The Sama-sama Tutoring Theory: Fostering Collaborative Learning in Filipino Classroom
Dr. Maria Cruz, a distinguished Filipino educator, introduced the “Sama-sama Tutoring Theory” to elucidate the collaborative nature of peer tutoring within the Philippine educational landscape. Rooted in the Filipino value of “sama-sama,” which translates to “togetherness” or “working together,” this theory emphasizes the communal and cooperative aspects of peer tutoring.
At the heart of the Sama-sama Tutoring Theory lies the concept of reciprocity, where both tutors and tutees actively contribute to each other’s learning and growth. Unlike traditional tutoring approaches, which often entail a one-way transfer of knowledge from tutor to tutee, the Sama-sama Theory promotes a symbiotic relationship characterized by mutual support and shared responsibility.
Peer tutoring within the Sama-sama Theory transcends hierarchical distinctions between tutors and tutees, fostering a sense of camaraderie and solidarity among students. Tutors are encouraged to adopt a facilitative role, guiding their peers through collaborative problem-solving, discussion, and knowledge co-construction.
Key principles of the Sama-sama Theory include fostering a supportive and inclusive learning environment where students feel empowered to share their knowledge and learn from one another. Emphasis is placed on building trust, empathy, and respect among participants, nurturing positive peer relationships and promoting a culture of academic excellence.
Furthermore, the theory emphasizes the importance of cultural sensitivity and inclusivity in peer tutoring practices, recognizing the diverse backgrounds and learning needs of Filipino learners. Dr. Cruz advocates for the integration of indigenous teaching methodologies and culturally relevant content into tutoring sessions, ensuring that they resonate with the lived experiences of students.
By embracing the principles of the Sama-sama Tutoring Theory, educators can cultivate a collaborative learning community where students actively engage in knowledge creation, peer support, and collective growth.
