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  1. 1. TUTORIAL ACTION Andrea Martínez, Lola Ortega, María Lizán, Beniamin Letowski, Paola García
  2. 2. 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.
  3. 3. FUNCTIONS OF THE TUTOR Responsible for coordinating all teachers. 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.
  4. 4. The development of the CURRICULAR PROJECT of the Centre for the stage of primary 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 tutor is part of an educational team. 3 different types of receivers students, the teachers and the families.
  5. 5. FACILITATE STUDENT’S INTEGRATION CONTRIBUTES TO : PERSONALIZATION OF THE T-L PROCESSES GLOBAL MONITORING OF LEARNING PROCESSES. COORDINATE INFO. : STUDENTS AND THEIR EVALUATION PROCESS 1 2 3 4 detect difficulties and special needs carry out educational responses
  6. 6. ENCOURAGING PARTICIPATORY ATTITUDES AND SELF-ESTEEM. ESTABLISH RELATIONSHIP S WITH PARENTS. COORDINATE STUDENT’S INFO. WITH THE REST OF TEACHERS -improve the educational process - involve them in it Be the stream throughout the public entities could assist students with marginalized educational contexts 5 6 7 8
  7. 7. TUTOR ACTIVITIES Have individual interviews with students when they need it. Organize activities of "reception" at beginning of course. Talk with the students abut their rights, obligations and the rules of the center
  8. 8. Arrange with the educational team a plan of tutorial action for the entire course Prepare, coordinate and moderate the assessment sessions Interviews with parents • The most appropriate times: at the beginning and at the end of the course. • These meetings will serve to exchange information and discuss with them how their son or daughter are.
  9. 9. FOR THE CORRECT FUNCTIONING OF THE TUTORING, IT IS NECESSARY: Collect : -information -opinions - proposals of the teaching staff. -Knowing the internal dynamics of the Group and intervene, if necessary, to reconstruct that dynamic Knowing the situation of each student in: - the group - Centre - their family and social environment, intervene to support their school and social integration.
  10. 10. SOME LINES OF TUTORIAL ACTION. 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.
  11. 11. 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.
  12. 12. 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 students.
  13. 13. Attitudes and behavior.  Children's skills which establish good social relationship with their peers and adults: 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.
  14. 14. TEACHING SOCIAL SKILLS ability to listen share things participate and cooperate in group activities ability to praise and to receive the praise ability to participate in a conversation Children's skills which establish good social relationship with their peers and adults:
  15. 15. establish clear rules of the class create an atmosphere of the trust inform children about rights and duties accept suggestions from children encourage to partnership behaviours with respecting existing subgroups organize complementary activities develop the appropriate work habits STRATEGIES IMPROVING THE DYNAMICS OF THE CLASS
  16. 16. promote trust, confidence, optimism avoid threats be tolerant in situations of indiscipline, the teacher has to stay calm support successes establish appropriate and realistic levels SOME ATTITUDES OF TUTOR
  17. 17. 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.
  18. 18. ATTITUDES OF THE TUTOR DURING THE INTERVIEW & MEETING INFORMATION The tutor has to show to the family: It must be taken into account the following: Attitude of listening Transmit the most positive image of the child Neutral attitude Clarify the differentiation of roles between parents and teachers Meetings should be convened in a proper time for parents and mothers Prepare the content of the meeting We must prepare the space to develop the meeting Decide who is going to speak, in what order, what will be the areas of intervention of parents…
  19. 19. PARTICIPATION OF PARENTS IN EDUCATIONAL ACTIVITIES
  20. 20. Some examples of collaboration • Some teachers use the parent’s jobs of children to ask them to coming to class to tell what their jobs are... With this collaboration, they are helping to connect the non-formal world with the school. School activities • 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 • Children, parents and educators have option to participate in a relaxed atmosphere. It could be traditional festivals (Christmas, Carnival...) or proms, welcome new students…
  21. 21. Questions of True/False  In elementary education one teacher is the responsible for the most of areas  The tutor is the responsible of assessment sessions  The attitudes and behaviors of teachers may influence more directly and effectively in the formation of a positive self-esteem in the student or students.  Social skills don’t include: ability to listen, participate and cooperate in group activities, ability to praise and receiving the praise.  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.
  22. 22. Questions of Multiple Choice:  The tutor is: a) Responsible for coordinating all teachers b) The mediator of the center c) Both are correct  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.
  23. 23.  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 áreas of the curriculum. c) Can be occur outside and indoors, but all of them have to be different.  What is the attitude of Tutor? a) Strict discipline b) Giving the freedom c) Support successes d) Using threats Questions of Multiple Choice:
  24. 24.  When parents collaborate with the school in special moments, we talk about: a) Sporadic participation b) Systematic participation c) Special participation Questions of Multiple Choice:

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