To begin with, one of the strategies that teachers can play in enhancing in such a case is giving students time to practice on their own before the real peer journals begin. In this case, the instructors ought to show the class how to get in groups and then provide his/her feedback to the group. Another excellent strategy is the teaching of students on how to keep track of other students’ right answer. From this strategy, students learn from each other fast enough, which enhance continuity and increased learning (DuPaul 2). In addition to these strategies, another strategy that can greatly influence learning in such a case is making learning fun to students. This can be done using various helpful strategies such as rewards, encouragement and giving of points among many other methods. While doing all these things, the instructor ought to act as a trainer, a demonstrator, an organizer and most of all, a model. They also ought to play the role of commentators and checkers for maximum outcome (Yang 75).
In conclusion, peer reviewed journals are among the best method of teaching in almost any group. In order to enhance learning and to ensure maximum outcomes, strategies like making of the method enjoyable and playing the right role should be adopted. With such methods, fast learning and positive outcomes are possible.
DuPaul, G.J. Peer tutoring procedures in general education classrooms. In A.S. Canter & S.A. Carroll (Eds.), Helping children at home and school: Handouts from your school psychologist. National Association of School Psychologists, Bethesda: MD.