Form Tutoring for New Entrants
By Jonathan Robinson
Director of Teaching School
(09.06.15)
EXTENDED
SLT
DIRECTOR
OF TSA
GOVERNOR
JPR
YEAR 10
FORM
TUTOR
LATIN COORDINATOR
TEACHING
IN LOCO PARENTIS?
ADOLESCENCE
FOUNT OF
ALL
KNOWLEDGE
COUNSELLOR
INFORMATION
DESK
BRIDGE
UMPIRE / BUILDER
CAREERS
REFEREE
GUIDE
FRIENDLY
EAR
ADVISOR
BANKER
PROBLEM
LEADER
SOLVER
MANAGER
TEACHER
ROLE
MODEL
CONSOLER
SURROGATE
PARENT
TUTOR
LIAISON
OFFICER
RINGMASTER
SUPPORT
ARBITRATOR
FRIENDLIKE
ADMINISTRATOR
ARGUABLY THE
MOST UNDERRATED
RESPONSIBILITY IN
THE SECONDARY
SCHOOL!
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
THE TRANSITION
• Study skills
YEAR
Year 8
• Girls!!!
• Managing money
• Aspirations
The forgotten 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
“They should be fair in
everything they do …
and try to include
everyone …” – Boy,
Yr8
“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
“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
The Pastoral Career Path
• Form Tutor
• Charities Co-ordinator / Chair of School
Council
• Head of Student Voice
• Head of Year / Head of Student Progress
• Head of Lower School / Head of Upper
School / Head of Sixth Form
• Assistant Head (Pastoral) / Assistant Head
(Child Protection Officer)