Peer Mentoring is Effective

The Pew Internet & American Life Project (Jones, 2003) found that students learn nearly 40% of their Internet skills on their own, 30% from parents, and 33% from their peers. A mere 5% learn them in school. This survey corroborates what many studies have found – that the ability of students to learn from many sources, including peers, is a powerful force.

In this digital age, students can learn from and with each other to a greater extent than ever before. With the advent of the Internet and the widespread availability of computers, students have access to more information and have even more awareness of the uses of technology. Many students today use technology with a facility and lack of fear that astonishes older generations. They naturally help each other and turn to the vast resources of the Internet for answers as well. The TechYES program is built on this premise. In addition, years of research and practical application through the GenYES program by Generation YES staff have shown that there are proven methods to structure those natural inclinations for students to help other students learn technology skills.

Peer mentoring, peer-assisted learning, and peer tutoring are all names for similar types of directed-learning interactions between peers who are close in age. There is significant research showing that peer mentoring is an effective way to improve academic achievement and self-esteem for both the mentor and mentee. In addition, there is research showing how peer-mentoring programs can grow and thrive, research of success factors that support sustainability and many studies that provide excellent examples to build on. The TechYES peer-mentoring component was carefully designed based on these years of research and wealth of experience from programs from all over the world and from many different disciplines.

For those seeking more guidance, Rachel Rosner’s AmeriCorps guide entitled “Students Teaching Students” is a gold mine of practical suggestions based on many years of conducting a peer-mentoring program. Rosner (1997) found that it is very important to discuss the difference between “helping” and “doing” with peer mentors.

Here are some suggested discussion questions taken from Rachel Rosner’s handbook entitled “Students Teaching Students” that have been found to be effective:

• What if a student doesn’t know the answer or how to do something? Should you just do it for them? Why or why not?

It is important that you don’t do the work for the tutees. If you do the work for them, they will not have the chance to learn what they’re supposed to be learning, and won’t be able to do their work when you are not there.

• What is the difference between doing the work for them and helping them?

If you have helped them, they will understand the work and be able to do it by themselves for you. If you have helped them, they have completed all or almost all of the work with their own brains and hands.

• How can you help them without doing the work for them?

• Ask guiding questions.
• Give them hints.
• Give them examples.
• Let’s work through it together…
• Go through the problem with them step by step, making sure they understand what they are doing and what you are doing. Have them do the next one by themselves.
• Other ideas?

EXCEPTION: It is important that the tutee does not get frustrated during this process; therefore, if the tutee has tried a few times and really doesn’t understand, it is okay to tell them the answer. But, be sure that you explain and the tutee understands why that answer is the answer. Have them try to do the next one by themselves to see if they really understand.

Training peer mentors to be positive and encouraging is another critical training component. Discussions can focus around these questions and issues (taken from Rosner, 1997):

• How to help the tutees instead of doing the work for them.
• How to use questions in a productive way.
• Encouragement and positive reinforcement.
• How to get tutees to listen (building relationships, earning respect, etc.).
• Active listening and non-verbal communication.
• Empathy.
• Dealing with awkward situations (for example, when neither the tutor nor
  the tutee knows the answers).
• Being a responsible role model.

Finally, Rosner (1997) gives a list of suggestions for potential peer tutors:

1. Introduce yourself to the tutee.
2. Act responsibly during tutoring.
3. Be friendly.
4. Help your tutee feel confident and positive.
5. Reinforce skills they already have or things they already do well.
6. Remember that it is okay for both of you to make mistakes.
7. Give your tutee your undivided attention while tutoring them. Listen with your ears, eyes, and mouth.
8. Listen to your tutees. Let them think and speak!
9. Let your tutees know you care about them by showing trust, respect, and acceptance.
10. Be aware of what skills your tutees are working on.
11. Never let your tutees struggle with their answers to the point of frustration.
12. Let your tutees know that you are human too. Don’t be afraid to make mistakes or say, “I don’t know.”
13. Know the classroom rules and expectations and abide by them. You are a role model!
14. Ask for help when you need it.
15. Be considerate of your tutees’ feelings.
16. Do not give your tutees orders.
17. Be patient!

Training new peer mentors also creates opportunities for veteran peer mentors to share and reflect on their experiences, which helps both the newcomer learn about mentoring, and helps the veteran as well. Opportunities for processing and reflection throughout the course of the mentoring process have been shown to be effective in supporting mentors and extending the benefits of training beyond initial sessions.