The Effects of This Classwide Peer-Tutoring Process on Students Engaged Time

The Effects of This Classwide Peer-Tutoring Process on Students' Engaged TimeThere is a growing body of evidence that the Effects of this Classwide Peer-Tutoring Process on Students' Engaged Time have been profound. It has been observed that teachers, who are well versed in the processes of PRT, have become more engaged in their classroom responsibilities. Further, as students in the class to graduate, they spend less time in the classroom and begin to move into areas of their life where they are most productive.In my previous posts, I have discussed this phenomenon of students moving from the classroom to other domains of their lives. Most recently, I wrote about how senior high school students were becoming high school counselors. Because of this, we had students helping parents figure out their teenage children's academic homework, helping them with athletic schedule, and helping them with driving skills. The effects of this classwide peer-tutoring process on students' engaged tim e was a big focus in my previous postings.Many of my students are now in college and several of them have commented about how much time they have spent on their studies over the last few years, which surprised me because I did not realize that they had become so successful. It seems that their 'time' in the classroom is limited by how much time they have for themselves and their friends. This is a clear demonstration of the real benefits of this classwide peer-tutoring process on students' engaged time.Additionally, I have also noticed a large change in high school students who have been involved in PE clubs or have taken dance lessons. Because of these activities, their time has increased and they have moved beyond the realm of the classroom. In fact, some of them have moved out of the classroom completely.It's also worth noting that many of these students have become more interested in school in general, rather than just in activities such as soccer or football. If teachers and pr incipals want to make their students engaged, they need to consider applying the core values of these activities to the curriculum. Of course, this applies to all subjects, but it is particularly important to address in math and science.Additionally, the core values of this classwide peer-tutoring process should be integrated into the curriculum when teaching geometry and algebra. These two subjects have long been considered to be the toughest subjects in the curriculum. While this may be true, the results of this classwide peer-tutoring process on students' engagement in geometry and algebra have been very positive.Students in science courses have been the subject of much of my discussion. Like geometry and algebra, students in science have often taken longer to graduate than other subjects and they leave the classroom with fewer skills. When students graduate in science, they become a little more mechanically oriented and lack any idea of the relationships between their different ideas.If the results of this classwide peer-tutoring process on students' engaged time can be implemented into the curriculum, it would surely benefit all of our students. It would help them better understand the connections between the different subjects in the classroom. It would help them become more self-directed and it would help them develop the ability to problem solve better.