Getting help from peers can make up for individual attention the teacher wishes she could give but just cannot manage. And giving help also improves the young tutor's work.
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This study looks at an RTLB working within classrooms in a cluster of schools, assisting teachers in implementing inclusive practices to increase social and co-operative interaction between Year 1 peers. The study explores whether the teaching of specific social and co-operative skills, with practice opportunities across the curriculum, increases this type of interaction between peers within a Year 1 classroom.