THE
MICDS
HANDBOOK
FOR
ADVISORS
MICDS
HANDBOOK FOR ADVISORS
Table of Contents
I. GENERAL INFORMATION ON ADVISING
A. MICDS Mission Statement
B. Definition of Advisory/Working with Your Advisory Group/Timely Topics C. Effective Listening
D. Student Life and Role of the Advisor
E. Ways to help Advisors Develop a Relationship with an Advisee
F. Ways to help Advisors Develop a Relationship with an Advisee’s Parents
G. Benefits of an Advisory Program
H.. Rewards of Being an Advisor
I. Advisory Themes
J. Special Needs
II. INDIVIDUAL ADVISEES
A. Working with Individual Advisees
B. Welcome Note to Advisees
C. The Advisee File
D. Helping Advisees to Set Goals, Assess Progress, and Process Report Cards
E. Action Plans for Students Experiencing Academic Difficulty
F. Academic Planning and Course Selection
G. Considering Leadership
H. Role of the Advisor in a Disciplinary Situation Including Honor Violations
I. Advisory Letters
III. Appendix
Handouts
*Amazing Race
*A Team Building Activity
*Preparing for the Next Level
*Getting to Know You
*Summer Stories
*Advisee Autographs
*Motivation
*Pictionary
*Your Honor
*Your Honor-Values Continuum
*Dealing with Difficult Decisions
*Service Projects
*Bill of Rights, Bill of Responsibilities
*Respect for Privacy and Property
*Dress for Success
*Risk Taking
*Gandhi’s Top Ten
*Exit Interviews Gr. 12
*Senior Pages Gr. 12
*College Questions for Seniors grade 12
*My Vital Statistics
*Getting Back into the School Mindset
*End of the First Marking Period
*End of Semester I
*End of the 2nd Marking Period
*Reflecting on the Year
*Extra-Curricular Commitments
*Exam Preparation
*MICDS Forms
Parent Contact Report
Incident Report
Planned Absence Request
Disclaimer: Many sources and handouts were used with permission from
The Council for Spiritual and Ethical Education Advising Handbook, 2004
I. General Information on Advising
A. Mission Statement:
More than ever our nation needs responsible men and women who can meet the challenges of this world with confidence and embrace all its people with compassion. The next generation must include those who think critically and resolve to stand for what is good and right.
Our school cherishes academic rigor, encourages and praises meaningful individual achievement, and fosters virtue. Our independent education prepares young people for higher learning and for lives of purpose and service.
B. Definition of Advisory:
Advisory is a four-year relationship of an adult with nine to twelve students where the advisor is the advocate and liaison for the student both academically and socially and works with the Dean and College Counselor to provide a support system for each student through his/her career in high school. Advisors are expected to attend with their advisees all chapels, assemblies, quadrants, and class meetings and to take attendance.
l. Working with your advisory group
The Advisory Program provides each student with a connection to a small group within the larger school community and to an adult who specifically cares about his/her well-being. Most importantly, advisory group time can provide an opportunity for a variety of worthwhile activities and discussions. Your goal as advisor is to create an atmosphere in which each member of the group feels included, involved, and valued.
Early in the year, advisory group time can help new students learn about and adjust to the school culture and have returning advisees talk about how it feels to get back into the swing of school life. They discuss clubs and extra-curriculars in which they participate. As the year progresses, advisory groups are good places to discuss student issues such as school events, policies, or curriculum. When the school year gets busy, advisory time is be a good opportunity to remind your advisees about what they need to do for their own health and well-being. Are they managing stress in healthy ways? How can they establish a balance in their lives? Advisory time also allows time for the group to take a break, relax together, chat, or vent.
As the advisor, you may raise a topic for discussion, choose to implement one of the activities in this handbook, or allow students’ interests or concerns to determine the topic of conversation. Allowing the group to decide on the topics they would like to discuss and the projects they would like to work on will help them to feel ownership and commitment to the group. There will be times during the year when you will be expected to promote discussions on specific topics or timely issues relevant to that particular grade level.
Some advisory groups may choose to work together on a school project which will help students get to know one another in a different setting, allowing for additional discovery of strengths and talents.
Advisory time allows students to reflect, to take stock, and to remind themselves of their goals and priorities. Advisory group time provides an opportunity for students to express their opinions, tell their stories, and share different sides of themselves. Do your best to create a comfortable environment where this can happen.
2. Timely Topics for Advisory Meetings
Some advisory groups will have plenty to talk about; some will appreciate prompts to get discussion going. Here are a few suggestions of topics you may want to discuss or activities that you may want to participate in with your group at different times of the year.
a. Beginning of Semester I
The Amazing Race (see appendix)
Honor (see appendix)
b. Middle of Semester I
Turkey Train
Holiday Project
c. Semester II
Service Learning
C. Effective Listening
Advisees will be more open to sharing thoughts and feelings if they sense that the advisor is a receptive listener, one who offers full attention and an open mind.
*”Gentle encouragers” (head nods, restatement of key words) show your interest and keep the student talking
*Body language illustrates your interest and attention.
