PHARMACOLOGY PART II SPECIAL NEEDS DENTALELLE TUTORING DENTALELLE TUTORING - 1.
Form Tutoring for New Entrants By Jonathan Robinson Director of Teaching School (09.06.15)
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Transcript of Form Tutoring for New Entrants By Jonathan Robinson Director of Teaching School (09.06.15)
INFORMATION DESK
GUIDE
SUPPORT
TEACHER
CAREERS
ADVISOR
LIAISON OFFICER
COUNSELLOR
BANKER
TUTOR
LEADER
SURROGATE PARENT
UMPIRE / REFEREE
ADMINISTRATOR
RINGMASTER
PROBLEM SOLVER
FOUNT OF ALL
KNOWLEDGE
MANAGER
ARBITRATOR
CONSOLER
FRIENDLY EAR
FRIEND-LIKE
ROLE MODEL
BRIDGE BUILDER
REMEMBER: As an NQT you are not expected to take on full responsibilities as a form tutor initially, although you are likely to be attached to a year group and will shadow / work closely with an established form tutor.
Why is the role of Form Tutor so important?
• ESTABLISHING AND MAINTAINING COHESIVE AND SUPPORTIVE RELATIONSHIPS BETWEEN STUDENTS
• ESTABLISHING AND MAINTAINING THE SCHOOL’S ETHOS AND STANDARDS
• LIAISING BETWEEN STUDENTS, COLLEAGUES, PARENTS AND EXTERNAL AGENCIES: COMMUNICATION
Being a Form Tutor• Registration, messages / notices• Rewards: e.g. Commendations / Merits• Report writing and parents’ evenings• Academic reviews and tutoring• PSHE• Learning in Form Time• Sanctions: e.g. Behaviour management / Attendance / Punctuality• Awareness of abuse: Physical, Psychological, Sexual• Enforcing school policies: e.g. uniform• Extra-curricular activities: trips, clubs, Secret Santa, birthdays, form parties• Sports day / inter-form events• Charity work• Year council / School council• Delivering assemblies / attending assemblies• Supporting students’ endeavours: e.g. concerts, events, productions• An awareness of adolescence and child psychology• An awareness of and interest in teenage trends
YEAR 7
• Settling in, transition and routines: c.f. role of teacher in primary school
• Establishing a positive class dynamic and atmosphere
• Building relationships• Organisational skills and independence• Developing high standards – having high
expectations• Study skills THE TRANSITION
YEAR
Year 9
• Boys!!!
• Options: Changes and Choices
• Opportunities
• Guidance and support
• Sexuality
• Behaviour THE REBELIOUS YEAR
Year 10
• Study skills
• Managing workload
• Lifestyle choices
• Illegal Drugs, Sex, Alcohol, Smoking
THE EXPERIMENTATION
YEAR
Year 11
• Stress management
• Exams
• Targets
• Future education / employment
• Work experience
• References
• Leaving ball / party THE MAKE-OR-BREAK YEAR
Year 12 and 13
• New relationships• Entering adulthood• Independence• Responsibility• Rights• Higher education• Employment• References• One-on-one
THE LONGING
YEARS
Fascinating Reads!• Blackburn, K. (1975). The Tutor. Heinemann
Educational Books: London• Marland, M. and Rogers, R. (2004). How to be
a successful form tutor. Continuum: London• Startup, I. (2003). Running your tutor group.
Continuum: London• Watson-Davis, R. (2005) Form tutor’s
pocketbook. Teachers’ Pocketbooks: Alresford
What some students have to say about their form tutor
“He is wonderful, because he’s funny.” – Charlotte, Yr9
“She knows everyone’s names and bothers to find out people’s interests. She will go out of her way to help you.” – Shekira, Yr11
“How a form teacher should be? – Approachable, friendly and understanding. Able to take a joke. Basically like a friend (but able to exert control when necessary).” – Zoë and Ross, Yr13
“I would like it if she would understand if you are in trouble or you are upset.” – Girl, Yr8
“They should be fair in everything they do … and try to include everyone …” – Boy, Yr8