`For any teacher or school wanting to set up a buddy scheme, or to explore the possibility of doing so, this book contains some useful suggestions, ideas and guidelines. Even if a school did not wish to adopt the buddy system itself, the book contains useful material relating to citizenship and specific problems, like bullying which makes it a potentially useful resource for teachers and schools in general' - Early Education Peer buddy systems have been demonstrated as very successful with older students. Positive effects are recognized for the individuals befriended and also for the whole community. Margaret has used her vast experience with younger children to develop a programme which achieves these outcomes at the stage when they are learning the skills of friendship and co-operation. Using her popular style of differentiating activities and teaching for two age groups, 6-8 and 9-11, Margaret has provided an exciting, innovative and challenging programme which enhances the citizenship curriculum and the atmosphere of the school. Margaret Collins is a former headteacher of an infant and first school. She is now Visiting Fellow in the School of Education at the University of Southampton. She researches children's perceptions of health education topics, writes and co-writes teaching materials for children, books and articles on personal, social, health and citizenship education (PSHCE).

Positive Action
Positive action

In this section the activities are designed to help the buddy be positive in the relationship with his pal and to be a good role model.

Peer teaching

Helping your pal to make decisions

Feelings of both buddy and pal

Role models

Peer Teaching

I Can Help by…

listening to reading

reading to them

helping with number work

testing spellings

talking about homework

being interested

talking through problems

helping them to remember

looking at their work

seeing displays in their class

encouraging them…

Ask the children to think about ways they could help their pal with their work. Remind the children that the pal's teacher is in charge of their learning, but that pals will need to practise the skills they are learning. Ask the children to finish the sentence: ‘I could help my pal with…’

Remind the children about ...

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