Jennifer Fager
October 1996
By Request...
Published twice yearly for NWREL member institutions
Northwest Regional Educational Laboratory
101 S.W. Main Street, Suite 500
Portland, OR 97204
Telephone (503) 275-9500
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.
It is important to note the differences between three types of tutoring. They are peer tutoring, cross-age tutoring, and parent/adult volunteer tutoring. Peer tutoring can be defined as a one-on-one teaching process in which the tutor is of the same general age, grade, or academic status as the tutee (Gaustad, 1992). When the tutor is an older student, cross-age tutoring is the appropriate term to use. (It is important to note that some publications make no distinctions between peer and cross-age tutoring. Instead, they use peer tutoring as an umbrella term encompassing both.) The third type of tutoring is parent/volunteer tutoring, where adults outside the school tutor students.
Each type of tutoring has attributes specific to it. These include:
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.
Several tutoring programs in the five Northwest states of Alaska, Idaho, Montana, Oregon, and Washington are described in the following pages. These programs are just a few of the many excellent ones found in the region and throughout the country. The programs vary widely in scope. Some have been in existence for several years, while others are fledgling efforts. Included for each site is location and contact information, observed outcomes as a result of the tutoring, a description of the program, and tips directly from these selected educators for others looking to implement tutoring projects in their schools.
Tutoring is an integral part of each day for the kindergartners, first- and second-graders in Nancy Norman's multiage class at Finger Lake Elementary School. Arranged in cooperative groups, the children naturally help one another, but there also are planned activities that require peer and cross-age tutoring. Examples of these activities include:
Parent coaching is another aspect of tutoring that is emphasized in Norman's class. She provides parent workshops that offer insights into how children learn and how parents can best assist their youngsters at home in subjects such as math, science, and reading. The children are present at these workshops and actually lead their parents through the process while Norman acts as facilitator.
Parents are also welcomed as volunteer tutors in the classroom. At the beginning of the year, Norman invites parents to become involved in the classroom. Upon making a commitment, parents are trained one-on-one by Norman in proper tutoring techniques.
Observed OutcomesMuldoon Elementary School is situated in one of Anchorage's poorer neighborhoods; 60 percent of the students receive free or reduced lunch or are low income. With challenging discipline problems and a need to improve school climate, administration and staff focused on getting parents involved in the school. They wanted parents to have a stake in their children's educations, to feel like welcome partners in the school, and for children to know their parents cared. They also wanted to give parents who needed work experience a chance to be part of the school team.
Their solution has had far reaching effects, deeper than anyone originally anticipated. Using funds from a Goals 2000 (Alaska 2000) grant, the school hired parents to assist teachers on a daily basis. Parents were trained by the program coordinator and placed in classrooms. Working with students one-on-one and performing other related classroom jobs has had a lasting two-pronged effect. First, it has increased the number of adults in each classroom, freeing teachers to focus on issues that might have gone unattended before. It has given students familiarity and respect for other adults, as well as more individual attention. Second, it has given these adults (many of whom have never had paid work experience) valuable work skills and confidence that they can take with them outside the school. In addition, parents have become intimately acquainted with the school. They are no longer leery of the building they send their kids to each day. In fact, many have become strong advocates for the school and its mission.
On any given day, one can expect to see between 10 and 15 parents in the school. While they are paid for the time they spend, most spend extra hours helping. By choosing to pay parents for their time, the school has created a cadre of parents committed to routinely working with children and assisting in classrooms. The program at Muldoon will be expanded to include before-and after-school tutoring in coming years. Videotapes detailing Muldoon's program are available from the school.
Observed OutcomesFarmway Village, a housing development in Caldwell, Idaho, comprised mainly of Hispanic agricultural workers, is the site of an extensive after-school tutoring program for the community's youth. The program serves children from seven different schools who range in age from five to 18 in the community center at Farmway Village. The young people tap into the tutoring services provided primarily by a network of retired teachers, as well as other adults. The tutors help nearly 60 kids a day with questions and needs relating to homework. The program is coordinated by the district assistant superintendent and a certified teacher who supervises the center each day from 3:30 p.m. to 6:00 p.m. Both are also present every evening to provide community adults with English as a Second Language (ESL) classes.
Since there is no prescribed format for the tutoring sessions, students can guide the direction of instruction based upon their needs. Most tutees are limited-English speakers, and are grateful for the extra one-on-one assistance the program provides.
