Wellbeing

Homeroom/ Learning Mentors

During semester one there has been considerable discussion among staff and the student leadership group about the current effectiveness of Homeroom at McGuire College and the role of the ‘Learning Mentor’ in the new school. I have penned my thoughts on this matter and called it the Seven principles of what a good Homeroom teacher should be doing and what a good Homeroom should look like.

I would be very interested in your thoughts. Please contact me at school with them or email me at branigan.vincent.m@edumail.vic.gov.au

1. Understanding and valuing the age group. At McGuire College and at least for the first two years of the new school, Homeroom will be ‘horizontal’, that is students will be with their own age groups in year levels. Homeroom teachers need to be very aware of the developmental needs, interests and challenges of each age group. Ideally, the Homeroom teacher should teach all (or most) of the students in their Homeroom.

2. The pastoral role of Homeroom Student achievement at school is intrinsically linked to their happiness within the school environment. Homeroom teachers have a key role to play in getting to know each of their students; understanding their strengths and weaknesses; and responding to their needs. The Homeroom teacher is to be the adult within the school who knows each student well and cares for their concerns.

3. Reinforcing the School’s core values It is initially from the Homeroom teacher that each student comes to know, appreciate and understand the core values of the school. At McGuire College these are: Respect, Environment, Accountability and Learning and these values should be fostered in the ‘homeroom culture’ which the teacher develops.

4. Establishing a first point of contact with families of our students. The Homeroom has a vital role in establishing contact with families via the telephone (preferably and regularly), student planner or email. Families should be encouraged to express their feedback and concerns primarily to Homeroom teachers, who should inform others within the school structure accordingly.

5. Mentoring and interpreting student performance and achievement. Homeroom teachers should be fully conversant with each of their student’s performance and achievements (e.g. SPA and mid-year reports) across all subject areas. Homeroom teachers should work closely with subject teachers, PLC leaders and pathways planners to ensure that students achieve their potential at school.

6. Reinforcing school rules and regulations. Homeroom teachers should:

Ensure that students observe the uniform regulations of the college and follow up with families and school authorities any breaches.
Explaining and reinforcing school rules e.g. bullying/ harassment and PED policies.

7. Positive education The purposes for teaching Positive Education include -:

To assist students to flourish.
To enable students to explore Positive Psychology related to their wellbeing.
To help students to ‘Know Thyself’ and ‘Understand Others’.
To allow students to develop and practise skills which will be relevant to their life.
To demonstrate to students the importance of wellbeing.
The main aim of positive education should be on Transformation rather than information.
The main question to explore is “How can we help others-individuals, communities and society -to become happier?
Reflection is important, whenever personal growth is a central concern. Students should be encouraged to keep an ongoing journal throughout the course, documenting personal experiences, aspirations and goals, as well as meaningful insights personal failures or challenges.