*Open questions usually start with “How” or “What”; avoid “Why”
*Paraphrasing your advisee’s thought shows that you are listening
*Effective listening suggests that we don’t interrupt, share our own experiences, or change the subject because we are focusing on what the advisee is feeling
*Consult the Dean if there is a need to resolve conflict between the advisor and advisee
*Summarize your conversation
D. Student Life and the Role of the Advisor
*Encourage, motivate, support and help the student succeed. It’s important that advisors be tough at times when it is in the advisee’s best interest
*Make sure that each advisee is not being under or over- challenged
*The advisor is sometimes a motivator, a problem solver, a confidant and/or comforter
E. Ways to help an advisor develop a relationship with an advisee.
It is the attitude of caring and concern and support and acceptance, that there is someone who specifically cares about them, who feels that they are worth getting to know, and who is willing to be their advocate; they feel a sense of stability and security.
*Meet regularly
*Have an open mind
*Show a genuine individual interest
*Help create a team of Dean, Advisor, parent, College Counselor and student
F. Ways to help an advisor develop a relationship with an advisee’s family
*Advice for Parent’s Night
*Advice for Parent Conference Day
G. Benefits of an advisory program
Advising time provides an opportunity for students to reflect on the meaning of the work that they are doing. They can talk about which courses are more difficult and why, and what they need to do to understand the concepts more thoroughly. They can identify the subjects that they are really excited about and hope to pursue in the future. Advisees can also reflect on non- academic issues such as current events that interest or concern them, books or movies that appeal to them. Advising time can also provide an opportunity for personal reflection. Students can gain self-awareness by considering such topics as the qualities they possess and the qualities they would like to develop.
Advising time does not always need to be a time for “deep thoughts.” It can also provide a break for students’ demanding days. Trust, perspective, relationships, mentoring: all are ingredients for creating a safe and productive environment for learning.
*Provides a trusted adult for every student
*Promotes goal setting
*Develops relationship building
*Provides students with mentors
*Provides time for personal reflection
H. Rewards of Being an Advisor
Advisors have the view of the “whole child;” they are able to nurture and sustain the student’s overall progress. They provide a meaningful and enjoyable connection that is strengthened as trust builds.
*Connecting with a student
*Having great conversations with students
*Seeing positive growth
*Teaching students to trust adults
*Knowing you helped guide a student make good decisions
*Knowing you make a difference
*Feeling the rewards of our conversations, emails, smiles in the hall, thank you’s, etc.
I. Advisory Themes
1. Grade 9 Transition
*Time pressures are created by involvement in Academics, Athletics, Extra-Curricular and Social activities
*Organizational and time management issues
*Gaps in maturity within the class
*Nostalgia for Middle School
*Proper use of School Technology
*Adult Student Relationships at School
*Adjustment to a more demanding exam week
*Increased academic demands require a more comprehensive understanding of academic integrity
2. Grade 10 Making Good Decisions
*Gaps in maturity narrow
*More settled academically and socially
*National testing (PSAT and PLAN) introduce the college process of testing
*Learning how adults on campus can be resources
*Higher expectations about leading roles on teams and in the arts
*Some may set goals for “apprentice” leadership positions
*Many are getting driver’s licenses, opening up new social possibilities
3. Grade 11 Responsibility Within A Community
*Transition to being upper class students
*Some are taking his/her first AP courses
*Conscious of the strength of the transcript
*ACT/SAT and the start of the college search
*Anticipation of, and preparation for, leadership in senior year
4. Grade 12 Setting the Tone/Modeling
*Seniors need to “hit the ground running” in August
*Responsibilities of being a senior and role model
*Balancing academic, extracurricular, athletic and leadership responsibilities
*Completing college applications
*Responsibilities for individual senior projects and class events
*Separation/graduation issues (see appendix)
J. Special Needs
1. Learning Style Differences
*Be aware of Learning Style Difference Students in your Advisory and their accommodations
*Actively encourage organization
*Communicate with Learning Specialist
*Encourage student to designate a classmate for assignment information or clarification
*Be part of that advisee’s learning team
*Become familiar with Learning Specialist’s descriptions and approaches to learning handouts.
2. Attention Deficit Disorder (ADD)
Students diagnosed with Attention Deficit Disorder (ADD) may be unable to plan ahead, finish tasks, or be fully aware of what is going on around them. They appear to be disorganized, distant, or rude. On some days and in some situations, the student with ADD seems fine, leading others to think that the student has control over the condition. There are no clear physical signs that a student has ADD. The conditions vary from student to student. The most common behaviors fall into three categories: inattention, hyperactivity and impulsivity.
*Inattention-an inability to focus on a project for very long- easily bored -with a task-unless it’s an activity that a student enjoys.
*Hyperactivity-(ADHD)-marked by constant activity or talking. A hyperactive student may seem fidgety, restless, or unable to sit still. The student may also try to do several things at once, bounce from one activity to the next.
*Impulsivity-not being able to curb an immediate reaction-not thinking before speaking.
