2-3). Currently, students have standardized method or structured tutoring and only depend on incidental peer tutoring. With incidental tutoring, it is not possible to identify and fix potential student’s learning needs and it is crucial to implement structured peer tutoring to track and assess learning needs and resolve those needs by making students active learners through transformative learning.
The school performance evaluation revealed three main factors as responsible for the situation (Lannen, 2013, p. 8). First, teachers are not familiar with grouping techniques. Consequently, they have not applied any mixed capability grouping in their classrooms. Secondly, teachers do not inspire peer tutoring, hence do not prepare tutors or perform any decent groundwork of tutoring structure whether in terms of time or material. Finally, teachers do not appoint an informal and precise way of tutoring hence lack appropriate guidance to the incidental tutors.
First, incidental peer tutoring has to be replaced with structured form. This will mean that the teacher works together with the peer tutors in identifying mixed ability groupings within classroom settings, preparing them in advance, issuing appropriate guidance, and supervising them as they tutor (Lannen, 2013, p. 10). This way, tutors will serve as role models, encourage and inspire students’ learning, and assist teachers and students. To the students, the peer tutor becomes an extra-teacher offering more one-on-one attention; assists them to learn by identifying learning difficulties and explaining things differently; encourages good rapport since they are age mates; and inspires them to become teachers. The study will also seek to identify the effect of structured peer tutoring on teachers and teaching. The focus will be on teacher identification of student needs, ability ...Show more