Transcript Chapter 7. Role of the form tutor

The role of the form tutor
Neil Denby
Expectations
• Leader
• Information source
• Administrator
• Surrogate ESW
• Link with other teachers/agencies
Surrogate parent
• Dispenses praise and discipline (also on
behalf of others)
• Requires loyalty and respect
• Has a sense of humour
• Personal physician
• Arbitrator
• Friend (?)
Throughout
• Register
• Letters home/parental contact
• Collecting money
• Social – trips and excursions; dances and
discos, cinema and such-like
• PHSE
• ‘Collective worship’ – thought for the day
• Reports
Primary
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Parent
Friend
Nursemaid
Confidante
Supporter
Fount of all knowledge
Trusted counsellor
Year 7
• Induction (starts in Year 5 or 6)
• Rules and Regulations
• Reading ages/NFER tests
• Literacy
• Numeracy
• Teething problems
• New Parents Evening
• Christmas Party
• End-of-term treat
Key Stage 3
• Year 8
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Literacy
Numeracy
Christmas games/video
End-of-term treat
• Year 9
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SATS
Options
Christmas video: PG or cartoon?
Socials
Key Stage 4
• Year 10
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GCSE Coursework
Work Experience
Christmas Disco
End-of-term trip …
• Year 11
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GCSE Coursework
GCSE Revision
Careers interviews
Alton Towers (inevitably)
Leaving ‘Prom’ or Ball
The long goodbye!
Peer groups
‘A peer group is not only a sounding box for ideas,
with simultaneous conversations on different
subjects, but also a testing ground to see what it
feels like to hold certain attitudes. Naturally, the
sense of belonging gives the attitudes an
emotional edge, for these are not carefully finished
opinion …’
S. Schachter, ‘The interaction of cognitive and physiological determinants of educational
state’, in L. Berkowitz (ed.), Advances in Experimental Social Psychology (New York:
Academic Press, 1964), pp. 49–79.
Peer groups
‘As part of the exploration of conflicting truths
in the world the peer group is very important.
Like adults, children learn as much from
anecdotes and overheard remarks as from
direct argument.’
E. Katz and P.F. Lazersfeld, Personal Influence: The Part Played by People in the Flow of Mass
Communications (New Brunswick, NJ: The Free Press, 1955)
(Form) group dynamics
Predictability
‘Meeting others for the first time we try to make them seem predictable in such a way that
we can guide our own behaviour appropriately’
(Cognitive uncertainty theory)
Judgement
‘We observe other peoples behaviour, attribute motives and intentions to them, and assess
them’
(Casual attribution theory)
Sharing
‘We like others to the extent that we share important attitudes and beliefs’
(Similarity attraction theory)
Belonging
‘We desire more than an individual relationship, wanting to be part of a recognisable group
identity’
(Intergroup identity theory)
Mutual admiration
‘We like those who seem to admire, like or respect us’
(Gain - loss theory)
C. Cullingford, The Nature of Learning (Cassell, 1990)
Summary
• Predictability = Safety, certainty, comfort zone
• Judgement = Assessment, loyalty, bias
• Sharing = Bonding, social, friendship
• Belonging = Group identity, be part of
• Mutual Admiration = Status, acceptance,
admiration, respect
Maslow’s hierarchy of needs
• Survival: ‘Look after me, please’
• Security: Predictability, routine, comfort zone
• Social: Loyalty, friends, group identity
• Status: Leadership, support mechanism, place
in group, notoriety
• Self-actualisation: Mutual admiration (within
and across groups), respect
Task
• Brainstorm as many form teacher roles as
possible
• Add links to other colleagues and outside
agencies
• Discuss the importance of the form teachers’ role
• Discuss your possible answers to the standard
interview question of: ‘What do you consider to
be the most important role of the form tutor?’