Teach Middle East Magazine September 2014 Issue 1 Vol. 2 | Page 29

Featured Teacher
Our motivation for that was particularly
to develop confidence in the children
by creating a peer-buddy system.
So year 3 classes, which are Katie’s
classes, are working with the FS2
classes as partners. The setting-up of
the peer-buddy system encouraged
the year 3 senior students to take on
a sense of responsibility in helping the
younger children to do their learning in
the outdoor environment.
Katie: We also wanted to engage
them further in language. We
wanted to encourage effective verbal
communication, which is one of the key
priorities of the school this year. This is
why the project fitted so well with older
children acting as peer buddies for the
younger ones.
What were some of the challenges
of the project and how were these
dealt with?
Katie: One of the challenges was with
establishing the peer partners. We
weren’t sure of what the outcome
would be. Previously, we had only
done it with the same age group in
the same class. So the challenge was
not only setting it up, but also to see
whether the Year 3s would be up to the
challenge, as well as how the FS2
students would relate to an older child
working with them. It required that the
Year 3s be in charge and facilitate their
learning at the beach.

Jane: One of the ways in which we
addressed this issue was to allow the
classes to spend time with each other
prior to taking them to the beach. This
gave the students the opportunity to get
to know their partners. At the beginning
of each session, we included activities
to foster the bond that was needed.
These activities included shadowing
their partners for a day.
Katie: They played the “Mirrors” game
as well. At the end of each session,
they were given a reflection time so
that they could talk to each other about
what they had learned for the day, their
experiences and what they did. There
was a lot of talking involved. In the end,
they became quite close friends.
What guidance did you offer to the
students during the project?
Katie: We acted as facilitators mainly.
We ensured that they were on task by
using little prompt questions at different
points. We didn’t want to be too fully
involved once they were out there
because we had already spent a lot of
time doing the preparation with them.
Jane: Each time we went to the beach,
the students had specific activities
that they were involved in. They knew
beforehand what they had to do. We
were enabling them as ‘buddies’.
Were there any surprises? If yes,
what were these and how did they

affect the next steps that you took
with the project?
Katie: One of the surprises was the
success of the peer buddies. We were
very pleased by the outcome.
Jane: It really took off. We did it as a

Class Time

September 2014

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