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[This conversation on Middle-L was compiled by teacher Jerry Taylor and
reposted. We're including it here to help spark some teacher thinking on
the subject. If you'd like to offer other comments or suggest resources
on the subject, please send them
to us at MiddleWeb. We've added a few late responses ourselves.]
ADVISOR-ADVISEE DISCUSSION
A while back, I posted a message asking for input regarding middle school
"advisor-advisee" programs. Here is my original message followed
by the responses I received. My thanks to all of you who contributed.
Jerry Taylor, Educational Technology
Coordinator
Arcadia Middle School, Greece, NY
January 1997
==============================================================
Over the past 7-8 years, our middle school has worked very hard at
implementing most of the components of what the "experts" suggest
should be
part of a good middle school program (team teaching, large time blocks,
exploratory couses, etc.). There is a gaping hole, though, in one area...
"advisor/advisee" (some folks call it "mentoring").
As yet, we have no
program in place to address this important need. Because of the valuable
information I've shared in the past, I have been asked to "go to the
experts"
once again. (OK, have I buttered you up enough yet?)
I'd like to gather some data from some of you out there who are
currently operating such "advisor/advisee" programs. Would you
mind posting
some details about your program, including (but not limited to) the
following:
1. What do you see as the main purpose of your program?
2. How is it structured/implemented?
3. Do all staff members (not just teachers) act as advisors?
4. How are the students and their advisors "matched"?
5. How often (and where) do they meet? Individually? As a group?
6. What types of activities go on?
7. Do you feel that the program is "working" (worth the time and
effort)?
8. What are you NOT doing that you would LIKE to do?
9. Can you suggest some resources, such as: videos, pamphlets, handouts,
etc.?
I would love to see your responses posted right here on the list for all
to see. I've found that more people "jump in" when that happens.
(If you
prefer, though, I'm certainly willing to receive your input via private
e-mail.) Either way, I'll collect all your responses and post a summary
back
to the list. Thanx in advance.
Jerry Taylor
===============================================================
We have an advisory/homeroom program in place called "Blazer Time"
that
meets 20 minutes every day at the beginning of the day. All core teachers
have advisory groups. Explo/Elective teachers work with groups if they
choose ... they can also request other duties such as morning supervision,
or
helping to conduct all-school intramural or homeroom activities. We tried
having counselors and administrators with groups, but found that they were
pulled away too often. The advisory groups are the same students as the
core
teachers' first period class. The "curriculum" taught is very
much
teacher-driven. They decide what their particular group needs, and goes
from
there. We have some "packaged" activities that they can use if
they desire,
but few take advantage of this. Types of activites run through Blazer Time
include intramurals, community service projects, "mini-courses,"
Sustained
Silent Reading (every Wednesday), and any activities focusing on skills
such
as organization, respect, responsibility, interpersonal relations, etc.
This
is one of those programs that is in a continual state of flux. We are
constantly tinkering with it and trying to get it to better meet the needs
of
the students. Right now, groups are large (25-30) which eliminates some
activities that could be done with smaller groups. It has been a very
successful program, but we still think that more can be done. I've enclosed
a couple documents (Clarisworks) that will provide some additional
information.
Bob Steffes, Principal,Lewis and Clark Middle School,Jefferson City, MO
LEWIS AND CLARK Blazer Time
PURPOSE:
Promote positive self-esteem
Support and enhance student academic success
Promote improved peer relationships
Strengthen teacher/student relationships
Teach organizational/study skills and habits
Enable teachers/teams to know students well
The ultimate curriculum for a teacher advisory program is that one which
a particular group of advisees, under the direction of their advisor, design.
When an advisory group reaches that stage of rapport, intimacy, and
initiative that makes it possible for them to establish their own curriculum,
something close to utopia has been achieved. (Hoversten, Doda, Lounsbury)
The Lewis and Clark advisement program, Blazer Time, features daily
components which maintain significant flexibility for students and teachers.
It involves every student, and almost all staff members at the school.
Students are grouped by grade level interdisciplinary teams, and are
randomly assigned to their advisement groups. The program features small
group advisory sessions, large group meetings, student recognition
assemblies, community service projects, and a wide variety of intramural
and
mini-course opportunities.
Blazer Time is scheduled at the beginning of every school day for 20
minutes (8:10-8:30am). Each Blazer Time group elects a representative to
serve on the Lewis and Clark Student Council, which meets twice each month.
As with all school programs, Blazer Time continues to evolve. Future plans
include expanded community service activities, active involvement in our
Partner-in-Education (Central Bank) program, additional mini-course
offerings, and six 6-week thematic units to provide a specific focus for
advisory activities.
