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The Role of the Form Tutor Redefine, Reshape and Reform. The sharing of good practice.

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Presentation on theme: "The Role of the Form Tutor Redefine, Reshape and Reform. The sharing of good practice."— Presentation transcript:

1 The Role of the Form Tutor Redefine, Reshape and Reform. The sharing of good practice

2 A positive is that is good to get to know the individuals well over the years. It is like a family – there are bad times as well as good. The class get used to your standards and expectations if you are consistent in your approach Continuity of the mentoring programme year by year is a positive with your form group I like the social interaction with the pupils, seeing their development and maturity The positives about being a form tutor is that you are part of a team and you can learn from other form tutors and see how individuals compare across the whole year group

3 Being a form tutor gives me the chance to develop a relationship with students and get involved. Being able to help/support them gives you a great feeling. I feel I am a constant for some of them – they know I will always be there. It’s been lovely being a year 7 tutor to see them settle in and grow in confidence. It was good to take part in the Christmas Fayre to work with the form – a good team building event. I’ve enjoyed building relationships with the girls and feeling that they can trust me. I have found phoning parents to be effective and it has had a good effect on the punctuality for several girls.

4 As a form tutor I want to make a positive influence on a pupil’s life It is an important role because I am not only concerned with the pupil’s academic development but also concerned with the whole child If I was not a tutor I would miss having a close relationship with a group of pupils. I would also miss the day to day conversations we have I would miss the rapport I have build up with the majority of my form and with the majority of the year team if I was not a tutor A positive about the role is contact with the same pupils everyday Having an overview of how they are getting on in all the subjects across the school

5 At present with my form I try to use this time to talk to the girls in their groups – about their academic work whether they are struggling with homework, guide and help them on a more one to one basis. The girls know that I am there to help them with any issue – even if it means helping them out with their work for other teachers, because there are times when some pupils hold themselves back to ask for help from their subject teachers. I have found phoning parents to be effective and it has had a good effect on the punctuality for several girls. Wednesday we do planner checks – Friday we talk about the week and try to solve problems for the next week. Form strategies – definitely circle time and writing notes in planners to parents about absences etc.

6 I like being able to deal with problems with those I teach and keep a daily check on how they are getting on with work in their lessons Being a form tutor has helped me to establish relationships with pupils which has helped me settle as a new member of staff Mentoring helped me to gain a better understanding of pupils and their needs. I was able to offer advice and support which I enjoyed doing I enjoy the fact that my form make me feel welcome I enjoy the daily chit chat eg: what they did at the weekend I enjoy being a part of a team. I particularly enjoyed taking part in the lining up for exams, there was real team spirit It has been positive and helped that I have shared the same staffroom with a number of staff on the team to get help and advice

7 I have used circle time techniques from our day out in the wilds – and although fairly cynical about their use with secondary kids – have been proved wrong. Kids really enjoy circle time activities – information is shared and interesting points of view expressed by not just the confident and voluble few. To raise self esteem I get pupils to reflect on 1/2 good things that they have enjoyed about school that week. It is nice to talk to the girls, without the pressures of “a subject” or assessment. It is nice to see them develop and mature into young ladies.

8 Aims and objectives of the day AIMS To redefine the role of the Form Tutor concentrating on generic responsibilities and year specific attributes. To share good practice within the team and equip each tutor with a toolkit to tackle everyday situations. To ensure that all members of the year team are consistent with their approach to the start of the day. Objectives: By the end of the Workshop you will have… Discussed what the role of the Form Tutor ideally should be. Shared good practice amongst the team on how to tackle different situations. Gained strategies to deal with specific situations as a form tutor. Reflected on your own practice and gained ideas for developing your role as a tutor.

9 Why does no- one speak to me? You’re in my chair… Yeah I’m on report again… I wish I had some friends… Aisha, Rachel, Halima, Halima!!! I can’t hear to take the register… Registration – A less effective start to the day….

10 I wonder what we are doing p1.. If I get all 1’s today Miss said I can come off next week. I am going to write down when my Mentoring session is. Registration – A more effective start to the day…. It’s Wednesday! Planner checks! Girls, Now I have done the register, can you get your planners out for me to check them with the Prefects? Thank you..

