Overview of the Advisory Concept by lanyuehua


									Overview of the Advisory Concept
Traditionally, the schooling process has emphasized the three R’s – reading, writing and arithmetic as the key
curricular areas for middle level programs. In the complex and technological world of the Information Age,
however, a fourth R, referred to as “relationships,” has taken on new meaning and new responsibility. No
longer can anyone assume that societal institutions such as the family, church, or judicial system can meet the
total growing needs of today’s emerging teenager. Schools through advisory programs are going to play a
major role in helping our young people through the turbulence and hurdles of early adolescence.

The Colton Middle School advisory program helps bridge the gap between the self-contained elementary school
and the independent world of high school. It offers middle school students the best of both worlds because it
provides every student with an advisor or teacher who has a special concern for the student as an individual
while providing instruction which encourages independence and personal growth needed by that student to be
successful at the high school level.

Our advisory program is designed to help students feel good about themselves and the contributions they can
make to their school, community and society. The teacher/advisor uses elements and strategies, activities and

   To help students understand and appreciate who they are, where they are going, and how they can get there.
    Included here are learning styles/modalities and multiple intelligences.
   To help students identify, develop and maximize their strengths, skills, talents and potential.
   That engages students from their “hearts and souls” as well as from their heads.
   That require students to operate at the three highest levels of cognition on Bloom’s taxonomy – analyze,
    synthesize and evaluate.
   To ensure that students can always describe:
            o What they are learning
            o Why they are learning it; and
            o How they can use it (the difference it will make in their lives).
   That allow students to describe their dreams and to visualize paths for realizing them.
   That help students develop learning, working and success identifies.
   That help students feel competent, confident and connected.
   That help students develop a decision-making process that they understand and can articulate.
   That help students develop a “sense of planfulness.”
   To ensure that every students has an education/career/success plan and can describe it whenever asked.
    Note: “Going to college” is not a plan.
   To ensure that students have an understanding of the world they will be entering when they leave school.
   To help students become independent and self-sufficient.

Responsibilities of an Advisor
   The advisor more than any other person in the school should be the advocate for his/her advisees.
   The advisor should be informed of all activities regarding his/her advisees and should act on the information
   The advisor should strive to develop a feeling of trust and caring within his/her advisory group.
   The advisor should be the group leader and should implement the established building or district advisory
   The advisor should foster quality communication and relationships among parents or guardians of advisees.
   The advisor should carry out “housekeeping” responsibilities for the school day such as attendance and
    lunch count.
   The advisor should be willing to share his/her own feelings and personal experiences where appropriate to
    serve as a positive role model for advisees.

Advisory Guidelines
        Curriculum              Monitor/Mentor                Special Events                     Daily Routines
Orientation                Check assignment books (2-    Celebrations                   Roll
Behavior (handbooks)        4/week)                       Competitions (academic,        Lunch count
 Review expectations      Student contact forms          behavioral, athletic, other    Bulletin
   prior to events          (weekly)                       games)                         Develop individual
   (assemblies, dances,    Grades/retention              Input for parent                relationships
   games)                  Binder organization            conferences                    Consistency: hall passes,
 Self-discovery           Make schedule for week and    Magazine sale                   admit slips, etc.
                            homework                      Food drives/fundraisers
                           Rewards for good behavior     Spirit Week
                            and good grades, etc.         Community service
                                                          Volunteerism
                                                          Drug/alcohol awareness
                                                          Student council
Our School Community
 Relationships/
 Family involvement
Making Life Work
 School success
 Study skills, goals,
Future Steps
 Transitions, grades
 Conflict resolution
Life’s Lessons
 Character development

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