LEWIS AND CLARK Blazer Time, Daily Schedule
MONDAY Get Organized Day
Plan for the week
Set team and/or individual goals
Organize folders and notebooks
TUESDAY Activity Day
Small group activities
Mini-Courses
Intramurals
Co-Advisor Activities
WEDNESDAY SSR Day
THURSDAY Activity Day
Small group activities
Mini-Courses
Intramurals
Co-Advisor Activities
FRIDAY Wrap-Up Day
Evaluate goals of the week
Preview next week
Team Assemblies
Trail Mixes
Adopt-A-Hall
SERVICE ACTIVITIES:
Adopt-A-Hall
Earth Day Activities
Penny Push
Christmas Stockings
Nursing Home Outreach Projects
Math-A-Thon
Elementary Outreach Activities
Food, Clothing, and Book Drives
------------------------------------------------------------
From: tackweed@WHIDBEY.NET (Jeff LeMieux)
In the past 23 years I have been involved in too many different programs
regarding this topic. To date, they have all failed. The primary reason
for failure is the fact that they were mandated top-down; the second
possible reason for failure appears to be the most of these programs are
based on the assumptions that the faculty automatically will love all
children and that the children will all respond. Essentially, this appears
to be a preseumptuous final step in taking over parenting.
One program which does seem to work well is to poll the faculty for those
students who really seem to need a psuedo parent and assign them to faculty
members who are willing to be the big sister/big brother role. This program
has some real positive effects and does not require a buidling restructuring
to accomplish. They do things like have luch together once a week, etc.
The
procedures must be strictly established though because they kids can really
suck ypo the emotional involvement and you must be careful.
------------------------------------------------------------
Jerry,
I am at Pinkston Middle School in Mtn. Home, AR. We have messed
around with advisor-advisee for about 5 years now. I say messed on
purpose. We have tried it in a different time slot every year. We
have changed the length and the size of the group. We have tried
super-organization with someone putting the days's agenda in our
mailboxes every morning. We have tried no organization at all with
each teacher planning on their own every day. I can answer your
questions with a fair amount of experience behind me.
Linda Gray
1. What do you see as the main purpose of your program? In theory, a
way to get to know the kids and ensure that they know at least one
"friendly" adult. In reality, it satisfies the principal.
2. How is it structured/implemented? This year, the first 25 minutes
of the day, every day is P.A.L.S. (Playing and Learning
Successfully). The teachers on each team get together with a general
schedule of what to do every Mon-Fri.
3. Do all staff members (not just teachers) act as advisors? Nearly
all. We have several travelling teachers who can't work it in.
4. How are the students and their advisors "matched"? Each grade
is
divided into teams A and B. Teachers are A or B. Within teams we
have used random assignments, but this year in order to save time in
the daily schedule our first period class is also our PALS. The
exceptions are a few teachers who have 1st periods mixed A and B, so
their PALS is slightly different.
5. How often (and where) do they meet? Individually? As a group?
They meet daily in the teacher's 1st period classroom. We are
quite limited in group meeting space. We have to reserve the
cafeteria since it is normally in use during that time.
6. What types of activities go on? Varies a lot, but here is the
general plan. Monday-D.E.A.R.,Tuesday-Teacher's Choice (I usually
read aloud), Wednesday-Team Activities in the Gym (Volleyball
Tourney,etc.), Thursday-Study Hall, Friday-Student's Choice (but with
restrictions--board games, frisbee,etc.).
7. Do you feel that the program is "working" (worth the time and
effort)? My feelings are mixed. I can see some value, but I could
use those minutes in my classtimes, also.
8. What are you NOT doing that you would LIKE to do? Community
service projects-just not enough time so far to plan and implement.
9. Can you suggest some resources, such as: videos, pamphlets, handouts,
etc.? NO--Most are nothing but worksheets. Do your own planning.
------------------------------------------------------------
I would like to propose an exchange of effective advisory activities.
Our school is in the second year of offering this and our teachers are
finding that teacher-developed and teacher-tested activities seem to be
more
effective than commercial programs.
Obviously, we could run into copyright-type issues. No, I have not
developed a comprehensive set of sharing guidelines, but I do think this
idea
has potential.
Please contact me if you agree. My name is Mark Enright and I am a
principal at:
Pontiac Jr. High
600 Morrow St.
Pontiac, IL 61764
815/842-4343
------------------------------------------------------------
The advisory period at our school works like this:
Monday is a structured lesson from guidance. This year we are working on
an anger management program. Tuesday is parallel reading day. Our whole
team
is reading _Island of the Blue Dolphins_ Some students read to themselves.
