STRATHMORE SCHOOL TUTORIAL SYSTEM

I. The System II. The Parents III. The Tutor

I. The System 1. Strathmore aims at giving its students an all-round formation. 2. This goal of all-round formation, coupled with the fact that each student is unique, necessitates individual attention.

I. The System 3. There’s also the fact that during their teenage years, boys are turning into men – with all that this entails. 4. Strathmore’s response to this is the tutorial system.

I. The System 5. From Standard 5 onwards, every student is assigned a tutor. 6. Through regular personal meetings, the tutor helps the student (tutee) to strive to grow and improve academically, in character, physically and spiritually.

II. The Parents 1. Since both parties (Tutor & Parents) are dealing with the same young man, there must be a minimum meeting of minds. 2. This is achieved through regular meetings between the tutor and the parents. 3. Minimum target should be twice a year: chart the path; take stock.

II. The Parents 4. Both parties should anticipate and prepare for these meetings. 5. Possible subject matter for these meetings? -Intellectual: CAT results; homework; study habits; responsibility, etc. -Physical: sports; health; eating habits; hours of sleep; hygiene.

II. The Parents -Affective: self control; self esteem; mood swings; relationship with siblings; social life, etc. -Spiritual: piety; Church-going; sacraments; personal convictions. -General: use of leisure time; chores; pocket money; mobile phone; order; personal concerns.

III. The Tutor 1. Tutors are selected from among the teaching or administrative staff or alumni of the school. 2. The Tutorial Department appoints and assigns tutors to students.

III. The Tutor 3. Whereas the Department does attempt to address compatibility between tutor and tutee (particularly in cases of students with special circumstances), most appointments are largely random.

III. The Tutor 4. The tutee is assigned one tutor for his entire stay in Strathmore. 5. A tutee may ask for a change of tutor if he has serious reasons for doing so (This rarely happens).

III. The Tutor 6. To change tutors, a written request is made to the Head of the Tutorial Department citing reasons for the request and suggesting a new tutor. 7. Parents may also request for a change, always in consultation with their son and for a serious reason.

III. The Tutor 8. The tutor-tutee relationship is based on friendship (though not of ‘buddies’) and mutual respect. 9. Friendship necessarily demands time, sincerity and trust (from both the tutor and the tutee).

How Parents Can Help

How Parents Can Help 1. Meet your son’s tutor at your earliest opportunity. Provide any background information that you think the tutor should know.

How Parents Can Help 2. Continue meeting regularly with the tutor! Update each other on changes (positive and negative) that you have noticed (e.g. company at home; late coming; worrying behavioral changes, academic improvements, etc).

How Parents Can Help 3. Inform the tutor of any changes in the home that you think may impact negatively on your son: change of jobs, bereavement, relocation, sickness, etc.

How Parents Can Help 4. Consult with the tutor before introducing any drastic measures in the life of your son especially if these changes are geared towards helping him improve on his academics.

How Parents Can Help 5. Encourage your son to involve his tutor: to invite the tutor home for a visit, to get the tutor’s opinion on an issue parents and son differ in, consult the tutor on career or subject choices, etc.

How Parents Can Help 6. Be ready to be demanded from. Feedback from your son coming through the tutor; need for structural changes in your home (especially for candidates); need to be more demanding on your son, etc.

STRATHMORE SCHOOL THANK YOU!