Tutoring and peer teaching, what is it: download the project report

Saga training or Saga teaching is not a new concept. It can be found used by Aristotle’s organists or student leaders, as well as Seneca the Younger’s letters. It was first organized as a doctrine by the Scotsman Andrew Belle in 1795, then implemented in French and English schools in the 19th century.

Over the past 30-40 years, the collection of blended skills in public schools and the interest in institutionally effective and inclusive teaching methods, especially at a time, contemporary teaching has become increasingly popular . This brought important questions back to the center of such a historical and epidemiological teaching-learning relationship.

Fellow Education – A relatively new concept developed by Harvard professor Eric Majour

A relatively new concept, devised by Harvard professor Eric Major in the early 1990s – peer teaching is a method by which one student instructs another student on a subject.

Goodlot and Hurst and Topping Note Peer training at the school and university level takes many forms.

Training saga

Peer tutoring, common in large schools, ensures some or all of the intellectual responsibility for older students, often in advanced classes or in the same class, with higher skills, for certain academic interventions and coaching.

Monitoring programs

Mentoring programs include personal training of students who have demonstrated ability slightly ahead of or successfully required compared to other students (previous quarterly assessment, for example).

The cooperative learning class divides the peers into small groups, with each person in the group responsible for teaching the others and each making a unique contribution to the team’s performance in a task. Mutual peer training, a specific version of collaborative learning, combines classmates in pairs to guide each other.

Main benefits of peer teaching

The main benefits of peer teaching include, but are not limited to:

• Students have more time for personalized learning.
• Direct communication between students promotes active learning.
• Teacher colleagues enhance their learning by educating others.
• Students feel very comfortable and open-minded when interacting with students.
• Colleagues and students share a similar discourse, which allows for better understanding.
• Parallel education is a cost effective alternative to hiring colleagues.
• Teachers have more time to focus on the next lesson.

Research also indicates that peer learning activities generally produce the following effects for both teacher and coach: team building empathy and more supportive relationships; Greater psychological well-being, social competence, communication skills and self-esteem; Higher effects and higher productivity in terms of better learning outcomes.

Improve peer teaching with planned pedagogical support

Over the past decades, many co-teaching programs have been developed in schools around the world to promote the concept of peer learning. Almost all educational institutions, at all levels and levels, especially around the world, offer opportunities for interns and assistant assistant positions for students.

Specific peer training programs

There are even specific extracurricular programs, such as the Bear Language Instructor Program, which are unique features of these programs that help ensure the linguistic and cultural fluency of its students throughout the school language program. These tutorials provide students with additional conversational training and homework guidance, giving students the opportunity to make friends and be a part of their peer lives. Students who completed the course (elementary, secondary, and senior) said that their peers were a favorite feature of the program.

Educational benefits of coeducation

Most of the findings related to the implications of guidance on teachers’ academic success indicated significant success. During Saga training, other teachers review and edit with their teachers the same content and ideas that they have gone through in their classes, which greatly helps them to understand the topic and to understand the topic. In his attempt to uncover the educational benefits of Saga training for teachers, Beasley approached 80% of some students and announced major successes and improvements. However, others argue that guidance does not have a beneficial impact on teachers’ academic performance. Most fellow teachers follow superficial strategies to help their peers summarize and highlight. The other teachers are already excellent for their academic performance and excellence; Therefore, following strategies such as highlighting will not add much to a teacher’s academic income.

Peer training will be useful to expand teachers’ knowledge in this regard

In addition, some studies have suggested that peer tutoring can be useful in expanding teachers’ knowledge on the subject, so that they spend more time researching the right materials and resources to provide well-established support to students where they will find useful materials. For themselves. To teach, teachers must carefully read the material they expect to teach, for which they must spend more time reviewing and preparing.

Students’ academic performance is positively affected by being a fellow teacher

In addition, mentors have the opportunity to consult reference books and resources to accomplish their mentoring mission in a professional manner. Exchanging advice with other teachers and educators has helped to improve the whole process of learning development. Therefore, the academic performance of students is positively affected by being a fellow teacher. Learning by teaching has proven to be fruitful, especially if the project is “well organized and implemented with specific objectives”. In their research, Johns and Colco understood the benefits of a peer-to-peer training program based on the results of a 1989 study conducted by Dimef, Fontuso, and Fox. The researchers found that the peer mentoring program led to “better personal academic success, personal cognitive gains, and better skills than those who did not interact with their peers.” All of these results confirm an already well-known view that the best way to really learn and understand a subject is to try to teach it to another; Or, as Satovi suggests, teaching may be the best teacher.

“Good training” report with peer tutoring application

What are schools teaching about the peer training experience? What is there for the teachers and, most importantly, how has the lives of the students involved changed? Some schools are testing this new method. The final declaration that we propose by Emanuela Pianis, author of the first circle of sermons of Giugliano, led by Dr Olympia Finiccio, is a perfect example of “good practice”, the end of a journey, the path proposed by the teacher from elementary school “Feeling good at school, stories of friendship”.

What benefits did you get from it?

The benefits are numerous: the children learned the training techniques much faster than I expected, and they developed considerable self-discipline, probably because they felt empowered. In most cases, the interaction between teachers and teachers was very positive, which developed relationships that lasted beyond the level of training. This last unexpected variation represented a ‘special’ that reinforced the determination to stay on track and the belief that this was an experience that could be repeated by other colleagues. Teachers and educators developed social skills and positive attitudes, while improving their own performance. This last feature is definitely very interesting for us as authors!