Peer Tutoring

Course Outline

BATHCOUNTYHIGH SCHOOL

Teacher: Ms. Holbrook 116

BATHCOUNTY, “CHANGING STUDENT LIVES”

1st- Thank You for being a part of my program.

Description:

Peer tutoring is a credited elective class for students without disabilities to gain experience working with same-aged students with severe cognitive and physical disabilities in an educational setting. Peer tutoring increases access to the general curriculum and to all of the activities of a typical high school student for students with moderate to severe disabilities. Peer tutoring allows for positive social interactions and social relationships to develop between students with and without severe disabilities.

Opportunities:

There are many reasons to become a peer tutor. If you are a people person, you will enjoy peer tutoring. While being a peer tutor, you will get to help, interact, and learn with so many different people. The information you gain from this experience can help you in the future.

If you are thinking about becoming a teacher or entering any educational related field, peer tutoring can be right for you. Regardless of what area of teaching you are thinking about going into, you will be working with people with disabilities.

If you are thinking of going into the medical field, peer tutoring can be a very valuable as well. Students with disabilities often have medical issues that affect their education. These are just a few examples of how peer tutoring can relate to your future.

Outline:

While in the peer tutoring course, students without disabilities will learn about different cognitive and physical disabilities, different learning styles, instructional and motivational techniques, and careers in the special education fields. Peer tutors will learn characteristics of being a good role model, as well as helping some of their peers learn everyday skills. Peer tutors will help students with disabilities set goals, monitor their progress, and reach their intended outcomes. The day-to-day activity of a peer tutor can certainly change, depending on the student with whom the peer tutor is working and what is scheduled for that day. The peer tutor could go to a regular education classroom, go on Community-Based Instruction (CBI), go to the job site, go on a field trip, or eat lunch with the students with disabilities. Everyday will prove different!

Guidelines of Peer Tutoring:

  • Learn together.
  • Help the student to understand and participate in educational activities.
  • Remember to keep things you see and hear confidential. You do not want things that are private spread around.
  • Treat students with disabilities the same as you would your friends without disabilities.
  • Remember you peers with disabilities are more like you than different. They want the same things.
  • Be open and honest. Do not disrespect them by lying to them.
  • Do not beat around the bush. Hints often don’t work.
  • Do not give sympathy or ‘baby’ students. Remember that the students are high school students and want to be treated so.
  • Have patience. Do not rush with your time.
  • Listen to everything that the student says to you. Many with multiple to severe disabilities communicate in different ways. Pay attention to all ways that the students may be communicating with you. Ask if you do not understand.

Don’t be afraid to let them know you don’t understand.

  • Be positive, not negative.
  • Deliver praise for even the smallest amount of success.
  • Stay motivated.
  • Develop a positive relationship with all students. This will help all of us be more successful. Let the students know that you care.
  • Ask and listen to what the teacher has to say.
  • Use humor and have fun.
  • Discuss whatever you are working on. When you are done, discuss the results of the activity.
  • Follow all classroom rules; they are there for a reason.
  • Always keep an open ear and eye to learn from everyone in the classroom.
  • Never let a student disrespect you as a peer tutor or any other student.
  • Realize each student is different and you will have to ask me how to help that student many times. We will go over various ways.

Grading Scale:

The grading scale for this class is as follows:

100% - 90%...... A

89% - 80%...... B

79% - 70%...... C

69% - 60%...... D

59% and below ...... F

Grading System

Peer Tutoring

Daily Points10 points for attendance

Weekly total:10 x 5 = 50 points

4 points for attitude

Weekly total: 4 x 5 = 20 points

4 points for observation

Weekly total: 4 x 5 = 20 points

2 points for journal

Weekly assignment: 2 x 5 = 10 points

One week total possible points: = 100 points

Attendance Bonus Points: Weekly 1 pt. daily if here each day = +5 = 105points

(You must be here each day to receive weekly)

The reason for attendance being so high in points is that the major part of this class is your daily participation. You are expected to be here and have a positive attitude while here. You are a role model for the students. I understand that we all have bad days, but your attitude and lack of attendance will rub off onto the students. If you are not here you will not be able to participate in the daily activities.

Unexcused Tardies

Your daily points will be based on time in class. If you come in a half hour late points will be adjusted if unexcused. In other words if you reach that point when tardies are unexcused points will be deducted. It is not fair to those who are in class on time each day for you to receive the same points when late.

Daily Observation:

  • 0 points – Absent

In class trying to work on homework from another class or make-up work without permission.

Talking with another peer tutor not helping student(s) as

instructed.

Creating distractions and interrupting.