Observed OutcomesHOSTS, available nationally, is a structured mentoring/tutoring program in language arts. It is designed to reinforce classroom instruction and reduce teacher workload, while improving student outcomes and containing costs. HOSTS, which was adopted by the Helena School District seven years ago, has proven to be a vital component not only to children's reading development, but to school-community relations as well. HOSTS does not require additional personnel, but works with existing compensatory staff, improving their efficiency and productivity. The program relies solely upon mentor/tutor volunteers from the community who make commitments to the school and to their tutees. About 479 mentor/tutors were involved in the program during the 1995–96 school year. HOSTS volunteers spent 6,827 hours reading with children.
HOSTS instruction is one–on–one. Student folders containing student learning assignments and activities are prepared by the compensatory teacher in cooperation with the classroom instructor. The folders act as road maps that guide the mentor/tutor and reinforce the classroom teacher's instruction.
HOSTS is a continuous progress model and operates successfully with any assessments, curriculum, objectives, and philosophies.
For further information about the HOSTS program contact HOSTS at 360/260–1995 or 1/800/833–HOST.
Observed OutcomesEach year, the students in the peer tutoring program at Willamette High School are nominated by staff and students. Nominees fill out applications that are evaluated by tutor coordinators. Staff look for students who are reliable and successful academically (generally "B" students or better). Student tutors are trained for the first six weeks of the semester in tutoring techniques and strategies. They are then placed in a classroom where a teacher has requested the assistance of a tutor for the remainder of the semester. Classes commonly requesting tutors include math, science, and the resource room, but tutors may request or be assigned to other subject areas as well. Tutors work with students on an as–needed basis during class time, depending upon the requests of students and teachers. Students may repeat peer tutoring for credit whenever they have room in their schedules. Peer tutoring is a graded, credited, elective class.
Students from grade nine through 12 may participate as tutors if they have the necessary qualities and skills. Tutors keep a log of their activities and attend monthly tutor meetings with the tutor trainer in order to discuss any problems and concerns they may have as they are tutoring.
Observed OutcomesAll fourth–grade students at Washington Elementary School in Vancouver, Washington, are cross–age reading tutors. They work with first– through third–graders in their school for half an hour, four days a week. The fifth day of the week is devoted to tutor training. Their younger tutees are selected through teacher recommendation and can include ESL, special education, and Title I students. Second– and third–grade tutees are tutored in reading materials one week prior to their use in the classroom, while first–grade students are tutored in materials being used concurrently in their classroom. Details of the training, format, and administration of the program follow.
Tutor TrainingA grant from the Office of the Superintendent of Public Instruction and Learn & Serve America gave wings to a math tutoring program at Sunset Elementary. The goal of the grant was to involve the community, businesses, and parents in support of the school. To achieve this, Sunset recruited close to 30 adult volunteers to deliver after–school instruction to students. Volunteer tutors were asked to make a commitment to work with students for the duration of the school year. The program facilitator trained tutors in teaching strategies, handling difficult situations, consistency in instruction, enforcing rules, and knowing what and what not to say. Tutees were identified through teacher and parent referrals.
Teachers helped plan the program. This allowed staff to have some ownership of the program without making a big time commitment in their already busy schedules.
Tutoring sessions were conducted for an hour and a half, two days a week at the school. Between 40 and 60 children received extra attention to their math skills each day. Snacks were provided. Students participated in building activities including, "Make it; Take it" math games. Once they made these games in the tutoring session they could take them home to share with their families.
An advisory team met monthly to ensure the tutoring program went smoothly and effectively.
Observed OutcomesNo school or organization implements a tutoring program the same way. However, there does seem to be consensus about items that need to be tended to, and considerations that need to be made. Following is a listing of suggested steps to take in organizing a tutoring program. (The degree to which these steps are followed will depend upon the size and scope of the program.)
1. Consider what your objectives are:
(Miller et al., 1993; Gaustad, 1992)?
2. Designate someone to coordinate the tutoring program. This person may be an employee of the school who volunteers, or it may be someone hired specifically for this position. It is important to remember that this will be a demanding, even exhausting job at times, but its rewards will far outweigh any demands (Cotton, 1989; Lancy & Nattiv, 1992).
3. Get the support of school staff and administration; without this, the program will likely never get off the ground (Lancy & Nattiv, 1992; Martino, 1993).
4. Assess what human, physical, time, and financial resources are available, and make decisions accordingly (Gaustad, 1992).
5. Outline program goals, policies, and procedures in a letter to parents. Have them sign a permission slip if their child has been selected to participate in the program in any capacity. It might also be a good idea to have an informational meeting for parents or community members. The bottom line is to openly communicate with the public (Lancy & Nattiv, 1992; Martino, 1993; Gaustad, 1992; Topping, 1988).
