UNIVERSITY OF CASTILLA- LA MANCHA

Faculty of Education in Albacete

Subject: Education and Society

Lecturer: Antonio Cebrián Martínez and Mª del Carmen Sánchez Pérez

Academic year: 2015/2016

TUTORIAL ACTION

Students: María Lizán, Andrea Martínez,

MªDolores Ortega, Paola García,

Beniamin Letoswky

Grade of Primary Education in Albacete

2nd level group B

1. THE TUTOR OF A GROUP AND THEIR FUNCTIONS.

In the elementary education one teacher is the responsible for the most of the areas,

but the primary teacher unity for each class group is essential, above all in the first cycle,

since children are more disoriented. In addition, it is important that students have a tutor,

that is:

Responsible for coordinating all teachers. This tutor, becomes in this way teacher of

several areas.

It suits the offerings to the needs of the students and thus make some certain

adaptations.

It is responsible for addressing students at certain times of their schooling.

It is the mediator of the Center.

It is in charge of the relationships between school, parents and environment. It is

necessary in the educational action that the tutor or guardian knows the environment

and the socio-cultural reality of its students to help them integrate different experiences

that these have in the different spheres of family, school, social and so that integration

promotes personal development.

It is of enormous importance to highlight that the tutor is part of an educational team.

The development of the curricular project of the Centre for the stage of primary as well as

for the infant stage, is an excellent opportunity for the common work of teachers of the

Centre and it will make it easier to coordinate the work of the guardians of the Center.

The functions and tasks general is entrusted to the tutor have three different types of

receivers: mainly students but also the teachers and the families.

2.1 Tutor’s functions

-Facilitate the integration of students.

-Contribute to the personalization of the processes of teaching and learning.

-Carry out a global monitoring of the learning processes of students to detect the

difficulties and special needs to carry out educational responses appropriate necessary

props.

-To coordinate information from students and its evaluation process.

-Encouraging participatory attitudes in addition to the self-esteem.

-Coordinate with the other teachers the information of students.

-Establish relations smooth with parents to improve the educational process and involve

them in it.

-Be the stream throughout the public entities to assist students with marginalized

educational contexts.

3. TUTOR’S ACTIVITIES.

-Have individual interviews with students when they need it.

-Organize activities of "reception" at beginning of course, especially for pupils who come

to the Center for the first time.

-Talk at beginning of course with the students about their rights, obligations and the rules

of the center.

-Arrange with the educational team a plan of tutorial action for the entire course, trying to

clarify what is the grade and way of involvement of teachers and what aspects that priority

will assist the tutor.

Prepare, coordinate and moderate the assessment sessions.

-Collaborating with the other tutors, above all with the same course cycle.

-Having interviews with fathers and mothers, when they so request or the tutor/to deems

convenient.

-Have meetings with fathers and mothers throughout the course. The most appropriate

times can be at the beginning and at the end of the course, but also, in the middle of the

course. These meetings will serve to exchange information and discuss with them how

their son or daughter are.

It is necessary that the guardian or tutor plan specifically tutorials activities that will

develop along the course.

In addition to the proper functioning of your tutoring you need:

-Collect systematically information, opinions and proposals of the teaching staff.

-To know the situation of each student and student in the group, in the Centre and in their

family and social environment, and intervene to support their school and social integration.

-To know the internal dynamics of the Group and intervene, if necessary, to reconstruct

such a dynamic

4. Some lines of action TUTORIAL.

 Tutorial and guiding, action does not occur outside of the areas of the curriculum, but fully

integrated and incorporated in them. It is true that this action also includes elements that perhaps

are not strictly curriculum.

The functions and activities that can develop the tutorial function are grouped to as long of

certain lines or fields that contribute to a global approach in both stages through different

areas of the curriculum. Are fields in which the tutorial and guiding action plays a double

role: on the one hand, and above all, the maturity development of the students and, in

consequence, with a preventive value of personal problems and group; and on the other, a

role of intervention before problems personal and group, when these have come to occur.

Presented below are some lines of work of the / of the teacher/tutor/a in a way guidance.

 The guardian or tutor can help students to have self positive "Show person", but what form?:

-       Providing experiences significant.

-       By the answers and treatment to the students.

-       By the way of expressing himself and manifest.

-       The mode and degree that accepts them, trust and supports.

The attitudes and behaviors of teachers, their expectations, their own value as a person and as a

professor or teacher, the way in which organizes the classroom, his personal way of being in the

classroom, they are some aspects that may influence more directly and effectively in the formation

of a positive self-esteem in the student or student.

4.1.1 Attitudes and behavior.

These are some of the attitudes and behaviors that contribute to the formation of the personal

identity of the students:

-       Show consistency between what the teacher thinks, says and does, providing experiences that

do not instill anxiety, fear or insecurity. The absence of threat is important for the positive

development of the concept of same.

-       Compromise and to involve students in setting and achieving goals. In this way they feel more

responsible for reinforcing the sense of Yes.

-       Procure an experimental and participatory teaching. Thus develops in them the feeling of

being agents of their learning, feeling able and autonomous.

-       Make positive judgments and avoid negative comparisons, highlighting the achievements.

They are thus recognized skills and skills.

4.2. Teaching social skills

Also the tutors can develop social skills in their pupils improving co-existence

between them.

Competences or social skills are ways of making relationship with others.

The tutors have to know what skills should has a child to establish good social

relationships with peers and adults:

- knowing how to listen (not interrupt, paying attention, express understanding, asking

questions)

- sharing things

- participate and cooperate in group activities

- ability to praise and approve what others do and knowing how to receive praise

- knowing how to participate in a conversation

Social behaviour of the children can be evaluated by direct observation and

information which parents are providing.