  • 2 points – If given permission to work on homework in an emergency.

Working with student(s) with less than a positive attitude.

Sitting and waiting for someone to tell you what to do.

  • 3 points – In class and working with student(s) with a satisfactory attitude
  • 4 points - In class working with student(s) with a very positive caring

attitude. Entering the classroom ready to assist students.

Beginning Assignments as follows:

  • Peer Tutor Survey
  • Peer Tutor Information
  • Read Kentucky Peer Tutoring Packet
  • Go over Syllabus/Signature Sheet

Daily Assignments:

  • Working with a student or students.
  • Daily Journal/Reflection

Journals

You are to complete a journal entry each day. Write your journal as though you are writing to a stranger that has no idea what is going on. I will reference journals, read them and grade on the following. Your journal should reflect the following areas. There are six points that should be included. The journals are important. They are used for daily reference of:

  1. Location or class the student participated in.
  2. Class period.
  3. Student or students you are working with.
  4. What is the student(s) working on (assignment)?
  5. How did the student(s) participate?
  6. Behavior of the student(s).

Other Information you may include, for example:

  1. Strategies you learned on any given day.
  2. Comments, both negative and or positive.
  3. Questions/problems you may have if I am not available.

DO NOT write two or three words and expect to obtain points for the day.

Examples: ( ) denotes 6 points required.

1. Date:

Today I went to (1) English class (2) 1st and 2nd period with (3) Bill. (4) Bill was part of a group and worked on a new project about ______. (5) Bill was the recorder in the group with my help. Bill liked working in the group. He gave suggestions when brainstorming ideas for the project. (6) Bill’s behavior today was good. He was focused and motivated to be part of the assignment.

2. Date:

Today in (1)Ms. Holbrook’s class (2)3rd and 4th period, I worked with (3)Jessica on her (4)math packet. Jessica was working on basic 2 digits + 2 digit addition problems. (5)She used a calculator to find the answer. She put the numbers in correctly using the correct sign by herself, 99% of the time. She would check with me to make sure she was doing them right. Sometimes she confused her numbers or wrote them backwards. (6) Jessica’s behavior was good. She was paying attention and really trying.

3. Date:

Today in (1) Ms. Holbrook’s class, (2) 1st/2nd, I did some work for Ms. H. (3) I graded student papers for her. (4, 5, 6) Today I did not work with students.

4. Date:

Today in (1) Ms. Holbrook’s class, (2) 3rd/4th, I worked with (3) Jessica on her (4) spelling packet. We worked on writing sentences. (5) Jessica has to tell me the sentence and be able to write the sentence on her own with correct punctuation. Jessica had a hard time coming up with a sentence with five words that was fluent. Once she decided on her sentence she had a hard time writing it down in the order she said.

(6) Jessica really tried hard and her behavior was good.

Bad Example: 1. Went with (1) Bill to English. Did well.

2. Bad Example: (0) Did nothing today but watch a movie.

*FILL OUT YOUR JOURNAL EACH DAY. IF ABSENT FILL IN ABSENT

*IF ON A FIELD TRIP FILL IT IN

*EVERY DAY. DO NOT PUT MORE THAN ONE WEEK ON A PAGE.

Problems: If you cannot get my attention and you need to tell me something then write it in your journal and ask me to read it now as you are going out the door. You may want to write something you don’t want to say in front of the student.

ACP – You are a role model in this class. If you are in ACP it sets a bad example. You will only receive ten (10) points for this day. Ten points only after completing an assignment given.

Days Absent

For each excused day missed, you will obtain 0 points for that day. You can regain15/20 points for missed days by completing a make-up assignment and writing in your journal where you were. Make-up assignments should be complete three days after returning to school. Unexcusedabsence cannot be made up.

Make-up Assignments Final Exam

  1. You will maintain a folder while in this class. In that folder are some assignments you can complete for days you are absent. You will complete one assignment for each day absent. I encourage you to read this information when I may not have something for you to do or the days schedule is changed. This information will be on a final exam. The assignments include: “People First,” “The Importance and Meaning of Friendships,” “Stereotypes, Myths & Facts,” and “Strategies.” All have an activity at the end with the exception of “Stereotypes.” Please write what the article was about and a short reflection in how this may affect you or others.
  2. If additional assignments are needed for make-up work you may do a general report on various disabilities. Please see the attachment on the back of your syllabus titled Peer Tutor Assignment #1 for ideas.
  3. With teacher approval you may earn points by also creating learning center activities or instructional aids. You will implement your creation with the students and write a short reflection on the outcome.

