The Induction and Development of a Team in a School Boarding House - Essay Example

Topic: The Induction and Development of a Team in a School Boarding House with Particular Reference to the Role of the -- Role in Induction and Development of a Team in a School Boarding House Introduction Boarding schools became a necessity for most learners as they start venture on their own in the process of acquiring or completing education. On the other side of the spectrum, boarding school administrators adopt ways to present competitive as well as attractive boarding school facilities, packages and other offerings that soon encompass roles of various entities and professionals aside from the students and the school which include tutors. Tutors have always been generally accepted as personal trainers, assistant and provide adult learners with instruction and learning support (PDE, 2006). The Association of Boarding Schools or TABS present a very fitting description of boarding schools as independent, college preparatory schools providing residential facilities for students and faculty. Sometimes referred to as "intentional communities", the faculty and staff strive to create a secure environment for students that is academically challenging, active, and fun. Boarding schools are also well-known for academic excellence, with small class sizes, diverse curricula, and individual attention from teachers and advisors making the boarding school experience affords students numerous significant advantages as students acquire the abilities that help ensure success in college and in life (TABS, 2004). It was proposed that during the academic year, boarding schools become extended families where teachers and students live and learn together. It is a functional 24-hour community of close-knit environment allowing the faculty to seize every teachable moment, whether in the classroom, on the playing field or court, or in the dormitory (TABS, 2004). Boarding School Development In a historical and gender-specific perspective, Rogers (1995) provided a view on how boarding schools of the nineteenth century France imparted knowledge and values that were considered necessary for specific role such as motherhood. Levy (1985) explored the prescriptive literature on education while specific institutions also examined rule-books, conditions of admission, the social clientele and ideology behind educational reforms (Nobecourt, 1981). Rogers (1995) considered the very structured nature of school life and linked it with boarding school rules controlling the student's behaviour on a daily basis. Nevertheless, it should be noted that the setting clearly indicated teachers worked with monitors within the boarding schools to instil a shared sense of value: virtues of obedience, selflessness, and interdependence. Strategic responses of students were also considered illustrating among others how students adapted to an environment of constant surveillance. Rogers (1995) noted that students elaborated a sense of identity within the schoolgirl culture that challenged both the implicit and explicit messages within schools. While the study (Rogers, 1995) was based on a diary of a girl in a boarding school, it provided insights that emphasise the enforcement of institutional regulations constraining the appearance, movement and thoughts of the learner while there is also the importance on the view for dynamic relationship between individuals and social/institutional structures (Foucault, 1975) that are clearly indicated in Kahane's (1988) proposal. The study (Rogers, 1995) found that based on the diary of a French girl, the learner was forced to rely almost entirely on her teachers and school friends for emotional support representing not only academic subjects but home, family and community as well. As earlier established, the French boarding school during the nineteenth century was outwardly austere where warmth lorded it over to discipline as rules and regulations dominate. The boarding schools for both male and female adopted rule-books that prescribed how each moment of the day was spent including among others daily events from meals, recreation, study hours even food menu, variations for fasting, range of punishment and rewards, circulation of books, writing letters and hygienic activities (Mayeur, 1981, Servant, 1800s), as administrators bypassed value improvisation as the large number of students generated a need to supervise, classify and codify (Margadant, 1880). The students, likewise, were expected to conform to group standards thus sublimating individual preferences as they obey orders and accept routines without question (Aries, 1973). Routines applicable to modern boarding schools include sleeping in separate dormitories according to their class belonging (Servant, 1800s). Surveillance also played an important role ensuring that students followed the rules at all times. Individual initiatives were not undertaken where study periods are for homework, while teachers and monitors accompany students even during recreational hours (Rulebook, 1821). At night, while teachers were assigned to sleep in each dormitory, a monitor rounded