conclusion, children with SEND in the role of tutor has been found to improve not only their reading rates, but also their self-worth (Bar-Eli, Bar-Eli, Tenenbaum, & Forlin, 1998), by taking the role of helper, when they usually are the ones helped (King-Sears & Cummings, 1996).…”