·        Students learn to teach as well as be taught.

·        Creates opportunities for immediate error correction.

·        Creates positive social interactions between all students that would not typically occur.

·        Makes it possible for social and academic goals to be addressed at the same time.

·        Offers increased opportunities to respond as teacher and learner.

·        Allows peers to share learning strategies; how they master or learn facts and skills (i.e., provides “supports” to aid their partner).

·        The routine of frequent testing eliminates the “fear” of tests by teaching test-taking skills.

·        Students are practicing skills that they will later be tested on, so this gives them a chance to be successful.

·     Develops a sense of time-consciousness because students’ tutoring is bound by a time constraint.

·    Students’ understanding of the program components/procedures transfers easily to new students entering the classroom from a non-tutoring school or class.

·    Students have increased opportunities to respond compared to “traditional” programs.

·        The positive atmosphere developed by helping one another in tutoring promotes an environment that is inclusive ethnically and academically.

·        Offers more practice during a CWPT session than compared to the traditional methods of seatwork.

·        Student involvement is greatly increased.

·        Promotes total class involvement for duration of CWPT.

·        Flexibility of the teaming allows for a good mixing of all students.

·        The point system keeps even high-level students involved because they are earning points.

·        Enhances the “whole” learning experience.

·        Research studies show that CWPT increases scores on standardized tests.

·        An effective fun way to accomplish mastery of previously introduced material.

·        Makes it possible for both students and teachers to observe progress and supervise responding.

·        Is easily transferred to other subject areas (e.g., math, science, reading, social studies, etc.). 

·    Allows teachers to easily produce comprehensive graphic representations of student and class progress in the curriculum.

·    The graphs are predefined so that teachers do not have to guess about chart making.

·        The CWPT-LMS explains and interprets the students’ progress.

·        It allows administrators to quickly view progress.

·        It gives you options on planning tutoring logistics (e.g., matched partner).

·        It simplifies keeping track of daily/weekly/monthly/yearly student progress.

·        Allows you to keep your student roster current; deleting or adding new students is easy.

·        Helps accommodate individual student needs within the classroom (i.e., in terms of ability levels).

·        Provides expert advice on a weekly basis.

·        Provides online technical support.

·        Saves time.

·        Is appropriate for most subject matter.

·        Maintains high quality.

·        Eliminates paperwork.

·        Helps you send progress reports to interested parties such as curriculum coordinators, parents, principals, and school administrators.

·        Is practical and easy to use.

·        Identifies individual students as above or below class criterion level on pre and post assessments.

·        Times and records daily tutoring sessions.

·        Provides print-out capability.

·        Structures daily implementation.

·        Provides the teacher with student progress information in graph and text formats.
 

·        Supports planning for the week ahead.

·        Gives instant feedback to the teacher.

·        Allows the teacher to make appropriate peer tutoring modifications based on the feedback.

·        Allows teachers to share their data with other teachers and/or administrators.

·        Saves time compared to CWPT without the Learning Management System software.

·        Is easy for a substitute teacher to use when the teacher is absent.

·        Flexible and adaptable in terms of teaching style.

·        Can be implemented in 30-40 minute time blocks.

·        Helps with teacher mentoring and coaching.

·        Offers the teacher a variety of suggestions for implementing changes in instruction.

·        A worthwhile teaching tool for classroom management.

·        Reduces the amount of work for the teacher. 

·        Increases time spent on academic behaviors.

·        Increases students’ responsibility for the academic behavior of their tutee.

·        Is student-focused.

·        Increases level of student participation.

·        Increases students’ mastery and content coverage.

·        Accommodates high rates of academic responding.

·        Gives students frequent error correction and feedback.

·        Helps students learn more communication skills.

·        Encourages students to work together, so they can learn an important “life” skill.

·        Helps students to stay on task more, so there is less down time.

·        Makes students experience more success and, therefore, feel more confident.

·        Is helpful to students who have difficulty studying for tests or who have no reinforcement at home.

·        Gives students ownership over their own learning.

·        Fosters close working relationships among students in class.

·        Promotes a cooperative learning atmosphere.

·        Assists students in developing organizational skills.