Peer Support

Peer mentoring enters the learning zone

scameron — Tue, 19 Oct 2010 16:22:24 +0100

When students take on the role of teacher, locations and partners for learning expand along exciting avenues - classrooms, dining hall, playground, sitting rooms and bedrooms linked by phone, text and e-forums. The possibilities for learning relationships multiply. Students engage with their peers in ways that adults can't, and tapping into this breaks down barriers, motivates and stimulates emotional connections that allow learning to take place.

Creating support systems to promote staff well-being

scameron — Thu, 06 May 2010 13:20:23 +0100

During recent years, schools have rightly focused upon the development of social and emotional aspects of learning, and as a result there has been a significant increase in the focus on pupil well-being. When quoting from the Office of National Statistics (2000), Young Minds, a charity committed to improving young people’s mental health and well-being, noted that more than 10% of 5-15 year olds are affected by mental health problems.

Strengthening transition and transfer between schools with classroom dialogue

scameron — Fri, 10 Jul 2009 14:58:43 +0100

In December 2006, Gateshead was invited to join a National Strategies funded pilot focusing on transfer and transitions. The purpose of the project was to strengthen transfer and transition both within and between schools with a particular focus on continuity of learning. It had four aims: to raise standards; promote effective and personalised teaching and learning; support schools in removing barriers to achievement; develop the capacity of school leaders to improve schools.

The benefits of peer support and student participation

scameron — Mon, 30 Mar 2009 14:37:06 +0100

Background
Flegg High School in Martham is a foundation 11-16 comprehensive school in rural Norfolk with 981 pupils on roll. In 2007 it achieved 60% five A*-C and was above the Norfolk average for attendance. In many respects Flegg High is a very good school, with a healthy reputation in the area and further afield for work beyond the four walls of the classroom.

Planning peer support for SEN pupils

scameron — Sat, 30 Aug 2008 12:21:43 +0100

There are different sorts of peer tutoring/mentoring, so consider which is most appropriate for particular needs. Then include details in your provision mapping, detailing how the support is used and how it is planned and monitored for maximum benefit.

The importance of asking for help

sara — Sat, 30 Aug 2008 12:21:38 +0100

Introduction

Seeking help

Peer and self assessment

jlee — Sat, 30 Aug 2008 10:20:47 +0100

Peer assessment can involve formative reviews to provide constructive feedback, as well as summative grading: it can also include student involvement in the setting of marking criteria and decisions about evidence of achievement. Self-assessment enables students to become reflective and self-managing, to identify next steps in learning and move forward ‘under their own steam’.

When these two strategies work well, the advantages are significant to all concerned and many of the identified issues can be addressed by:

Students supporting each other

jlee — Sat, 30 Aug 2008 10:20:40 +0100

Peer support is a process that uses young people’s natural wish to help each other. Even in the most difficult circumstances, where very few of the ideal conditions are present, peer support can work wonders in a school because young people and their adult allies are committed to it.

Helping each other

Self-harm: offering young people support

jlee — Sat, 30 Aug 2008 10:20:27 +0100

Self-harm (also known as self-injury) in children and young people is a much wider issue that many would believe and is shrouded in a culture of secrecy and misunderstanding. Around one in 12 children and young people self-harm and approximately 25,000 are admitted to hospital every year due to the severity of their injuries. In an average classroom that means there are likely to be at least two children or young people who are self-harming in some way.

Peer feedback and self-assessment

admin — Sat, 30 Aug 2008 10:20:06 +0100

We became interested in assessment for learning (AfL) when our school joined a local schools network called ‘Learning to Learn’, which focuses on using strategies in the classroom. Through the network we have attended conferences, Inset training and have participated in observations in different schools.

Bringing out talents through drama

admin — Sat, 30 Aug 2008 10:19:54 +0100

Gifted and/or talented?

Preparing for peer mediation

admin — Sat, 30 Aug 2008 10:19:54 +0100

Peer mediation, as with other peer support schemes, can contribute greatly to improving the learning environment in schools. Negative behaviour such as bullying and truancy can be significantly reduced. The extent to which these results are achievable is influenced by the way in which peer mediation schemes are introduced. For maximum benefit, a whole-school approach is recommended, which includes training and support for staff and pupils.

Transition: are we going anywhere with it?

admin — Sat, 30 Aug 2008 10:19:52 +0100

Transition has always been a ‘big issue’ in school, particularly from the primary phase to secondary. This is where it is anticipated that children will receive a culture shock when they move from the womb-like state of the primary classroom to the cold reality of secondary school. It can be equated to tadpoles breaking out of the spawn and running the gauntlet of the larger and more aggressive fauna of the pond.

Transition: a personal view

admin — Sat, 30 Aug 2008 10:19:51 +0100

How was it for you? I was young, inexperienced and I just fumbled around. My brother said it was often like that the very first time. My sister said the same. So did my mum and dad. Except it wasn’t my first time. I remember moving from the infants to the juniors, or ‘big school’ as it was called then, as it still is by some parents in my own establishment.

Peer mentoring and self-harm

admin — Sat, 30 Aug 2008 10:19:50 +0100

Self-harm has often been considered a rare occurrence, but in fact it is becoming increasingly common. Although there are no national statistics available, surveys suggest that one in ten children self-harm.

Peer Counselling and Mentoring Schemes

admin — Sat, 30 Aug 2008 10:19:44 +0100

Through this and further articles I hope to give you examples of practices that developed over the years, which proved effective and which may help others when considering setting up these schemes.

So, what is going to be the role of these students?

This is a decision that needs to be agreed between the students and the senior management of each individual school. Here are some examples:

Peer Counselling and Mentoring Schemes: What can go wrong?

admin — Sat, 30 Aug 2008 10:19:42 +0100

One of the biggest challenges will be to convince staff/parents/governors that a peer-mentoring scheme is a worthwhile initiative to introduce into your school. A good starting point could be to link it to the issue of bullying and using peer mentoring not only to help reduce the impact of this in school, but also to enhance the ethos of the school.

Following the acceptance of the Scheme by the Headteacher, a well-prepared presentation to (for example) a staff meeting could be the next step.

Using peer support to tackle bullying

admin — Sat, 30 Aug 2008 10:19:32 +0100

Research shows that often the first person a child turns to for support is a friend. Le Surf and Lynch (1999) speculate that adults may be perceived as a poor source of assistance because age and status gaps can act as barriers to communication. Peer supporters conversely are easily accessible and have the potential to support outside formal interventions. In addition, they can offer unique solutions in order to support their peers and provide a catalyst for peer rejection of anti-social and negative behaviour.

What does peer support involve?