Rationale: Middle school students are in a period of transessence and need to belong to a cohesive group where they feel nurtured and safe.

Benefits of Advisor-Advisee

Every student needs to have a relationship with at least one adult in the school which is characterized by warmth, concern, openness, and understanding. Such a program focuses on the "fourth R," relationships: interpersonal relationships which produce growth for both people involved. Good middle schools cannot be places where teachers and students pass each other without recognition or attachment, like the sterotypical ships in the night. (Alexander and George, 1981, p.90)

Why Do Middle Schools Need Advisor-Advisee?

-Middle school students want respect, fairness, safety, trustworthiness, a sense of humor, and achievable challenges from their teachers (George, Stevenson, Thomason, and Beane, 1992). AA is a good place for these to begin.

-VanHoose (1991) "AA is a planned program in which school staff members develop a special relationship with their students as they help them understand self and others and learn to cope with and be happy in the world in which they live."

-The AA program can be a primary link between school and home; parent(s) can keep advisors abreast of needs and concerns, both academic and social (Stevenson, 1992, p. 295-297)

----AA builds a sense of community and team cohesiveness

----AA can help students with their needs, guide students, and offer students a place to discuss areas of concern with their peers and at least one adult, and this trusting relationship is likely to carry over into academic classes (MacIver, 1990, p.42).

----AA helps students’ social growth, contributes to a positive school environment, helps students learn about school, helps students learn to make friends, helps students learn how to get along with others, enhances student-teacher relationships; "positive attitude" climate develops (Connors, 1986).

----AA offers a pro-social way of dealing with conflict through conflict resolution training activities

----AA offers students opportunities to participate in activities that are part of the functioning of the school (peer tutoring, peer counseling, planning activities, social functions, etc.)

How Do We Develop An Effective AA Program?

----School leadership’s support and involvement in AA is a critical element to its success

----Carnegie Report (1989), reports that teachers need education in the principles of guidance to serve as advisors, preparation in working with various family units, practice leading small group discussions, and continual training and support. Some of this training can and should be done by the school guidance counselor.

----Staff training in AA is important to alleviate teachers’ fears; teachers need effective skills to implement a successful AA program. Mulhall and Zieglar (1994) have suggested a plan:

-a 6-month planning period prior to implementation of the program

-an in-service program supported by staff with skills in team building, and adolescence development

-AA meetings scheduled on a daily basis

-group size not exceeding fifteen

-students remaining with the same advisor until leaving the school

-a handbook including resources to draw upon

What Do We Do In Advisor-Advisee Meetings?

----Examples of general themes (Connors, 1992, p.165)

Establishing an orientation program that familiarizes students with the rules and procedures of the school

Developing group, team, and school spirit

Accepting responsibility for education and actions

Establishing and maintaining positive, interpersonal relationships

Making career choices and planning for the future

Learning the decision-making process

Setting and obtaining goals

Organizing time

Establishing coping skills

Developing positive problem-solving skills

Discussing current adolescent issues and concerns

Understanding and making commitments

Appreciating talents, health, and potential

Transitioning from one grade to the next

Improving study, test-taking, and note-taking skills

Students learn more than academic content at school. Adult role modeling is important for students to learn self-esteem, social responsibility and skills, trust and values. Caring must be pervasive (Keefe, Valentine, Clark, & Irvin, 1993, p. 38). AA is an opportunity for adult-child bonding and a way for youngsters to feel a sense of connections to the school environment.

Changing middle schools begins with personalizing adult-child relationships (Ames & Miller, 1994, p. 178). Students who feel cared about and recognized as worthwhile individuals are more likely to be successful academically and behaviorally in the school environment. One adult’s care and concern can make all the difference.

Ames, N., & Miller, E. (1994). Changing Middle Schools: How to Make Schools Work for Young Adolescent. San Franciso, CA: Jossey-Bass.

Alexander, W., & George, P. (1981). The Exemplary Middle School. New York: CBS College Publishing.

Carnegie Council on Adolescent Development’s Task Force on Education of Young Adolescents (1989). Turning Points: Preparing American Youth for the 21st Century. Washington, DC:

Carnegie Council on Adolescent Development, a program of the Carnegie Corporation of New York.

Connors, N. (1992). Teachers advisory: The fourth R. In J. Irvin (Ed.), Transforming Middle Level Education: Perspectives and Possibilities. Needham Heights, MA: Allyn and Bacon.

George, P., Stevenson, C., Thomason, J., & Beane, J. (1992). The Middle School and Beyond. Alexandria, VA: Association for Supervision and Curriculum Development.

George, P., & Shewey, K. (1994). New Evidence for the Middle School. Columbus, Ohio: National Middle School Association.

Keefe, J., Valentine, J., Clark, D., & Irvin, J. (1993). Leadership in Middle Level Education, Volume II: Successfully Restructuring Middle Level Schools. Reston, VA: National Association of Secondary School Principals.

Mulhall, L., & Zieglar, S. (1994). Establishing and evaluating a successful advisory program in a middle school. Middle School Journal, 25(1), 42-46.

Stevenson. C. (1992). Teaching 10 to 14 Year Olds. New York: Longman.

This We Believe. (1992). Columbus, OH: National Middle School Association.

VanHoose, J. (1991). The ultimate goal: AA across the day. Midpoints. 2(1), 1-7.