Classwide Peer Tutoring Program

The inclusion of exceptional students into regular classrooms continues to be a top priority for teachers. Cooperative learning is one of the most frequently recommended for affecting the integration of students with disabilities into the regular education classrooms (Jenkins & OConnor, 2003). Class wide peer tutoring is a teaching strategy or rather a comprehensive procedure where students in a classroom are engaged in learning, and they practice the basic skills in a systematic and fun way.

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In a CPTW class, the students are grouped with peers of the same age whereby they are assigned a task, and they will be required to work together. One the students will be the tutor and guide the rest on the task at hand while the remainder of the students (the tutee) perform the role of learning students by responding to the tutors questions. There are seven steps to be followed while exercising CPTW namely:

Identifying the Curriculum Area

Lets take into consideration you are teaching a reading class, and every student at the end should have enhanced their reading ability. Under this section, the teacher is supposed to identify the curriculum area of study and have a worksheet inclusive of every tutoring week and distributing the worksheets to students. Also, the teacher is required to create different groups in the class and set a program that will contain each and every week task.

Designing a Practical Activity

The teacher gives a directive to the tutor and the tutee by giving each group a storybook consisting of different stories each group gave their story. The teacher is directed how he/she will conduct the group assigned. The instructor is supposed to be the teacher and attributes the tutee with paragraphs to read and corrects them while they are wrong and also seeks the teachers assistance where necessary.

Determining the Sequence of Steps That Will Make up Each CPTW Session

Before beginning the task at hand, each group should have their storybook, a task card, a worksheet paper and tutoring folders. The teacher teaches the relevant information in each and every group. The teacher keeps track and monitors each group if they are doing the task correctly and offers assistance to those who are also stuck records marks for each group. The task should take approximately 45minutes.

Creating Tutoring Folders, Task Cards or Any Other Learning Materials

The teacher creates training folders, and task cards to make learning interesting and valuable to the students and also a worksheet will be relevant. It is the duty of the teacher to explain to the tutor how to fill the sheet for every tutee and also the teacher carries a personal worksheet.

Tutoring worksheet

Month subjectgroup no.

Students name Week 1 Week2 Week 3 Week 3

1. 2. 3. 4. 5. Build In A Motivation Component

For every paragraph read correctly each team earns a point. And also the tutor conductors the pace at which the students read, the first group to finish up earns more points. Also, a poster can be included to signal for help when stuck and also another poster to indicate when a particular group has completed.

-371475165100006. Train Students to Carry Out A CWPT Program.

The teacher instructs the tutor on how to handle the group for instance if after someone is through with reading a paragraph, he is praised by clapping for the person. Also, teaches the students how to be orderly and establishes the skills necessary after the learning.

7. Implement and Evaluate

At the end of 45 minutes activity, choose random students and ask them questions to ensure they are acquiring the necessary skills required also ensure that the class is fun and both the teacher and students are enjoying.

Conclusion

The teachers must be well equipped to achieve the necessary skills for the improvement of the students. A classroom is intended to be a positive place where it is a supportive environment for students emotionally, socially and physically and it is the responsibility of the teacher to nurture and strengthen the talent in each and every student.

REFERENCES

Ayvazo, S., & AljadeffAbergel, E. (2014). Classwide peer tutoring for elementary and high school students at risk: listening to students voices. Support for Learning, 29(1), 76-92.

Bowman-Perrott, L., Davis, H., Vannest, K., Williams, L., Greenwood, C., & Parker, R. (2013). Academic benefits of peer tutoring: A meta-analytic review of single-case research. School Psychology Review, 42(1), 39.

Cook, S. C., Cook, B. G., & Cook, L. (2017). Classifying the Evidence Base of Classwide Peer Tutoring for Students with High-Incidence Disabilities. Exceptionality, 25(1), 9-25.

Delquadri, J., Greenwood, C. R., Whorton, D., Carta, J. J., & Hall, R. V. (2004). Classwide peer tutoring. Exceptional children, 52(6), 535-542.

Leung, K. C. (2015). Preliminary empirical model of crucial determinants of best practice for peer tutoring on academic achievement.