Gérard Camisa
Gérard Camisa's peer tutoring program for math students at l'École secondaire des Sources in Dollard-des-Ormeaux, Quebec, has improved the academic performance of weak students and given advanced students a chance to develop their teaching skills as well as unprecedented enthusiasm for math.
In 1992, the school placed seventh in the Fermat Grade 11 math competition out of 1 270 schools; and in the Mathématiques du Québec contest organized by the Université de Montréal, his students have regularly placed in the top 100 of 1 200 entrants. Gérard's students and their parents attest to his dynamic teaching methods, his concern for his students' success and the way he encourages both male and female students to love mathematics.
Approach to teaching
"As a teacher, I must be more than a distributor of knowledge; otherwise I may as well be replaced with a video screen."
The difficulties students encounter with mathematics are often more emotional than intellectual. I therefore try to "demystify" mathematics as much as possible, and to work on students' self-confidence. In many cases, students doubt their own abilities, so I build them up and congratulate them when they are successful. I ask them questions in class when I know they will have the right answer, and get them to do a problem on the blackboard if they have answered a question correctly. Using these techniques, I show them they are capable of succeeding.
Throughout the school year, I see my students as "complete persons" — recognizing that while they want to learn, they are also subject to difficult periods in their daily lives. I am therefore very sensitive to any family-related or other problems they may be experiencing.
When I notice a student's marks slipping, I always try to find out the underlying cause. It is important to listen to students' current needs. Above all, you should not be overcome by your own sensitivity: you have to make students realize that they have a duty to fulfill and a task to perform. This can be achieved through dialogue and firmness.
Transferable experience
Since 1992, I have had advanced students work with less gifted students in a mathematics tutoring program. With the help of a federal grant to prevent school dropouts, I set up a team of Secondary 5 (the final year of high school in Quebec) students who were willing to volunteer their time to help students from lower grades who were having problems.
I originally thought up the program after our principal asked if any teachers had suggestions for ways the school could help students who were at risk. The program was set up with a small operating budget of $4 000 to cover the extra staff time required to run it. The tutors were recruited from the school's advanced classes. I told these students about the challenge we faced and explained the approach I proposed to follow. About 12 students volunteered to help.
I then asked my colleagues for the names of students who were failing at math but who were willing to turn themselves around. I obtained a list of some 30 names. I then held a meeting at which the students who needed help chose their tutors.
The work conditions are very simple. The location and frequency of meetings are determined by the pairs of students — after school, on the weekend, at home, whatever. The most important thing is that the arrangement suits both students.
One of the challenges that I am currently working on is getting the students who need help to make a serious commitment to stick with the program. Because the program is free, there are a small number every year who do not take it seriously enough and miss appointments. I am considering a number of approaches ranging from charging a nominal fee, perhaps one dollar per hour of tutoring time, to having the students sign a written commitment and perhaps involving their parents.
I act as a resource person for the tutors and contact person for the other teachers. The tutors sometimes need a refresher on some subjects they are teaching and advice on tutoring technique. I also try to keep their enthusiasm up when appointments are missed or when progress is slow. Once or twice a month, the tutors submit a short written report on the work done, and I consult with my colleagues to measure the progress made by the students who have been referred to me.
There are a number of benefits for the tutors. Most noticeably, they get extra responsibility and independence. There are some academic benefits as well because they have to review basic aspects of mathematics, which they may have forgotten or perhaps have not understood as completely as they thought.
The peer education program is a success. Above all, we have found that most of the students who were failing have turned themselves around and successfully completed the year. The objective of having them "stay in school" has been achieved. In addition, the tutors themselves often benefit as much if not more, to the point that the experience has inspired some of them to pursue a career in teaching.
The program is continuing in the hopes that we will be able to rekindle not only a love of learning among students who have strayed off course, but also a love of mathematics.