regularly. Contact to outside world were also under scrutiny by administrators as letters were left unsealed while incoming ones were subject to scrutiny (Rulebook, 1821). In Roger's (1995) description of monitors as "dames surveillantes [] watchdogs of the system. They gave students orders outside of class, inspected all personal belongings, ensured proper hygiene and meal-time behaviour, and had authority to separate students who talked both in dormitories and in dining hall," (p 531), part of the monitor's roles were seemingly equivalent to that of tutors. Types of Boarding Schools: The many different types of boarding schools are considered for the type that offers the best fit for learner or student needs such as: "All Boarding - Entirely residential schools, where all students live on campus. Boarding-Day Schools - The majority of students live on campus while some commute from local neighbourhoods or towns. Military Schools - Schools that follow a military structure and often require uniforms and drill practices. 5-Day Boarding Schools - Schools where students may elect to stay only during the week and go home on the weekends. Junior Boarding Schools - Schools that accept students in grades 1-8, usually from 6-8. Coeducational Schools - Schools that accept both boys and girls. Boys Schools - Schools that accept only boys. Girls Schools - Schools that accept only girls. Pre-Professional Arts Schools - Schools that specialize in training musical, performing, and visual artists. Religious Schools - Schools that are affiliated with a specific religion or denomination," (TABS, 2004). In graphical context, Kahane (1988) provided the following illustration to present mix and components of Boarding Schools: Types of Boarding Schools Source: Kahane, 1988. Boarding Schools Dimensions It has been discussed that boarding schools are complex institutions that encompass many spheres of life and sub-units that are characterised by different modes of conduct or codes (Kahane, 1988). While boarding schools were viewed as conservative institutions that indoctrinate their students with conventional precepts that reproduce a certain social order, others were considered progressive institutions that socialise students to adopt new ideas and to assume leadership positions in society. Kahane (1988) proposed various dimensions defined with expectations such as: Expressive instrumentalism Symmetry Multiplexity Dualism Moratorium Pragmatic Symbolism Modularity Voluntarism. The following Table sums up Kahane's proposition: Dimension of the Informal Code in Boarding Schools: Source: Kahane, 1988 Kahane (1988) presented a very interesting dimension of Boarding schools of which tutors may fit in. Roles could be pointed out in such a way that there are activities for both actors and goals with the promotion of postponed gratification, attraction and influence of activities, balance of relationships dependent on relationships and resources as well as mutual coordination of principles, expectations and imposition of rules, promotion of acceptance of universal values such as that of Confucius: Do unto others what you want them to do unto you. In addition, activities of values were promoted enabling increase or maximised participants, optimise potentials, foster positive image, multi-track personal mobility as well as organic solidarity based on mutual dependence. Boarding schools also present simultaneous existence of different orientations such as ascriptive and achievement, competition and cooperation offering possibilities and opportunities for experimentation with contradictory patterns of behaviour (Kahane, 1988). Impact of Boarding Schools Nine characteristics were pointed out to explain the impact of boarding schools (Cookson and Persell, 1985).: Sociocultural composition of the students - recruit from various middle and upper classes make up the student population of boarding schools who reinforce parental patterns of elitism in socialisation (Bamford, 1974) although this view does not support strong elitist effect of boarding schools on lower class students (Smilansky and Nevo, 1979). Reputation of the school - considered as a major factor with unique impact (Allen, 1982), which meant that the better the reputation, the greater the rewarding power and influence. Totality of the institution - presents all spheres of life enabling to shape the behaviour and character of the students (Roden, 1978). Pedagogical consistency - provision of consistent pedagogical environment that increases their power to desocialise and resocialise students although clashes also occur between teachers, mothers, tutors and youth leaders (Weinberg, 1967). Intensive socialisation - highly concentrated socialisation increases the probability of shaping student's behaviour (Arieli et al, 1983). Social isolation - The relative isolation provided by boarding schools increase power to reproduce the existing social order (Weinberg, 1967). Primary group pressures - pressures t conform to existing norms in boarding schools (Wilkinsons, 1964) with the premise that individual students interest to receive rewards and avoid punishment. Close student-staff