I
am reading aloud to those who want to listen. Wednesday is "game"
day.
Something that is of interest to the teacher and the students. Some do
board games, some sign up for the gym, some walk around the school yard.
We
play with tangrams, and computers and microscopes. Thursday is silent reading
day. Student's choice. Friday is a day to catch up on make up work. or do
something fun.
I love advisory period. My kids love it too. It gives me a chance to get
to know my kids. I realize it is not for everybody. I dread trying to
tell a substitute how to deal with it. I had to leave plans tonight. Off
the Baltimore Science Teacher's Conventions tomorrow!
Nan Paterson Henry, Annapolis Middle School, Annapolis Maryland
------------------------------------------------------------
From: ckleindt@AWOD.COM (Christina Kleindt)
1. What do you see as the main purpose of your program? To provide
students with opprtunities to learn about themselves hopefuuly in a
positive way. Also it is a time to help them set goals goals and to
provide guidance about their academics.
2. How is it structured/implemented? Each academic teacher has an
advisory class. At our school we call them "Prime-Times"
3. Do all staff members (not just teachers) act as advisors? No
4. How are the students and their advisors "matched"? Good question!!
I
really don't know. The administration did that for us. However we were
asked for our input - we told her we trusted her judgement. She has
allowed us to make a few changes.
5. How often (and where) do they meet? Individually? As a group? We
meet everyday after lunch.
6. What types of activities go on? Monday: Reading (books, magazine, go
to the library, etc). Tuesday: Advisory activity. Usually some kind of
group cooperative challenge. Wednesday: Activity period. We offer
non-academic classes, things to do for fun i.e., magic, french, chocolate,
crafts, computers, board games, jeopardy ,etc. Thursday: Study day.
Friday: Intramurals or games.
7. Do you feel that the program is "working" (worth the time and
effort)?
Yes!
8. What are you NOT doing that you would LIKE to do? N/A
9. Can you suggest some resources, such as: videos, pamphlets, handouts,
etc.? The first year I HATED prime-Time. After that year, the teachers
were allowed to plan the activities and it has gone a lot smoother! I
find can programs to be somewhat stagnet(sp?) Project Adventure offers
some good books on group cooperative skills. Some titles I would
recommend are: Silver Bullets, Bag of Tricks, New Games,& More New Games.
Hope this helps!
------------------------------------------------------------
From: lasz4488@BLUE.UNIVNORTHCO.EDU (David Laszlo)
Having read all the response to this query to date, I feel the time to
add two cents of my own. At the Colorado State Conference, and then
again at NMSA, I attended sessions on this topic and came away with a few
"Laws" of having an adv/adv program in your school. They seemed
to make
sense, not just to this particular program, but implementing any program.
1. The program needs to be one unified, comprehensive plan, such as the
schedule that all the teachers at Nan's school seem to follow - I'm sure
there is some flexibility built in.
This seems to promote a sense that the program is actually doing
something in its own right and is less up to the individual teacher to
make something happen. It also reduces the chances of a student
complaining, "But Mr./Mrs. So-and-so's advisees got..."
2. Buy-in from those involved. Top down, bottom up, where ever it
originates, everyone who is going to be involved has to want to be involved.
3. This includes the students. They must sense the worth of it or
they'll blow it off as admistrative attendance-taking and announcement time.
Beyond this, some basic questions your school needs to ask itself...
What is the purpose of this program? (Sound familar?)
What is the value of this program? (ditto?)
What do we want to accomplish with this program?
What do we want our students to accomplish with this program?
How much time do we want to spend on this program?
Who is in charge of overseeing that the program is being followed
consistently?
The programs that I heard about in the conferences went over all these
points with different answers but successful programs (success being measured
as accomplishing the goals that they set for the program).
The most interesting program I've heard about is at Thunderbird Middle
School in Thorton Colorado. I will hunt down the principal's name and
phone number/email for those interested. It goes like this (Bear with my
faulty memory):
The two school counselors got together along with Project
Adventure and decided that the purpose of their program would be student
oriented. Yes there are kids that need an adult figure in their lives,
but the counselors believe that peer social skills would be more valuable
based on research and understanding of the ages of the population that
work with (6th-8th). They also took into consideration that since several
elementary schools feed into their middle school, the kids need a chance
to get to know each other. They also decided that they wanted to devote
50
minutes a week to this program and broke it up thusly: one day per week,
one of the groups will spend 50 minutes in adv/adv doing programs
designed to build teamwork and peer social skills such as trust, etc.
