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Introduction

Making the
Distinctions

Benefits

The Northwest
Sampler

Implementing

Training Tutors

Potential Pitfalls

Everyday Stuff

Conclusions and
Regional Contacts

References

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Introduction

At one time or another most everyone has been involved with tutoring, though the experience may not have been part of an organized tutoring program. It is more likely that it consisted of one person informally giving instruction or assistance to another. This happens almost naturally with children in school settings whether or not they have been instructed to tutor. A common scenario might unfold like the following.

One child sighs in frustration as he attempts a challenging math problem. He can't seem to figure it out and looks to the group member next to him. She leans over to see if she can help. She takes him through the problem step by step, until it "clicks" and he's off and running on his own. Once he seems to get it, she only checks occasionally to make sure he is doing all right.

It is a scene that is repeated thousands of times each day in schools around the country: kids helping each other out. When educators build upon this, refine it, and mold it into an organized process, it becomes a powerful learning tool for all involved.

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© 2001 Northwest Regional Educational Laboratory

Date of Last Update: 09/19/2001
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