Cover Sheet

  1. A cover sheet should be on the front of any assignment. On this cover sheet it should include title of the activity or report, written by, date you were absent, and date you are turning in your assignment for my class. Also list the web site you got your information from. I have many posted on the board by the door. See the following

*You may write your report or type it. However, I need to be able to read it.

You will loose 5 points without your cover sheet.

  1. Example:

3. *Rubric –included in folder for assignment(s).

Behavior Expectation of Peer Tutors

  1. Report to class on time
  2. Follow rules and procedures set by me promptly.
  3. Attendance is expected. Please notify me if you will be absent or involved in another school activity.
  4. If you know you will be absent please mark it on my calendar and highlight. Also, please bring my attention to it.
  5. Can be trusted take responsibility when assisting student(s) in various settings.
  6. Is polite to staff, students, parents, and other visitors with in the classroom.
  7. Respects student differences.
  8. Do not sit together talking with another peer tutor when you should be helping a student.
  9. If in a setting such as gym for example, you should be active with the students.
  10. Show initiative and positive attitude on given task.
  11. Model appropriate language and behavior.
  12. You must have permission to get on the computers in my classroom. If given and you stray to sites inappropriate you will loose access to my computers for whatever reason.

Confidentiality:

We will discuss and read over a “Pledge of Confidentiality.” I expect and cannot stress enough that you follow instructions in this matter. If confidential information is

discussed out in the student population/community or any negative information you will be removed from the Peer Tutoring Program immediately! Your grade as a result will suffer dramatically.

Requirements:

Every effort will be made on my part to teach you as much as possible; every effort should be made on your part to learn as much as possible. Information and materials will be given out in class and discussed. In order to complete this course, students must meet or exceed requirements:

Attendance/Tardies

Tardy Policy:

Could you imagine our world without any rules, laws, or consequences? Imagine driving! Imagine our freedoms! Imagine our businesses! Most importantly, imagine our schools! We have rules so that we can have a safe, enjoyable, conducive learning environment. When someone is tardy, that student not only hinders and disrupts their own education, but everyone else in that class as well. BE ON TIME!

  • Students are expected to be in class and seated when the tardy bell rings each period.
  • If I should be involved at the moment you can walk around and talk with the students and see if they need help with anything.
  • Consequences: Refer to student handbook for further understanding.

One – One (1) Break Detention (minimum of 10 min.)

Two – Three (3) Break Detentions (minimum of 10 min.)

More – One (1) Day ACP for each & Parent Notifications

Attendance-Refer to Student Handbook

Other School Activities/Nurses Office/Field Trip

  • You must come and tell me if you are participating in another school event. You must report to this class for attendance or have someone call me if this is not possible. I will have a calendar for you to write in days you know you will be out.

Responsibilities

Folders - another key to learning is paying attention; in order to help you pay attention more closely all students will maintain a folder. Please check your folder daily and complete your journal. Folders stay in the room unless you have permission to take them out.

Badge – You will have your own badge. Make sure you have this at all times when out of the room. The badge will stay with your folder.

Regular Classroom – Please do not go into another classroom and participate as a regular student, talk with other students, disturb instruction, and do not bother anything without gaining permission. You follow the rules of the classroom you are in. You are there to work with and help the student with disabilities “blend in” with their regular peers.

HALL PASSES HALL PASSES HALL PASSES HALL PASSES

Once people are comfortable in Peer Tutoring they tend to ask for hall passes to go to lockers, restrooms, to get a drink of water, to see the counselor and other reasons. Please do not start this. If you are having trouble in a class sometimes it is a good time to work with a teacher. They will call me or you can talk to me. You cannot go to the counselor without a note that they want you there at the time you are in Peer Tutoring. It gets out of hand. There is a kitchen and bathroom here in the room. SAME RULES APPLY FOR THE NURSE!

Procedures and Routines: Will be discussed

Fire Drills:

  1. Ms. Holbrook’s class goes out the back door closest to the room, by the nurses

station, down the steps into the back parking lot.

2. If in another room with a student follow the fire drill plan for that teacher’s room.

Fire Plan

Students with mobility or other issues will have a personal fire plan in case of emergency if in a classroom upstairs. This will be set up with the classroom teacher.

Tornado Drills:

  1. Ms. Holbrook’s class will remain in room 116 and assume the tornado position at

inner wall.

  1. Regular Drills – If students are in another room they are to stay and follow the emergency plan for that room. If there should be a problem contact me at 4116 or bring the student to me. Make sure the teacher is informed before leaving and why.

Lock Down:

  • Remain in the classroom you are in. If caught in the hall go to the nearest

classroom. If all else fails and you cannot get in a room, hide in the bathroom in a stall quietly.