My Unexpected Discovery of Enthusiastic Future Teachers

Leah Jessica Bader

As a scientist, I’m familiar with running experiments in the lab and discovering unexpected things. Except this time my lab was the classroom, and my unexpected discovery was an untapped source of enthusiastic future teachers.

In 2021, schools were trying to return to normalcy after Covid-19. The gap in my students’ science skills was evident, as were elevated feelings of anxiety and isolation. Innovative solutions were needed; tutoring was not an option for all, since some families’ finances had taken a hit. Teachers were burnt out and couldn’t be expected to take on extra hours or projects. So I started a peer tutoring leadership program at SAR, where students were provided with tutor training, mentoring and an opportunity to contribute to their community in a positive and meaningful way. My mission had an impact on students in ways that I hadn’t expected.

When the peer tutoring program was scheduled to end on Memorial Day weekend last May, I noticed that some tutors continued to log additional meeting hours well into exam season. I reminded tutors that the program had ended, and they no longer had an obligation to continue tutoring. Their response was that they found tutoring rewarding and wanted to continue. I was intrigued.

Last month, after two and half years of running the program, I decided it was time to collect more data about the impact the program was having on tutors and students. Tutors were asked to “agree” or “disagree” with the following statement: “I would consider teaching opportunities in the future.” 69.8% of tutors agreed with this statement. Could peer tutoring programs influence students to consider a future professional path in education?

Research shows that people’s past actions are often a good predictor of their future behavior. In some cases, there can be a causal influence of one behavior on another, and in others, people might use their past behavior as a heuristic basis for later decisions. It follows that students who have fond memories of their time as a tutor are more likely to consider repeating this action in the future.

From the data that I collected, 98% of peer tutors respondents agreed with the statement “I enjoyed working with my peer student” and 98% agreed with the statement “The tutor sessions helped build my confidence.” Similarly, in October 2023, Teach For America launched the Ignite Fellowship, exposing college students to the teaching profession. Nationally, more than half of Ignite tutors who were college seniors applied to become Teach For America corps member, and they were accepted into the program at a rate four times higher, about 80%, compared to other applicants.

The Vision

Imagine training students to become your future teachers. A school with an organized and formal system of collaboration and leadership, where younger students can turn to older students for guidance, mentorship and academic help. Where older students feel empowered and experience the joy of positively impacting another student’s life. Where younger students feel confident and have someone to turn to for help who has already taken the class. Where time needed for teachers to provide student support is reduced, leaving them with more time to innovate. Where the playing field is leveled and tutoring is accessible to every student. All this, while creating a feeling of community, giving, growth and celebrating success.

Are Schools Missing an Opportunity?

Our graduates will pursue careers in part based on experiences they enjoyed, excelled in and found meaningful. Students are likely to apply for medical tracks because they enjoyed science and health, and enroll in law school because of their interest in English and history. Economics students pursue entrepreneurship and finance. How many schools create opportunities to expose students to the teaching profession by training, mentoring and offering feedback?

Ask yourself: How can we expect students to pursue careers in education, when they have limited opportunities to be exposed to the experience of teaching? What platforms do we offer for students to hone the tools and skills to excel and develop positive associations with the rewarding feeling of helping others grow and succeed? Let’s consider partnering students with teachers as education assistants to help prevent teacher burnout while inspiring a new generation of teachers.

The Earlier, the Better

Starting a peer tutoring program in middle school creates more opportunities to succeed. Middle school students who receive tutoring not only benefit academically. Their high school tutor acts as a role model, raises their confidence (see stats below), and are likely to influence their future behaviors. Tutors who attend training sessions learn to create a safe space of trust, respect and positive reinforcement for their students.

It’s no surprise that the middle school graduates of this program are now dedicated high school tutors giving back to their community. The data collected from students receiving tutoring shows 87% of respondents agreed with the statement “I enjoyed working with my peer tutor,” 85% agreed with “The tutor sessions helped build my confidence” and 80% agreed that “After I worked with my peer tutor, my grades improved.” Positive experiences and outcomes will influence future choices.

How to Create a Successful Peer Tutor Leadership Program

It’s easy to start a peer tutoring program in any school, as many schools have one, but a successful one is more of a challenge. Before this program, I casually matched tutors with students in September only to find out in February that they had met just once that year. Tutors and tutees need to be held accountable, and data and feedback must be collected weekly.

As with any new project, this takes an investment of time and dedication. To begin, tutor volunteers are recruited and complete questionnaires to collect as much detail as possible. A mandatory tutor training session is a must. Without providing proper skills, we are setting our students up for failure. Tutors and tutees are matched based on careful review of details provided, notified of their partnership and encouraged to begin their weekly sessions. Weekly feedback from tutors and tutees ensures a maintenance of high standards.

An unexpected but necessary component is the celebratory aspect of this program. As Rabbi Jonathan Sacks wrote in his book Lessons in Leadership, we must find time to celebrate student accomplishments as this is a key component to build connections and stronger communities. The program ends with a tutor appreciation celebration.

Beyond the obvious academic benefits and leveling the playing field, a peer tutoring program is also empowering and entrusting our students to play a larger role in the education process. One of the greatest joys of teaching is watching our students transmit their knowledge to others. Peer tutoring allows students to see themselves as future educators. As teachers, we know how rewarding it can be to impart knowledge, thus impacting another person’s life. Giving students the opportunity to experience the joys of teaching can set many more people on the path to becoming our future Jewish day school educators.