3. Adolescent Health
PLEASE REFER ANY CONCERNS REGARDING YOUR ADVISEES’ PHYSICAL AND EMOTIONAL HEALTH TO THE DEAN AND THE SCHOOL COUNSELOR
Coping with Grief and Loss
Grieving is a normal, necessary and natural part of staying healthy. It is nature’s way of healing an emotional wound. If you have had a severe loss, such as the death of a loved one, you may experience the following stages:
*Shock
*Flood of emotions
*Physical symptoms
*Depression
*Guilt
*Anger
*Detachment
Recognizing a friend with a drinking problem
*They use alcohol or other drugs more than they used to.
*They refuse to talk about using.
*They make and break promises to control or stop alcohol or other drug use.
*They lie about using.
*Most of their friends are users.
*They make excuses for using or try to justify it.
*Their behavior changes while they are using.
*They avoid social functions where alcohol isn’t served and other drugs aren’t available or permitted.
*They sometimes drive when they are drunk or under the influence of other drugs.
Validating your own feelings about a friend’s drinking problem
*I’m afraid to be around them when they are using alcohol or other drugs.
*I’m suspicious of their promises.
*I feel anxious and tense around them.
*I don’t trust them.
*I feel embarrassed when they are using.
*I feel guilty when they are using.
*I lie about them to other people.
*I hate holidays because those are the times when they are most certain to use.
*I make excuses for them.
*I’m afraid to ride in a car with them when they have been using.
*Sometimes, after using episode, they apologize for the way they acted.
*They hide alcohol or other drugs around the house or in the car or garage.
Depression (Signs of Clinical Depression)
When four or more of these symptoms persist for extended periods of time, they may be outward indications of clinical depression. The student who is clinically depressed needs professional treatment to relieve the depression.
*A persistent sad, anxious or empty mood
*Loss of satisfaction with life
*Feelings of hopelessness or pessimism
*Feelings of guilt, worthlessness, or helplessness
*Diminished capacity to give or receive affection
*Loss of interest or pleasure in ordinary activities
*Sleep disturbances
*Eating disturbances
*Physical aches and pains
*Excessive crying
*Restlessness, irritability, or hyperactivity
*Decreased energy, fatigue or slowed thinking
*Difficulty in concentrating, remembering or making decisions
*Thoughts of death or suicide
*Suicide attempts
Eating Disorder’s Warning Signs:
Typically good students become socially withdrawn before becoming ill.
Anorexia:
*Loss of 25% or more of one’s body weight
*Distorted self image
*Obsession with food but refusal to eat
Bulimia:
*Swollen salivary glands
*Increased dental problems from chronic vomiting
*Excusing oneself after eating to purge
*Stockpiling food for binging
*Obsession with food
Anxiety:
Panic Disorder-Students with panic disorder have feelings of terror which strike suddenly and repeatedly. These experiences are called panic attacks. Because these attacks are unpredictable, many sufferers develop intense anxiety between episodes, worrying when and where the next attack will strike period.
Those who suffer panic attacks say the experience is like having a heart attack or stroke. Chest pains, a tingling or numb feeling in the hands, feeling flushed, chilled, weak, dizzy or smothered are all characteristics of an attack.
Panic disorder is twice as common in females as in males. It can appear at any age, but most often it begins in young adults.
Phobias-There are many types of phobias. A specific phobia is an irrational fear of a particular thing or situation. Social phobia is a fear of being embarrassed in a social setting. Phobias usually first appear in adolescents or adulthood.
Obsessive-Compulsive Disorder-To have an obsession is to be plagued by unwelcome thoughts or images. Compulsions are rituals some people engage in repeatedly to dispel their obsessions. People with OCD can suffer to such a degree that their daily activities are hindered.
Generalized Anxiety Disorder-People who have GAD experience chronic, exaggerated worry and tension, even though nothing seems to provoke it. Having this disorder means always anticipating disaster, or worrying excessively about health, money, family or work.
The various anxiety disorders share many common symptoms.
*Shakiness, trembling
*Muscle aches
*Sweating
*Cold/clammy hands
*Dizziness
*Jitteriness
*Tension
*Fatigue
*Racing or pounding heart
*Dry mouth
*Numbness/tingling of the hands, feet or other body parts
*Upset stomach
*Diarrhea
*Lump in the throat
*High pulse or breathing rate
Suicide Warning Signs:
Risk Factors and Trigger Events-Risk factors increase the likelihood that someone might consider suicide, but they usually don’t lead that person to try it. Trigger events often lead people to give suicide greater consideration or to attempt it. Someone who experiences a trigger event and who also has one or more risk factors in his/her life is a high risk for suicide.
*A history of depressive episodes
*A history of alcohol or other drug problems
*A history of suicide attempts
*Personal experience with other suicides, especially by family members or close friends
*Angry, aggressive or impulsive personality traits
*Rigid, inflexible thinking
*Access to firearms or prescription drugs
Trigger events
*Experiencing profound interpersonal loss or rejection *Experiencing divorce or an impending breakup
*Loss of job or having legal or financial problems within the family
*Being diagnosed with a life threatening illness
Imminent warning signs-The second set of warning signs are indicators that suicide may be imminent. These warning signs show that the individual may actually be making plans to take his/her life. This person may:
*Give away favorite possessions
*Make a will