On Giants’ Shoulders
www.OnGiantsShoulders.org
To Whom It May Concern:
On Giants' Shoulders is a 15 minute per week high school student-run program designed to motivate at-risk or
under-performing elementary/middle school students using older (high school) peers and the internet (Skype).
It is not “homework help” or tutoring.
A group of high school students is paired with a group of elementary or middle school students. Members of
each group are then paired on a one-to-one basis according to individual interests. They "chat" online
once a week. Three of these older/younger student pairs (a total of six individuals) participate in each
computer “chat” at a time. For example, a school with three computers will accommodate nine student pairs
(eighteen individuals) every 15 minutes. If the older student and younger student groups consists of eighteen
students each, the entire session will take 30 minutes.
Harnessing the power of peer motivation during these once a week online "chats", the younger students are
encouraged and inspired to excel academically and socially, to become excited about learning and to respect
their teachers, schools and the learning process.
BENEFITS FOR THE HIGH SCHOOL STUDENTS/HIGH SCHOOL:
 Teaches leadership.
 Teaches responsibility.
 Provides a valuable community service.
 Provides a dynamic new relationship between the partnered schools.
 Provides potential positive coverage of the school/students by local television, radio and other news
media.
 Provides a resume-worthy activity when applying to colleges and for future employment.
BENEFITS FOR THE ELEMENTARY SCHOOL STUDENTS/ELEMENTARY SCHOOL:
 Stimulates motivation.
 Teaches communication skills.
 Encourages respect for teachers and school.
 Encourages respect for the learning process.
 Teaches computer skills.
The program is easy to implement at no or low cost and requires minimal time.
Full information and instructions are available at www.OnGiantsShoulders.ORG
Feel free to contact On Giants’ Shoulders with questions or comments through the “Contact Us” tab on the
website.
Page 1 of 3
On Giants’ Shoulders
www.OnGiantsShoulders.org
Motivation:
Achievement can be seen as a byproduct of effort. When students do not try, they are not producing at their
highest potential. Conversely, when students put in high levels of effort, achievement does tend to increase
overall.1
Peer Role Models:
Educators can create a supportive learning environment by. . . [providing] role models who have shown effort
and persistence through challenges.2
Middle school students in general need more independence as they grow older and many place a higher value
on peer opinions than adult opinions. 3
Pursuit of prosocial and social responsibility goals also explains, in part, significant links between peer
acceptance and academic achievement.4
. . .perceived social and emotional support from peers have been associated with motivational outcomes such as
the pursuit of academic and prosocial goals, intrinsic value, and self-concept. 5,6,7,8
Socioeconomic Groups:
. . .much of the previous research linking adult and peer support to academic outcomes in middle school has
been conducted with minority, lower-class, inner-city, or low- achieving students. 9,10,11,12 . . . evidence that
supportive and caring relationships are important for White, middle-class students as well.13
Subsequent Ramifications:
. . .research shows that poor academic performance in middle school and even elementary school can decrease a
student’s motivation in high school, which can lead to failing courses and skipping school, the more immediate
precursors to [eventually] dropping out.14
“Some of the characteristics of dropouts that lead them to quit school— such as poor work habits or lack of
motivation— may contribute to . . . poor [economic and social] outcomes outside of school.”14
__________________________________________________________________________________________
REFERENCES
1. Richard L. Curwin, (2010) Meeting Students Where They Live: Motivation in Urban Schools. Association for Supervision and
Curriculum Development Alexandria, Va.,
2. Kristin Geiser, Christina O’Guinn LEAD AUTHORS (2010) Youth in the Middle:Envisioning and Implementing a Whole-School
Youth Development Approach.A guide for middle school leaders. p. 99. John W. Gardner Center for Youth and Their Communities at
Stanford University(JGC).
3. Kristin Geiser, Christina O’Guinn LEAD AUTHORS (2010) Youth in the Middle:Envisioning and Implementing a Whole-School
Youth Development Approach.A guide for middle school leaders. p. 94. John W. Gardner Center for Youth and Their Communities at
Stanford University (JGC).
Page 2 of 3
On Giants’ Shoulders
www.OnGiantsShoulders.org
4. Wentzel, K. R. (1991). Relations between social competence and academic achievement in early adolescence. Child Development,
62, 1066-1078.
5. DuBois, D. L., Felner, R. D., Brand, S., Adan, A. M., & Evans, E. G. (1992). A prospective study of life stress, social support, and
adaptation in early adolescence. Child Development, 63, 542-557.
6. Felner, R. D., Aber, M. S., Primavera, J., & Cauce, A. M. (1985). Adaptation and vulnerability in high-risk adolescents: An examination of environmental mediators. American Journal of Commu- nity Psychology, 13, 365-379.
7. Harter,S. (1996). Teacher and classmate influences on scholastic motivation, self-steem, and level of voice in adolescents. In J.
Juvonen & K. R. Wentzel (Eds.), Social motivation: Understanding children's school adjustment (pp. 11-42). New York: Cam- bridge
University Press.
8. Wentzel, K. R. (1994). Relations of social goal pursuit to social acceptance, classroom behavior, and perceived social support.
Journal of Educational Psychology, 86, 173-82.
9. Cauce,A. M., Felner, R. D., & Primavera, J. (1982). Social support in high-risk adolescents: Structural components and adaptive
impact. American Journal of Community Psychology, 10, 417- 428.
10 Felner, R. D., Aber, M. S., Primavera, J., & Cauce, A. M. (1985). Adaptation and vulnerability in high-risk adolescents: An examination of environmental mediators. American Journal of Commu- nity Psychology, 13, 365-379.
11. Phelan, P., Davidson, A. L., & Cao, H. T. (1991). Students' multiple worlds: Negotiating the boundaries of family, peer, and
school cultures. Anthropology and Education Quarterly, 22, 224-250.
12. Rumberger, Russell W. Dropping Out: Why Students Drop out of High School and What Can Be Done about It. Cambridge, MA:
Harvard University Press, p10, 2011.
13. Wentzel, K. R, (1998). Social relationships and Motivation in Middle School: Ther role of parents, teachers, and Peers. Journal of
Educational Psychology., 90, 202-209.
14. Rumberger, Russell W. Dropping Out: Why Students Drop out of High School and What Can Be Done about It. Cambridge, MA:
Harvard University Press, p15, 2011.
Page 3 of 3