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Foreword
Introduction
Making the
Distinctions
Benefits
The Northwest
Sampler
Implementing
Training Tutors
Potential Pitfalls
Everyday Stuff
Conclusions and
Regional Contacts
References
About This Issue
Previous Issues
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What Are the Benefits of Tutoring Programs?
There are numerous benefits associated with tutoring. As with any other school program, it is important to note that no two tutoring programs are the same. Student, school, and community dynamics all contribute to the uniqueness of any given program. Also, the scope of tutoring can vary widely from school to school. Given these differences, there are common benefits that result from tutoring in nearly any setting. The following lists detail benefits of tutoring in general, as well as benefits to the tutees, the tutors, and the teachers.
In General, Tutoring
- Increases mastery of academic skills (Miller, Kohler, Ezell, Hoe1, & Strain, 1993; Kalkowski, 1995; Martino, 1993; Topping, 1988).
- Improves self-esteem and self-confidence (Rekrut, 1994; Kalkowski, 1995; Gaustad, 1992).
- Improves students' attitudes toward school: reduces dropout rates, truancies, and tardies (Kalkowski, 1995; Cotton, 1989; Martino, 1993).
- Breaks down social barriers and creates new friendships (Miller et al., 1993; Kalkowski, 1995; Cotton, 1989).
- Provides emotional support and positive role models (Martino, 1993).
The Tutees Receive
- Individual instruction—lessons are tailored to individual students' learning styles and levels of understanding (Martino, 1993; Gaustad, 1992; Topping, 1988).
- Instruction free of competition—students progress at their own pace (Gaustad, 1992; Topping, 1988).
- Private instruction, apart from whole class instruction (Gaustad, 1992; Topping, 1988).
- Increased praise, feedback, and encouragement over what they might receive from one teacher (Topping, 1988).
- Closer monitoring (from the teacher and tutor) that maximizes time on task (Topping, 1988).
- Skills demonstrated instead of just verbalized (Topping, 1988).
- Companionship (Topping, 1988; Martino, 1993; Miller et al., 1993; Kalkowski, 1995; Cotton, 1989).
The Tutors Receive
- A sense of pride and accomplishment for having helped someone else (Lancy & Nattiv, 1992; Gaustad, 1992; Topping, 1988).
- Increased academic mastery (Rekrut, 1994; Gaustad, 1992).
- A greater sense of dedication to their own instruction, so they can effectively transmit it to the tutee (Gaustad, 1992).
- Increased self-esteem, confidence, and sense of adequacy as a result of being named a tutor (Gaustad, 1992; Rekrut, 1994; Topping, 1988).
- A new or increased sense of responsibility and awareness for what teachers must do to transmit knowledge to students (Gaustad, 1992; Topping, 1988).
- Empathy for tutees for whom learning may be much more of a struggle (Rekrut, 1994).
The Teachers Receive
- Reduced time spent on repetitive work, allowing them to carry out more technical and professional tasks (Topping, 1988).
- Increased personal monitoring of individual student progress over the monitoring they must provide during whole class instruction (Topping, 1988).
- Personal gratification in seeing the rewards reaped by both tutor and tutee (Cotton, 1989).
- Improved skills as they perform monitoring, counseling, evaluation, and record keeping functions in conjunction with the program (Cotton, 1989).
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