At the RCA, Green was in John Minton's tutorial group, and influenced by Expressionism.
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Each house is led by two co-heads. The members of each house are led by co-house captains and co-vice-captains. The houses meet on a regular basis. The house tutor and heads of house work as a team to monitor the academic and personal progress of each student in the house tutorial group and house.
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The pastoral care system is based on a house structure which deals with all matters relating to a student's wellbeing or curriculum needs. Each student is placed in a house tutorial group which is overseen by a house tutor. There are five houses and therefore five house tutorial groups at each year level. A house contains students from Years 7 to 12.
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The pastoral care system is based on a House structure which deals with all matters relating to a student's well-being or curriculum needs. Each student is placed in a House Tutorial Group that is overseen by a House Tutor for each of the ten Houses. Most House Tutorial Groups have three students from each year level in that house. A House contains students from Years 9 to 12.
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The House Tutor and Heads of House work as a team to monitor the academic and personal progress of each student in the House Tutorial Group and House. Generally, the House Tutor is the first and main point of contact between the parent and the School. For more serious issues a Head of House is usually contacted. Students are either put in a randomly selected house or into the house of any alumni they are related to.
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As PBL was originally designed for medical education, other faculties have developed a PBL approach that corresponds with the needs of their academic disciplines. At the heart of Maastricht's PBL philosophy is the idea that students are personally responsible for their own academic education. A typical UM course revolves around so-called 'tutorial groups'. A tutorial group usually consists of 14 to 16 students, meeting once or twice a week to discuss self-identified problems on the basis of cases or situations described in the course manual.
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Near the middle of the novel, a large number of Death Eaters, including Sirius's hated cousin Bellatrix, break out of Azkaban. The Ministry, which refuses to accept that Voldemort has returned and that the dementors have joined him, tries to place the blame on Sirius, stating that Sirius helped the prisoners escape and is leading them. Sirius acts as a father figure to Harry throughout the book. Fun-loving, bold, and reckless, he encourages Harry to oppose Umbridge and her reforms and strongly approves of Harry starting the secret defensive tutorial group for students, Dumbledore's Army.
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Seletar Institute () was established in January 1988 as Singapore's second centralised institute. It began operations with 17 staff and 186 students in January 1989, at the former campus of Upper Thomson Secondary School at 14.5 km off Upper Thomson Road. In 1990 the campus was expanded, with a new two-storey block at the back of the original facility, consisting of 10 classrooms at Level 1 and two lecture theatres at Level 2. The pioneer batch students (10 classes or what was known as "Civics Tutorial Group") moved to the new block while the two junior batches remained at the old block.
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Each tutorial meeting consists of two parts: a post- discussion, where problems which have been identified at the previous session are discussed on the basis of assigned literature and sometimes with additional library research, followed by a pre-discussion of topics to be discussed at the next meeting. The tutorial group is chaired by a student member, who is expected to structure the discussion and ensure that every member of the group is able to participate. The instructor, typically named 'tutor', plays only a limited role during tutorials. Tutors will monitor discussions, provide feedback, and, where needed, help students in identifying relevant problems.
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Datin Glass, a government officer's wife, started a tutorial group for her daughter and one or two friends in 1964 and taught them by means of a correspondence course sent out and marked by the South Australian Correspondence School. The numbers grew quite rapidly and by 1970 the school moved to a site provided by the Brunei Government at 34 Tapak Kuda and was established as a department of the South Australian Correspondence Schools, known locally as the Supervision School. By February 1971 there were 30 Kindergarten pupils and 31 Primary students. The enrolment continued to grow and by 1974 it had reached 160. In 1976 it was decided that the school should convert to a fully independent private preparatory school, employing trained teachers and the then current principal, Mrs Bennett adopted an education based on the UK primary school principles.
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