Educational intervention in the group – class based on achieving a pleasant, active

and joyful atmosphere, to do successful school work and help solve different conflict

situations.

To do this, I present some strategies that improve the dynamics of the class:

- Establish clear operating rules of the class, give all the children positive way to

understand them

- Create an atmosphere of trust by explaining the reason for things and accepting

suggestions from children. Inform them of the responsibility in the exercises of the rights

and duties that fall to them as a members.

- Encourage partnership behaviours respecting existing subgroups. Reject the activities

which discriminate on ethnic, gender, social status, etc.

- Organize complementary activities both outside and inside the classroom, favouring

communication and relationship among students.

- Promote cooperation for preventing and avoiding the segregation of students with

integration difficulties

- Develop the appropriate work habits: cleaning and hygiene, communication and

relationship, personal autonomy, organizational and work.

- Distribute the students in rotation for everyone to get to know.

- More flexible grouping of students in order to favour coexistence between children of

different capacity, different social conditions, in short, to facilitate the treatment of

diversity.

4.2.1 Attitudes which must to manifest a tutor Professor or tutor teacher.

The relationship teacher – pupil, it is a basic dynamic element in the educational

intervention. Some attitudes lecturer could be:

- Communicate trust, confidence, optimism in children. Not speak or act quickly

- Accept the students for example maintaining a cordial treatment and avoiding

preferences.

- Keep a standards of continuity or consistency in their behaviour and control of the class.

- Be tolerant, without forgetting the proper discipline. In situations of indiscipline the

lecturer has to stay calm and at the same time energetic, with enough self-control to

properly assess the behaviour, and not show overly lenient or excessively harsh.

- Use positive support assessing successes no matter how small.

- Establish appropriate and realistic levels in both academic achievement, social behaviour

and adapt to the real possibilities of students.

- Avoid threats.

- Assign children tasks appropriate and interesting to facilitate their success.

- Coordinate and be open to working with all involved in the educational process.

- Adapt to new situations which arise in education: participate in innovation projects,

permanent education.

- Give the class an atmosphere of freedom in order to active enthusiasm, sincerity and

respect.

5. PARENT’S COLLABORATION IN TUTORIAL ACTION

One of the main functions in mentoring is to ensure the connection of family and

school education, promoting the participation of parents in the education of children in

coordination with the school.

The principal means and moments for teachers to achieve parental cooperation in

their children's education and improve it are personal interviews and collective meetings.

5.1 Personal interviews.

It's an exchange of information about a pupil or student in particular that takes

place with parents. It is an essential instrument for the beginning of the schooling of the

child, at the end of each course and also to treat conflictive situations. It must be taken

into account: the time of schedule, the space, the presence of the child, notify with

enough time parents and mothers.

5.1.1 Attitudes of the tutor during the interview.

The tutor has to show to the family:

Attitude of listening.

Neutral attitude.

Transmit the most positive image of the child.

Clarify the differentiation of roles between parents and teachers.

5.2 Meetings information.

It is used to transmit information of general order (methodology organization of the

Center, schedule, activities...) and it is not focused on a student in particular.

It must be taken into account the following:

Meetings should be convened in a proper time for parents and mothers.

We must prepare the space to develop the meeting.

Prepare the content of the meeting.

Decide who is going to speak, in what order, what will be the areas of intervention of

parents…

5.3 Participation of parents in educational activities.

You can adopt different forms and levels. We can distinguish between

sporadic participation and systematic participation. The first is in which they

take place in certain special moments and systematic participation is more stable,

and forms part of the methodology of work with the children, regular and organized

assistance for parents in the classroom…

Some examples of collaboration:

Some professionals use the parent’s jobs of children to ask them to coming to class

to tell what their jobs are, what tools are used, which benefits they get... With this type of

collaboration, they are helping to connect the non-formal world with the school, respect

different jobs…

School activities

The outputs of the Centre, excursions, visits, etc., tend to be a good reason for

collaboration for some parents. It is convenient to go with a suitable number of adults to

ensure safety, as well as the activity developed in a relaxed atmosphere and take full

advantage of the experience. 

Parties

A special place must be booked to more leisure activities, where children,

parents and educators have option to participate in a relaxed atmosphere. It could be

traditional festivals (Christmas, Carnival...) or proms, welcome new students…

QUESTIONS OF TRUE/FALSE:

1. In elementary education one teacher is the responsible for the most of areas T

2. The tutor is the responsible of assessment sessions T

3. The attitudes and behaviours of teachers may influence more directly and effectively in

the formation of a positive self-esteem in the student or students. T

4. Social skills don’t include: ability to listen, participate and cooperate in group activities, ability to praise and receiving the praise. F

5. One example of school activity (in participations of parents in educational activities) could

be when teachers ask parents to go to class to talk about their jobs. F

QUESTIONS OF MULTIPLE CHOICE:

1. The tutor is:

a) Responsible for coordinating all teachers

b) The mediator of the center

c) Both are correct

2. The most appropriate time for parents and tutor meetings is:

a) At the begging and in the middle of the course

b) At the end of the course.

c) Both are correct.

3. Tutorial and guiding action:

a) Does not occur outside of the areas of the curriculum, but fully integrated and

incorporated in them.

b) Occur outside the areas of the curriculum.

c) Can be occur outside and indoors, but all of them have to be different.

4. What is the attitude of Tutor?

a) Strict discipline

b) Giving the freedom

c) Support successes

d) Using threats

5. When parents collaborate with the school in special moments, we talk about:

a) Sporadic participation

b) Systematic participation

c) Special participation