11 Teacher waits at the door to meet the pupils at the start of the day Pupils arrive before the teacher who is often several minutes late Pupils arrive promptly, enter the form room in an orderly way, remove outdoor clothing, bags under desk and sit quietly for the register Pupils drift in without being challenged, taking time to settle, have outdoor clothing on and have a negative effect on the ethos Latecomers enter quickly and quietly. Their presence is acknowledged and they expect a word with the teacher in due course Latecomers arrive casually over several minutes and are chastised or ignored one at a time during the register The tutor begins the session promptly by making clear the form time activity. This conveys the expectations that pupils will do something of value during the session The tutor shouts out the register over the top of form room noise. Pupils shout back confirming who is present. This is time consuming and confirms to the students that this is a period of time of no real value There is positive interaction between tutor and individual pupils. This takes place whilst the rest of the form are engaged in a meaningful activity The tutor debates with frustration, although occasionally with amusement, each pupil’s reason for lateness or having no absence note. Some of the form are listening to reasons offered whilst others are chatting Pupils engage positively with tasks. It is clear that there is a well- understood routine in the form room Some pupils are beginning to get restless. The noise level is too high, there is no sense of purpose and the tutor struggles to get attention At end of the session the pupils leave the form room calmly and in a positive frame of mind, ready for learning As the bell goes the pupils leave the room with their coats on, chairs are left untidy and they rush out to meet friends in the corridor for a chat before period 1 Teacher waits at the door to meet the pupils at the start of the day Pupils arrive before the teacher who is often several minutes late Pupils arrive promptly, enter the form room in an orderly way, remove outdoor clothing, bags under desk and sit quietly for the register Pupils drift in without being challenged, taking time to settle, have outdoor clothing on and have a negative effect on the ethos Latecomers enter quickly and quietly. Their presence is acknowledged and they expect a word with the teacher in due course Latecomers arrive casually over several minutes and are chastised or ignored one at a time during the register The tutor begins the session promptly by making clear the form time activity. This conveys the expectations that pupils will do something of value during the session The tutor shouts out the register over the top of form room noise. Pupils shout back confirming who is present. This is time consuming and confirms to the students that this is a period of time of no real value There is positive interaction between tutor and individual pupils. This takes place whilst the rest of the form are engaged in a meaningful activity The tutor debates with frustration, although occasionally with amusement, each pupil’s reason for lateness or having no absence note. Some of the form are listening to reasons offered whilst others are chatting Pupils engage positively with tasks. It is clear that there is a well- understood routine in the form room Some pupils are beginning to get restless. The noise level is too high, there is no sense of purpose and the tutor struggles to get attention At end of the session the pupils leave the form room calmly and in a positive frame of mind, ready for learning As the bell goes the pupils leave the room with their coats on, chairs are left untidy and they rush out to meet friends in the corridor for a chat before period 1 Teacher waits at the door to meet the pupils at the start of the day Pupils arrive before the teacher who is often several minutes late Pupils arrive promptly, enter the form room in an orderly way, remove outdoor clothing, bags under desk and sit quietly for the register Pupils drift in without being challenged, taking time to settle, have outdoor clothing on and have a negative effect on the ethos Latecomers enter quickly and quietly. Their presence is acknowledged and they expect a word with the teacher in due course Latecomers arrive casually over several minutes and are chastised or ignored one at a time during the register The tutor begins the session promptly by making clear the form time activity. This conveys the expectations that pupils will do something of value during the session The tutor shouts out the register over the top of form room noise. Pupils shout back confirming who is present. This is time consuming and confirms to the students that this is a period of time of no real value There is positive interaction between tutor and individual pupils. This takes place whilst the rest of the form are engaged in a meaningful activity The tutor debates with frustration, although occasionally with amusement, each pupil’s reason for lateness or having no absence note. Some of the form are listening to reasons offered whilst others are chatting Pupils engage positively with tasks. It is clear that there is a well- understood routine in the form room Some pupils are beginning to get restless. The noise level is too high, there is no sense of purpose and the tutor struggles to get attention At end of the session the pupils leave the form room calmly and in a positive frame of mind, ready for learning As the bell goes the pupils leave the room with their coats on, chairs are left untidy and they rush out to meet friends in the corridor for a chat before period 1 Teacher waits at the door