Frequently Asked Questions

Q: What is the teacher’s role during peer-tutoring sessions?

A: The teacher monitors each pair or group, provides feedback to the tutors, provides praise and reinforcement for the behaviors that are appropriate and desired, and collects data.

Q: What if the tutoring session is not going well behaviorally?

A: Peer tutors are instructed on techniques for redirecting and reinforcing behaviors. However, ultimately, it is up to the classroom teacher to deal with specific behavior issues by reviewing procedures and making new plans as needed.

Q: Once the buddy system training is completed, how is a very young student encouraged to be a good “buddy”?

A: Each typically developing student involved in a buddy program is taught to do three things to be a good buddy:

• stay with your buddy
• play with your buddy
• talk to your buddy

Q: What role do parents play in peer-mediated tutoring?

A: Parents should be thoroughly informed of their child’s participation in peer tutoring programs. In some instances, parents help set up and monitor peer programs away from school. A working team approach should include school staff and the student’s family to best meet the student’s needs and unique learning style.

Q: How effective is peer mediation and instruction?

A: Extensive research has studied the effectiveness of peer-mediated instruction and intervention. Johnson, Johnson, and Stanne reported in 2000 that over 900 related studies were found with 164 specifically evaluating the impact on student achievement. The findings indicated that peer-mediated instruction and intervention has been very effective on the whole in the following areas:

“ higher level reasoning, retention, on-task behavior, generalization, social and cognitive development, self-esteem” and numerous other outcomes.