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This qualitative study of peer tutoring in several situations at the University of Utah builds upon previous conceptualizations of peer tutoring in order to reconceptualize the tutoring process from a perspective that emphasizes communication and interaction. The introduction of peer tutors into a classroom opens up a rift in the curtain of 'this is how it's done.' It then becomes possible to have students and instructors become reflective about how they see themselves and others in the classroom. It especially allows peer tutors to struggle with an understanding of where they stand in relation to the other students and the instructor. Although each classroom group has its own personality and unique interactive pattern, there may be some predictable effects on classroom dynamics. This study is an analysis of the effects of inserting the new subject position and role of peer tutors on everyone involved in the classroom.
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