to meet the pupils at the start of the day Pupils arrive before the teacher who is often several minutes late Pupils arrive promptly, enter the form room in an orderly way, remove outdoor clothing, bags under desk and sit quietly for the register Pupils drift in without being challenged, taking time to settle, have outdoor clothing on and have a negative effect on the ethos Latecomers enter quickly and quietly. Their presence is acknowledged and they expect a word with the teacher in due course Latecomers arrive casually over several minutes and are chastised or ignored one at a time during the register The tutor begins the session promptly by making clear the form time activity. This conveys the expectations that pupils will do something of value during the session The tutor shouts out the register over the top of form room noise. Pupils shout back confirming who is present. This is time consuming and confirms to the students that this is a period of time of no real value There is positive interaction between tutor and individual pupils. This takes place whilst the rest of the form are engaged in a meaningful activity The tutor debates with frustration, although occasionally with amusement, each pupil’s reason for lateness or having no absence note. Some of the form are listening to reasons offered whilst others are chatting Pupils engage positively with tasks. It is clear that there is a well- understood routine in the form room Some pupils are beginning to get restless. The noise level is too high, there is no sense of purpose and the tutor struggles to get attention At end of the session the pupils leave the form room calmly and in a positive frame of mind, ready for learning As the bell goes the pupils leave the room with their coats on, chairs are left untidy and they rush out to meet friends in the corridor for a chat before period 1 Teacher waits at the door to meet the pupils at the start of the day Pupils arrive before the teacher who is often several minutes late Pupils arrive promptly, enter the form room in an orderly way, remove outdoor clothing, bags under desk and sit quietly for the register Pupils drift in without being challenged, taking time to settle, have outdoor clothing on and have a negative effect on the ethos Latecomers enter quickly and quietly. Their presence is acknowledged and they expect a word with the teacher in due course Latecomers arrive casually over several minutes and are chastised or ignored one at a time during the register The tutor begins the session promptly by making clear the form time activity. This conveys the expectations that pupils will do something of value during the session The tutor shouts out the register over the top of form room noise. Pupils shout back confirming who is present. This is time consuming and confirms to the students that this is a period of time of no real value There is positive interaction between tutor and individual pupils. This takes place whilst the rest of the form are engaged in a meaningful activity The tutor debates with frustration, although occasionally with amusement, each pupil’s reason for lateness or having no absence note. Some of the form are listening to reasons offered whilst others are chatting Pupils engage positively with tasks. It is clear that there is a well- understood routine in the form room Some pupils are beginning to get restless. The noise level is too high, there is no sense of purpose and the tutor struggles to get attention At end of the session the pupils leave the form room calmly and in a positive frame of mind, ready for learning As the bell goes the pupils leave the room with their coats on, chairs are left untidy and they rush out to meet friends in the corridor for a chat before period 1 Teacher waits at the door to meet the pupils at the start of the day Pupils arrive before the teacher who is often several minutes late Pupils arrive promptly, enter the form room in an orderly way, remove outdoor clothing, bags under desk and sit quietly for the register Pupils drift in without being challenged, taking time to settle, have outdoor clothing on and have a negative effect on the ethos Latecomers enter quickly and quietly. Their presence is acknowledged and they expect a word with the teacher in due course Latecomers arrive casually over several minutes and are chastised or ignored one at a time during the register The tutor begins the session promptly by making clear the form time activity. This conveys the expectations that pupils will do something of value during the session The tutor shouts out the register over the top of form room noise. Pupils shout back confirming who is present. This is time consuming and confirms to the students that this is a period of time of no real value There is positive interaction between tutor and individual pupils. This takes place whilst the rest of the form are engaged in a meaningful activity The tutor debates with frustration, although occasionally with amusement, each pupil’s reason for lateness or having no absence note. Some of the form are listening to reasons offered whilst others are chatting Pupils engage positively with tasks. It is clear that there is a well-understood routine in the form room Some pupils are beginning to get restless. The noise level is too high, there is no sense of purpose and the tutor struggles to get attention At end of the session the pupils leave the form room calmly and in a positive frame of mind, ready for learning As the bell goes the pupils leave the room with their coats on, chairs are left untidy and they rush out to meet friends in the corridor for a chat before period 1


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