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ERIC Number: ED118543
Record Type: RIE
Publication Date: 1975
Pages: 66
Abstractor: N/A
Reference Count: 0
Peer and Cross-Age Tutoring in the Schools: An Individualized Supplement to Group Instruction.
Bloom, Sophie
Group classes with 30-40 children per teacher favor the children who catch on fast. These children participate more in class and give more feedback to the teacher, so the teacher gears instruction to them and goes too fast for students who are having difficulty. Peer and cross-age tutoring, can supplement class learning and help the below-average student catch up. Tutors provide tutees with a greater chance for personal participation in instruction and offer reinforcement of correct responses. The tutors are likely to improve their own knowledge of the subject and their attitude toward school as well. Individualized instruction kits and materials are now available on the market and are useful for tutoring programs. Support of teachers for the tutoring program is crucial, as some teachers feel threatened by any program which removes partial responsibility for teaching from them and unconsciously subvert tutoring program. Peer tutoring has an advantage over cross-age or adult tutoring in that it does not require interclassroom cooperation. (A discussion of how to decide if tutoring is warranted in a classroom and how to organize and supervise a tutoring program is included in this book. An annotated bibliography provides reports of effects of tutoring on tutor and tutee.) (CD)
Publication Type: Guides - General
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: National Inst. of Education (DHEW), Washington, DC.