relationship - teachers serve as string models for identification although Greene (1984) argued many cases were not positive. Dual curriculum - combination of classical idealist knowledge with leisure-oriented activities promoting students' commitment to ideals of great traditions while recreational activities test and provide setting for realisation of ideals (Gathorne-Hardy, 1977). Tutor Roles and Responsibilities in Boarding Schools The role of the tutor in boarding school as well as in any other institutional or private enterprise is to provide a learner with instruction and learning support while some tutors are required to follow certain policies and instructional philosophies of set by the literacy agency with which they are working with (PDE, 2004). In order to provide clients with high-quality tutoring that focuses on the specific learning needs of learners, some agencies had: The tutors provided with background information about the learning needs of their tutee, including learning objectives. Tutors understand learning theory and effective instructional practices. Tutors undergo support and guidance as a means to discuss the specific needs of their tutees, and resources for tutoring activities (PDE, 2004). Tutor Ethics Likewise, it was presented that tutor ethics are a critical part of tutor training and should include: the role of the tutor and boundaries of a tutoring relationship; define the parameters of tutor-tutee relationships with the understanding that while a friendly relationship is important to establish a good rapport between tutor and tutee, tutors should not see tutees socially outside of tutoring activities as it was suggested that a social relationship can ruin a tutoring relationship; tutors are not counsellors or advisors and should be instructed to avoid those roles and instead, tutors should be given referral procedures to follow if they feel their learners need counselling; tutors are expected not to get involved in tutees' personal problems and that tutors should be told not to even offer an opinion. Personal problems usually escalate if tutees are given the wrong advice and tutors are not trained to handle these situations. They should be given referral or emergency procedures to follow if they feel their learners are at-risk (PDE, 2004). In dealing with privacy and confidentiality issues and to ensure a tutor-tutee relationship to be successful, tutees are best advised to trust their tutors. Tutors must also be given information about their tutees and treat it with confidentiality. Tutors should be instructed to discuss information about their tutees only on a need-to-know basis (PDE, 2004). To maintain professionalism that involves both knowing and performing the role of a tutor, and maintaining confidentiality tutors are expected to be prepared for each tutoring session, punctual and responsible, demonstrate a positive attitude, and submit paperwork requirements on time (PDE, 2004). The Boarding School Administration must also ensure Tutor safety and given uppermost importance. The Boarding School must carefully consider and address policies that are well-developed, clearly communicated, and enforced to ensure that both tutors and learners are provided with safe tutoring situations and conditions (PDE, 2004). Other requirements for tutor are to avoid conducting tutorial at the learner's private space or home, that arrangements should be made for tutoring to take place in a public place. Likewise, times and locations for tutoring should take into consideration the safety of both tutors and learners as they travel to and from tutoring sessions. Tutors must not give learners their home addresses or telephone numbers and that a public or agency telephone number should be provided for communication between tutors and learners. It must be imposed that tutors should not loan money to their learners, nor should they borrow money. They should not provide nor accept rides from learners and that transportation issues should be taken care of by program staff. Tutors should be equipped with names and phone numbers to call if an emergency should arise (PDE, 2004). -- Reference: Aries, Philip (1973). L'Enfant et la vie familiale sous l'Ancien Reime. Seiul. Pp 251-264. Kahane, Reuven. (1988). "Multicode Organizations: A Conceptual Framework for the Analysis of Boarding Schools." Sociology of Education 61 (4) October, 211-226 Mayeur, Francoise. (1981). "Histoire Generale de l'enseignement et l'education en France" vol 3 De la Revolution a l'ecole republicaine (1789-1930). Nouvelle Libraire de France. Margadant, JB (1880). "Madame le Professeur" pp 63-68 Pennsylvania Department of Education (PDE). (2006). "Tutor Roles and Responsibilities." From palitcorps.org/literacycorps/cwp/view.aspa=243&Q=92522 Rogers, Rebecca. (1995). "Schools, Discipline and Community: diary-writing and schoolgirl culture in late nineteenth-century France." Women's History Review 4 (4) 525-554 Rulebook, 1821 Article 163 Servant, Eugenie. (1800s) Diaries. Legion of Honore at Saint Denise. The Association of Boarding Schools (TABS). (2004). "What are Boarding Schools" From schools.com/about/ Read More