CLASS WIDE PEER TUTORING (CWPT)

Class Wide Peer Tutoring is a program that has been developed to help students struggling with math, reading and spelling. The program was designed for those from Kindergarten to Grade 8.

The program is based on the following steps:
1. Dividing the class into two teams
2. Within each team - classmates form tutoring partners
3. Students take turns tutoring each other.
4. Tutors are provided with academic scripts. eg. Math problems with answers.
5. Praise and points are contingent upon correct answers.
6. Errors are corrected immediately with opportunity to practice to get the right answer.
7. Teacher monitors tutoring pairs and provides bonus points for pairs following procedures
8. Points are tallied by each individual student at the conclusion of the session.

Tutoring sessions usually last 20 minutes with 5 minutes to chart progress.

A web site to have a look at to get more of a full picture.....
http://www.promisingpractices.net/program.asp?programid=99

A research article that had positive results with the program and some other proactive strategies. Worth having a look at:

School-based interventions for children and adolescents with Attention Deficit/Hyperactivity Disorder: Enhancing academic and behavioural outcomes by George Dupaul & Lisa Weyandt

ADHD STRATEGIES

Let's start talking strategies:
Attention Deficit Hyperactivity Disorder: Effective Methods in the Classroom by Robert Reid has some good ideas for working with ADHD students in the classroom.
1. Classroom environment- looking at both management within the classroom and the physical setup of the classroom needs to be analyzed. Classroom needs to be organized and clear consistent boundaries set up. Create a predictable, structured instructional regime with effective communication expectations.
2. Instructional schedules where the student is required to accomplish tasks at peak times.
3. Preferred vs. non-preferred activities. Schedule non then preferred with verbal praise.
4. Calm, brief, unemotional feedback in challenging situations.
An appendix is given that gives specific strategies for specific difficulties: For example: Problems getting started with tasks - visual cues for redirection.
5. Analyzing the antecedants. Task difficulty, noise, disruptions, stimulus overload needs to be minimized.
6. Using physical activity or movement to prevent further distractions.
7. Organizational strategies for the student to obtain help. Task completion visuals.
8. Curriculum and instruction methods need to coincide for retention of material.
Many others are also provided. Good article.