This program revolves around the dedication of a few people, does not
take "education" time away from teachers, is positive, comprehensive,
and
has 100% buy-in from all involved - the counselors, the adm. the tchrs,
the students, and parents. It accomplishes its goals, and is therefore
considered a successful program.
This is meant as an example of ONE program, just as Nan's is. I would
not rate one better than another because as described, they both
accomplish what they set out to. Thanks for listening.
------------------------------------------------------------
Jerry Taylor asked for some input on the Middle Level Advisor/Advisee
program.
Our Middle School schedule is so arranged that all of our core classes
are in the morning and the exploratory classes in the afternoon.
We schedule a 20 minute homeroom, which we call Midpoint, between 2nd and
3rd period for the purpose of Advisor/Advisee.
We are a 7th and 8th grade school and our Midpoint class is balanced
between both 7th and 8th graders and boys & girls. The 7th grade
students stay in the same Midpoint class both years.
All staff members act as Advisors, and the class size is kept below 20.
Our week in Midpoint looks like this:
Monday--Get Organized, Goal setting
Tuesday--Current events
Wednesday--Skill Day-Community/School Projects
Thursday--Student Activity Day (Do something fun)
Friday--Silent reading day
Our staff is very much behind our program, and yes, it is modified or
changed a little every year.
Our only limitation is that for our exploratory classes we share staff
with our High School, which is an adjoining, but separate building.
Ideally we would like to have an independent Middle School staff.
Maybe some year!
Richard A. Osterday, Sidney Middle School, Sidney, Nebraska 69162
------------------------------------------------------------
Jerry:
Thanks for sharing the compliled responses on advisor advisee.
I have a couple of observations based on what folks said....
Did you note that those describing successful programs worked with students
from their own teams? As I work with groups around the country this seems
to
be the single most definitive indicator of success for existing programs.
(Its easier to care for people you know!)
The second trait that stands out is that advisors need to be well trained
for
the task but also benefit from being highly autnomous in selecting their
own
activities to achieve a goal. (The opposite, a canned curriculum and no
training, is the prime prescription for failure.)
The third thing I observe in the field, but didn't see it directly in their
comments, is that the advisory leader (usually the principal) expresses
his
or her leadership by articulately defining goals, providing abundant training
and resources, and setting high expectations for the program. Leaders in
successful programs use tangible results such as service projects, improved
grades/achievement, and reduced absenteeism and discipline referrals to
promote the program in the community.
All of these result in an advisory program that is integral and authentic--in
other words no one would decribe it as "just another thing to do"
or an
"add-on;" nor does anyone complain of the "contrived"
quality of the
activities/relationships.
Good luck, and let us know about things as they come along.
Jim Burns
NMSA
jbb020850@aol.com
------------------------------------------------------------
From: teachtec@CALWEB.COM (Joe Herz)
We have been running an Advisory program for several years (under different
titles and structure) but this year it is a 20 minute Advisory program that
starts off the day. Several staff members worked on the organization and
material to use in the class. It has met with mixed reviews and is stil
undergoing changes. There was MUCH discussion on the validity of such a
program and lots of doubt about if the time spent implementing and teaching
it were worth the effot. The jury is still out on that one. We have a
manual (created by some staff member) that contains material to teach
during the period and other material comes along to supplement the program
as the year rolls along.
There, up to this point, have been as many ways of handling the time in
Advisory as there are teachers. As I said, there is stil work to be done
on the program, but it has been very useful for housekeeping and checking
on student progress. If you want more info, let me know. I would
*carefully* consider why you are wanting to do an Advisory class and
consider the time/energy spent preping for it as opposed to using that time
for instruction in other classes.
------------------------------------------------------------
I teach in an excellent middle school but as far as advisor avsisee goes,
I
would like to see it taken more seriously. We meet once per month with a
group of kids for about 30 minutes. (But even then sometimes it gets
cancelled and not rescheduled). All teachers are advisors. Some types of
activities that we have done are: All School Read In (which, with no
discussion is hardly advisor/advisee); discussions on problems middle
schoolers face (such as peer pressure, conflict resolution, problems with
parents, etc.). This is only my second year, but last year a lot of videos
were shown as well (on some of the topics listed above). But, once again
there was no time to really discuss.
Now...
