There were several key points to the reading in Chapter 5, “Strategy 3: Peer tutoring”. The first point introduced peer tutoring and its applications. It was indicated the peer tutoring was a good method for effective educating in inclusive classrooms. In addition, it was pointed out that peer tutoring could be used in every type of subject. Furthermore, peer tutoring could be at different grade levels, as well as combining different ages and abilities in peer tutoring pairs. The second key point described the underlying idea of peer tutoring. It was explained as peer tutoring being successful centered on the awareness that children acquire knowledge from other children. The third key point to the reading instructed teachers on how to put peer tutoring into practice in their classroom. This section of the reading was very detailed with specific instructions formats, training, and supervisions, as well as instructions for using a class-wide approach to peer tutoring. The fourth key point evaluates the benefits of using peer tutoring such as older students tutoring younger students, increases in reading achievement and the benefits for handicapped individuals. The last key point addresses the risks involved with peer tutoring.
The reading on peer tutoring was beneficial to me as it provided me with a clear understanding of peer tutoring as well as a clear strategy in approaching peer tutoring in the classroom. In reading this chapter, I became aware of the peer tutoring method and how its uses can be helpful to me as a teacher and my students. In addition, I looked both at the benefits and the risks, and I felt that the benefits outweighed the risks.
The alternative view or flip-side view of peer tutoring from someone else’s point of view may differ than an educator’s point of view. For instance, one may think that the child will not learn the studies in the proper manner or even the right information because they are being taught from another child and not a teacher.