ABSTRACT
Empirical research demonstrates that students' spontaneous interaction during cooperative learning and peer tutoring can be unsatisfactory. Peer tutors' explanations and questions sometimes appear too shallow and limited both in frequency and in level of cognitive demand, in turn eliciting too limited and rather superficial tutee responses. This chapter argues that it is especially necessary to prepare students for constructive interactions, as they are neither socialised nor used to cooperating. All teachers value some rules that they would like to be respected in classroom. Cooperative values play an important role in effective peer learning. Activities to create positive interpersonal relationships in the class and in a team that has to work together can be useful. All the activities for developing positive interpersonal relationships should aim to support students' positive self-image and integrate all students. In order to prepare the context of peer learning, in primary and secondary education it is important to inform parents.
