Chapter 12 Meet Me in the Middle

Advisory Groups 

Abstract:

Chapter 12 focuses specifically on the idea of advisor-advisee groups within the middle school setting. These groups are on average 10-15 students and one teacher. The groups can meet anywhere from a daily basis to once a month depending on the school. The purpose of advisory groups  is allow a small group of students the chance to interact with and adult for guidance on a regular basis, as well as to create a safe, supportive environment(146). Wormelli also focuses on specific days where students do not have class, but instead participate in activities with their advisory.  These activities cover a variety of tasks, from community service projects, physical activities, reflections, and social activities. Wormelli suggests moving away from the daily model and focusing more specifically on weekly group meetings. He also feels that building a strong and successful advisory group will benefit middle schoolers very strongly.

Reflection:

The class as a whole feels that these types of advisory groups are keep to help the students become successful. It allows them to develop strong bonds, as well as a time to seek the help of an adult. We also were big fans of the advisory days specifically the physical and service activities. The class felt that by completing community service it helped strengthen the school and community bond. Several people were hesitant to the idea because of previous failed attempts, but they felt that if done properly advisory can be a meaningful experience. The activities need to be meaningful to both the teachers and the students to make the advisory activities successful. The teacher also need to be trained in ways to successfully advise students. The big class debate happened over when to work advisory into the schedule, as well as the advisory days. There was no definite conclusion.

Meet Me In the Middle Chapter 11

A)
Chapter 11 discusses teaming within middle level schools. Wormelli explains the importance of teams in helping to make large schools feel smaller and more personal and to provide support and encouragement. In this sense, teams operate like the pit crew for race car drivers. In the chapter, Wormelli outlines several components to developing successful teams such as: subject integration, communication between members, planning periods and a common set of core values. By incorporating teams, students develop closer relationships with their teachers and peers, are not loaded down with major assignments at the same time, and are able to understand the correlation between the curriculum of other classes and the potential for real life applications. Also, teams are helpful to students because they establish similar rules and beliefs between all of the teachers so that the students are working with a similar set of guidelines in all of their classes. As he points out, it is critical that each team have a set of core values to "gain a sense of balance and direction." (139) Some important things to remember about successful teams is that each team should not have more than five teachers and that there should be a highly qualified teacher for each major academic subject. As a team, the number one priority should always be the students and how to effectively and successfully educate them.

B)
There were several things that many of us commented on from this chapter. For one, even though not everyone had teams at their middle school, the majority of the class agreed that structuring middle level schools into teams is important and can be extremely beneficial. Not only does it make students feel more connected to the faculty and the school, it puts everyone on the same page in regards to rules, beliefs, attitudes, etc. Another part that many people commented on was the section of the chapter that gave advice on how to successfully resolve conflicts between teachers. If the teachers are fighting with one another and not communicating, it is ultimately the students who suffer most. The third major benefit of having teams is that the school is structured in a way that makes communication easier. Not only is student-teacher and teacher-teacher communication increased, but so is parent-teacher communication. This can make a world of difference for student success and motivation.
Finally, many people in the class liked the idea of subject integration. They felt that the learning done in one class could help a student in another class that they are taking. As someone mentioned, the world is not compartmentalized so school shouldn't be either.