*Short Gathering: Image Cards
(Please document this on large paper or in a notebook to revisit as a group later this year. Olders and youngers will likely have very different considerations. These insights help us plan supports needed in the future.)
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Ask students to review and identify a class or aspect of school culture where they feel successful... where they are learning something and/or feeling a sense of accomplishment or a class where they have made some sort of improvement. Remind students that there are all kinds of skills required in a given class.
■ On a Post-it note, academic journal, or reflection form, have students write the name of the course/area and at least 2–3 sentences that explain what exactly it is that they are doing well. ■ Circulate and check in with students. ■ Whip: Have students share their “success” and “why” (“I’m feeling good about Biology”; “For me, it is Algebra II”; etc.). Ask students to think about a class where they struggle or feel some challenge. Make a statement that normalizes that we all struggle—at some point—in some class or subject area. For example, “It is natural and normal to have struggles and it is often through our struggles that we grow and learn the most.” ■ On a Post-it note, academic journal, or reflection form, have students write the name of the course and at least 2–3 sentences that explain some of the reasons for the struggle in that class. ■ Circulate as students reflect and write. This is an opportunity to listen, paraphrase, and question to help the student be thorough and specific about his/her struggle. ■ Optional: Ask for volunteers to share a particular task in a course where they feel challenged and some of the reasons for the struggle. On a final Post-it note, ask students to think of something they could do (this week/over the next 2 weeks/this quarter/etc.) that would make a positive difference in the class or subject. Be sure they know that they will share their plans with the group and that their Post-it notes will be posted on the Advisory Room. ■ Explain that what they write on their final Post-it note must be a specific action that includes “what” and “how.” You might need to reiterate that students cannot simply write, “I’m going to bring my grades up.” ■ Circulate and identify a few action plans to share out with the rest of the group. (Be sure to ask permission from students to read example plans.) As students get more comfortable with the protocol, encourage more sharing of their plans. Closing: ■ In Go-Round style, have a few students share their action plan. Post their Post-it notes in the space and encourage students to check in with and support each other to meet their plans/goals. Town HallHead to the Drama Room after Project block Guided Work TimeSet up a goal for yourself, keep quietly in the space and continue developing your home learning.
*Circle up
*Check in on Personal Goals:
*State that today’s objective is to see how we’ve grown as a group since then. *Teambuilding Challenge: Traffic Jam
Think. Pair. Share.
*If additional time, check in on individual goals. Again, devise constructive steps for individuals to take to help ensure the goal is met. So far, is the goal just right? Is it challenging? Too easy? Still meaningful? Morning Gathering (with Heather's Advisory)Introduce Today’s Focus on School Culture
Questions:
Circle up as whole group (sitting)
After Lunch Gathering
Morning GatheringCircle Up
Extended Gathering | Two Truths and A Lie
Before dismissing, give students an overview of the day. Remind them of the goals they set on Friday, and if there’s additional time...generate specific steps they might take to approach their “just right” goals today. After-Lunch GatheringDo Now
Come in, take an index card to write your name on for our Goal Setting board. Think of your trimester goal we talked about last week. Write that goal on the back side of this notecard. We will then arrange them on the board Gathering | Are you more like? For this gathering you will need to decide if you are more like one thing or another and then respond by moving to the designated side of the line. Explain that the question isn’t “which do you LIKE more” but “which of the two things are YOU MORE LIKE?” Directions:
Gathering | I’ve Done Something You Haven’t Done...Have each advisee state something they have done that they think no one else in the advisory group has done. Give them time to think about this. In a go-round fashion have each advisee share. If someone else has, the advisee must state something else until he/she finds something that no one else has done. Note: This illustrates the uniqueness of each individual. Goal Setting
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Tim's Advisory
MISSION STATEMENT Archives
March 2020
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