• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

Vertical Tutoring and its role in Deeper Personalised Learning

Extracts from this document...

Introduction

Vertical Tutoring and its role in Deeper Personalised Learning Matt Wells, February 2010 'School Pastoral care is a systematic approach to education which seeks to value and develop the young person at every level. It implies caring for the quality of relationships between the partners in the school community. It involves the engagement of all the schools policies, processes and programmes in the development of the appropriate systematic structures, roles and resources to support the development of the emerging adult.' (Hamblin, 1986) My particular focus is on the Vertical Tutoring Model and how it can assist in the development of an individual pupil amongst their peers; 'Vertical Tutoring is not just a 'pastoral reorganisation' as many schools think although this might appear to be the start. Vertical Tutoring is a better and more effective way of running schools as organisations which, if well managed, will ensure that everything improves including outcomes. It requires no extra effort or funding and serves to remind us of why we became teachers. In many ways it is a systems thinking approach to school management.' (Barnard, 2006) The Vertical Tutoring Model, also known as Vertical Mentoring, seems to be a relatively new design in mainstream schooling and is increasingly being introduced to schools all over the country. ...read more.

Middle

Having never experienced (or in fact heard of) the vertical tutoring model until earlier this academic year, I was sceptical of how it would if at all work. When sent to my first placement school, I was faced with this very model. In its debut year of implementation; it was its virgin month of practice. I must admit it could have been in place for ten years, it seemed to be working seamlessly. I am not aware of how they implemented the transition of moving from a more traditional, horizontal, year group tutoring, but it seemed to be working well, with all pupils interacting within year groups but also across year groups, with very little confusion. However, I still remained with my previous thoughts of the system. I always thought that it would help the year 7 pupils in the transitional period (making the jump from eldest to youngest), as they would have the familiar faces of their form members, to look up to. 'The transition from Primary to Secondary is regarded as one of the most difficult in pupils' educational careers.' (Zeedyk & al, 2003) Within a fairly short period of time, bonds would be made and anxieties maybe relieved by guidance from those elder peers. ...read more.

Conclusion

I believe that the Vertical Tutoring system can be lent to deep support as demonstrated by peer support as well as tutor support; it allows for a deeper level of leadership through the naturally authoritive figures such as sixth form members or simply the elder members of the form. It would also be an opportunity for younger members with natural leadership qualities to be able to represent and have authority over their elders, which can be a very true reality in outside of school life; this would also encourage an extended learning of opportunities such as Sports Leadership Gold, etc The system can also allow for a louder student voice as all age groups can contribute and bounce ideas for change off of one another, this would not be the case for the vast majority to be involved in, in traditional tutoring systems. I have already touched on the idea of pupils gaining a deeper understanding in learning to learn when pupils naturally lend themselves to helping their peers, not only through homework tasks, but fun group activities that provide important developmental skills needed in life, i.e. social and citizenship skills. I am aware on the other hand that, there are Vertical Tutoring Systems that are in place that are not as successful as the placement experience I have. This could be down to the fact that the nuts and bolts of the system have not been tweaked and set up adequately for the intended environment. ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our University Degree Teaching section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related University Degree Teaching essays

  1. This portfolio will help to illustrate and address how the current influences of play ...

    Effective communication between the service and other professionals who are working with a child with additional needs is integral to promoting the best possible outcomes for the child. Family members often act as the liaison between the service and the other professionals working with their child.

  2. Question of trust

    and she realized that over identification with teachers would customarily threaten her relationship with the students. On a more pragmatic approach it wouldn't be wrong to deduce that a more veteran/older researcher in a analogous milieu would be regard as an sneak /discloser of information, this transcend of hierarchical

  1. Reflection on E111 Course. The major achievement of this course is my understanding of ...

    34, p232) During TMA 04 I was involved in working with Peter (name changed within BERA, 2004 guidelines). Peter was a child who was included in a mainstream class with Attention Deficit Disorder (ADD). Peter in the class was my focus child (ST 6, p12).

  2. Identify a key issue in the 14-19 curriculum for my specialist subject (mathematics) and ...

    Teaching the new A levels - Some teachers say there is now less opportunity within their subject for independent learning, particularly at AS, and are looking at ways to ensure that students still develop skills in this area. Ofsted calculates that, on average, less than 10 per cent of students' time is not teacher-directed.

  1. PGCE/Cert Ed Yr1 Module TS1303

    During the past six years of teaching this course my reflective skills have improved which has enhanced my teaching. Data from learners course evaluations sheets identify how hard it was to imagine assisting someone who was choking. This module used a few teaching/learning methods including the trainer explaining things, the

  2. Why do educators need to know about both developmental psychology and theories of learning ...

    Piaget's theory can assist us to understand the cognitive patterns of the learner and as a result help us to enhance learning in the following ways. Firstly it is important to note that as Piaget observed the child may cognitive levels at alternative times in their childhood.

  1. The Professional Learning Support Person in Practice - Provision Mapping

    I tried to prepare myself by reading as much about Provision Mapping as I could. Unfortunately I was unable to find much, other than what I had already accessed online. However, I needn't have worried as I discovered once I got there that most of the others who were there were as much in the dark as I was.

  2. EXAMINE THE EFFECTIVENESS OF INCLUSIVE EDUCATION FOR THE 5- 19 YEAR OLD CHILDREN WITH ...

    leading to humanist ways of perceiving people with learning difficulties socially, educationally and economically. Having mentioned the above, the practical implementation of the above inclusive theories and models in schools in England in general as viewed by Gates (1997) includes among other factors, the Code of Practice (2002)

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work