The role of the form tutorNeil 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• 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

• Literacy• Numeracy• Christmas games/video• End-of-term treat

• Year 9• SATS• Options• Christmas video: PG or cartoon?• Socials

Key Stage 4• Year 10

• GCSE Coursework• Work Experience• Christmas Disco• End-of-term trip …

• Year 11• 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 dynamicsPredictability‘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?’