Student Expectations

To provide an optimal service, I ask that students are organised, ready to learn, and polite. While in a lesson, students should act as if I am their teacher in a professional manner.

 

An organised student should:

  • Know what they are learning in school, and have any school Google Classrooms logged in and ready to share screen (or share their login for these)

  • Have a drink ready to avoid needing to leave the lesson to get one

  • Position themself in a quiet room, with suitable internet access

  • Join the meeting 5 minutes early to ensure all updates are complete

  • Attend with all necessary equipment, including calculators for KS3 maths

  • Wear headphones or have headphones needed

  • Charge their laptop

 

A Ready To Learn student should:

  • Be in a positive mindset and ready to learn

  • Have eaten a healthy and nutritious meal to nourish their brain

  • Switch their phone onto airplane mode and place it screen down or away

  • Mute any notifications on their laptop or learning device

  • Be prepared to ask any questions they need to ask and make it clear if they are struggling to understand something

 

A polite student should:

  • Not interrupt, unless the audio has gone

  • Be respectful, as they would in a school situation

  • Avoid using derogatory language, in line with the behaviour policy

 

In the interest of transparency, I allow students to have their phones during lessons, as I appreciate parents may need to contact them or they may wish to take a photo of content. However, screens should be placed face down, and “Do Not Disturb” activated with contact exceptions for parents if needed. Please read my mobile phone policy for more information on this.

Student Mobile Phone Policy

To provide an optimal service for your child, I need their full attention and focus. I am limited in my abilities if I am competing with a mobile phone for attention. However, I acknowledge that sometimes a mobile phone can be a useful tool, such as to take photographs of content on the screen, or to email photos of their work to me.

 

If you need to digitally contact your child during a lesson, I ask that you contact me directly. I will pass on any messages or ask them to go and get their phone to contact you.

 

During lessons, airplane mode or an equivalent setting should be switched on (a Do Not Disturb/Focus setting to mute all notifications except from parents is also acceptable), and the screen face down. Alternatively, the mobile phone should be fully powered off.

 

I operate a two-strike mobile phone policy – if I see them distracting themselves on a phone, I will firstly ask them to switch it off or put it away. If it happens again, I will pause the lesson and ask a parent to take the phone until the end of the lesson. If this happens four times in a term, I will ask parents to remove the mobile phone during lessons for the rest of the term.

 

If a student needs to use a mobile phone, such as to message a parent, a calculator function, to send me a photograph of their work or any other urgent function, they must ask for permission first. While I do not want to remove their digital autonomy, I feel my provisions are already TEL-enhanced and digitally native to the extent that a mobile phone does not add any benefit to the lesson. I feel students gain more from their learning when external distractions are minimised.

 

For purposes of equity, I will do the same. During lessons, I keep my work phone in my workspace in the event you may need me to get a message to your child. However, my personal phone is set to silent and kept in a separate place.

 

Out of lessons, I encourage students to install the VLE app to keep up with upcoming lessons and homework – however this is not required.

Behaviour Policy

To ensure I am able to provide a high-quality service, I ask that students are on their best behaviour. However, I also appreciate that children need rigidity and structure to know where the boundaries lie.

 

I am now implementing a ‘four warnings’ policy for behaviour.

  • For the first warning, I will pause the lesson, reiterate my expectations and ask the student to change the behaviour.

  • On the second warning, I will pause the lesson, reiterate my expectations and ask the student to change the behaviour. I will also send the parent a text message to inform them that a problem may be arising.

  • On the third warning, I will pause the lesson and ask a parent to come to the call to discuss the behaviour, and whether to continue the lesson. If at this point the lesson is suspended, I may ‘bank’ half of the remaining time to be appended to future lessons. If a parent is not available, the lesson will be ended.

  • If the lesson continues and escalates to a fourth warning, I will end the lesson. Parents may be asked to book a telephone call to discuss whether I am the right tutor for the child.

 

If there is an external issue surrounding the child that may impact upon their ability to focus or behave, I am happy to relax these rules – however, I must know in advance. It is the parents responsibility to make me aware of this.

 

Payment is due in full for lessons in which behavioural issues arise, as the slot has been booked for that child. No discounts will be given for a lesson ended due to behaviour.

 

Circumstances where a warning may be issued include, but are not limited to:

  • Refusing to complete a task

  • Swearing (unless appropriate in context, such as reading a book excerpt)

  • Defiance

  • Rudeness

  • Sexist language

  • Homophobic language

  • Racist language

  • Tampering with IT