I do teach a class during "FLEX" called math success to give kids
extra help
in math. This, to me, is like my advisor/advisee group. Sometimes we stray
from math for just a little while to discuss problems/concerns, to play
games
that bring out the inner-self to the group; they eat lunch with me, etc.
(There are only 11 so this worked well).
Sources...
One book that I have that I love to use is The Giving Book by Bob Stanish.
It
provides creative classroom approaches to Caring, Valuing, and Cooperating.
I would love to hear other sources people are using!
Laura Hill-Flowers, 7th grade math teacher
Fall Creek Valley Middle School, Lawrence Township, Indianapolis, IN
-----------------------------------------------------------------
Hi Sally,
I am at a school with advisories. We developed the program with a lot
of help from our guidance department. Most of the topics were important
to
11 - 14 year olds (relationships, communication, conflict resolution, peer
pressure,). Other topics were important to school achievement (organization,
goal setting...) We have now woven a community service piece into our 7th
grade advisories. They have a theme (environmental, school helpers, homeless
shelter etc.).
Your probably asking..how in the world is that all possible? I
sometimes wonder myself. It doesn't funtion like clockwork but here is how.
Each day is designed for a different goal.
Monday- academic monitoring, book bag clean out etc.
Tuesday- trad advisory or theme area work
Wed- same as Tues
Thurs- same as Tues
Fri- Club time.... they go to another advisory for an in school club (40
minutes)
Maybe this raises a few ideas?!
The point is simply to make sure that the kids know and trust one adult
really well in their community as they travel through this trying period.
Jim Forde :-)
------------------------------------------------------------------------
One book I came across is readily available...
201 Strategies for Teacher Advisors- A Source Book for Affective Learning
It's published by Frank Schaffer Publications as a Teacher resource for
middle & upper grades. The order code is FS-10126.
Dianne Krulick
Ellenville, NY
------------------------------------------------------------------------
Hi - Our middle school (5-8) of about 800 students has tried this at least
3 different
times and scrapped it; no one was pleased with the results. We tried mixing
grade
levels, taking 10-15 kids, taking 20-25 kids, keeping our own homerooms,
mixing
homerooms in the same grade level, sharing ideas for activities, relying
on the guidance counselor for activities, doing it once a week, doing it
every other week, doing it a couple of times a week - you name it, we tried
it and it wasn't very effective. This year we've created 7 or 8 "intervention
homerooms" - homerooms of 5-6 kids led by teachers who volunteered
for them. These kids were chosen because they're at risk but show some potential
and would like to be helped. The other teachers took on a few extra in their
"regular" homerooms. This seems to be working MUCH better - we're
seeing some good results both academically and socially.
WHEN A TEACHER ASKED FOR MORE INFORMATION, PAT REPLIED:
Toward the end of the year, each grade level's teachers identify 20 or so
students who are definitely "at risk" but who also seem to be
able to accept help. Then
we ask teachers who would like to have an intervention homeroom the next
year. The
number of teachers who volunteer determines the number of kids we can place.
All the
other teachers by default agree to take more in their "regular"
homerooms.
Next, the intervention homeroom teachers sit down with the lists and narrow
them
down and actually choose those kids with whom they feel they would be most
effective.
The kids and parents are contacted and the program is explained; they have
the option of
not being included.
Our homerooms meet for about 20-25 minutes first thing every morning. There
is
no set plan for activities for these groups; some include kids who are OK
or borderline
OK academically, but who have real social problems. For them, the homeroom
teacher is a
support and almost a surrogate parent. They need to have their confidence
and social
skills bolstered; the teacher is the one to whom they can turn any time
during the day.
For the academically at-risk kids, the teachers work closely with the subject
area teachers and check up on homework, help get it done, give last minute
reviews for
tests that day, etc. Several teachers stay after school to help kids and
several bring
breakfast for them.
I truly admire what these teachers have done. Grades have improved and kids
feel better about being at school. The problem we worry about is that some
of the
teachers have taken on too much responsibility for the kids; the kids could
become
overdependent. We've only had to drop one student and there was a line waiting
to take
her place. We're considering a written contract for the kids and teachers
for next
year. Another small problem is when an arts teacher is the intervention
homeroom
teacher, which makes communication with the academic teachers a little more
difficult.
This year - our first to try this program - we had 7 of these homerooms
serving
the 6th-8th grades (fifth graders were not involved) which means they had
a total of
35-40 kids out of 600 in those three grades. We're planning to try again
next year -
there's always room for improvement and we've learned a lot!!!!
Pat Bennett,
East Muskingum Middle School,
New Concord, Ohio
------------------------------------------------------------------------