6. Establish a plan for evaluating the successfulness of the program. Ideas for evaluation include (Miller et al., 1993; Gaustad, 1992; Topping, 1988):
7. Carefully identify tutors and tutees (Gaustad, 1992; Ellery, 1995). Again, base these decisions on the original goals of the program. All students can play the part of tutor or tutee. (Ellery, 1995; Rekrut, 1994). Some suggestions for identification of each are:
Tutors8. Train tutors (this step will be covered in detail in a following section) (Kalkowski, 1995; Rekrut, 1994; Miller et al., 1993; Lancy & Nattiv, 1992; Cotton, 1989; Martino, 1993; Gaustad, 1992; Topping, 1988).
9. Pair tutors and tutees. Some studies suggest that same–sex partners are preferable, but this is not a must (Rekrut, 1994). Above all, try to pair partners whose personalities complement one another and who seem to work well together. Allow for changes if it appears that the partners are not getting along (Gaustad, 1992).
10. Make provisions for substitute tutors in the event of absences or tutors who withdraw from the program (Topping, 1988).
11. Provide ongoing support for tutors and staff involved (Gaustad, 1992).
12. Generally, schedule tutoring to take place three times a week, for 15–30 minutes each session, at eight to 10 week intervals (Gaustad, 1992; Topping, 1988).
13. Evaluate the success of the program (Miller et al., 1993; Gaustad, 1992; Topping, 1988).
14. Above all, start small and expand the program gradually. Concentrate on creating an environment where tutors feel free to ask questions and voice their concerns, and where tutees feel comfortable and successful (Cotton, 1989; Martino, 1993; Gaustad, 1992; Topping, 1988).
It is critical that tutors, whether they are fourth–graders or 40–year–olds, be properly trained. Do not assume that because they are honor students or adults, that they are effective instructors. Without training, they will rely on personal experiences. While this may not necessarily be bad, it is possible that they could resort to damaging practices such as threats, put–downs, or guilt (Gaustad, 1992). Effective tutor training should include, but not be limited to the following steps:
To keep the program running smoothly, keep an eye out for these potential problems:
Once the program is off and running, the work has only just begun. The everyday functioning of the program requires careful planning and organization. Remember that tutors aren't responsible for lesson planning, scheduling, monitoring, or evaluation (Morris, 1990). These tasks fall to the program coordinator(s). Following are some helpful hints to keeping the whole thing rolling:
One of the better aspects of human nature is our capacity and willingness to help each other. Tutoring takes this and builds upon it, making it not only an instrument for building positive interpersonal relationships, but also an extremely flexible, cost–effective learning tool by which children on both sides of the equation (tutors and tutees) can flourish. Almost any subject can be used in a tutoring context, and students and adults of all ages can be participants (Rekrut, 1994). While it may take a good deal of organization and planning to successfully implement a tutoring program, the benefits will likely outshine these efforts, making it a worthwhile endeavor for teachers and students alike.
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Ellery, P. (1995). Peer tutors work. Strategies, 8(7), 12–14.
Fuchs, L., Fuchs, D., Bentz, J., Phillips, N., & Hamlett, C. (1994). The nature of student interactions during peer tutoring with and without prior training and experience. American Educational Research Journal, 31(1), 75–103.
Gaustad, J. (1992). Tutoring for at–risk students. Eugene, OR: Oregon School Study Council.
Kalkowski, P. (1995). Peer and Cross–Age Tutoring; School Improvement Research Series; Close–Up #18. Portland, OR: Northwest Regional Educational Laboratory.
Lancy, D., & Nattiv, A. (1992). Parents as volunteers. Childhood Education, 68(4), 208–212.
Martino, L. (1993). When students help students. The Executive Educator, 15(1), 31–32.
Miller, L., Kohler, F., Ezell, H., Hoel, K., & Strain, P. (1993). Winning with peer tutoring. Preventing School Failure, 37(3), 14–18.
Morris, D. (1990). Helping low readers in grades 2 and 3: An after–school tutoring program. The Elementary School Journal, 91(2), 133–150.
Rekrut, M. (1994). Peer and cross–age tutoring: The lessons of research. Journal of Reading, 37(5), 356–362.
Thorkildsen, T. (1993). Those who can, tutor: High–ability students' conceptions of fair ways to organize learning. Journal of Educational Psychology, 85(1), 182–190.
Topping, K. (1988). The peer tutoring handbook. Cambridge, MA: Brookline Books.
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