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DOCUMENT RESUME ED 354 454 CG 024 796 AUTHOR Erwin, Linda; And Others TITLE Middle Childhood Education Advisory Program. Instructional Guide. INSTITUTION Putnam County Schools, Winfield, WV. PUB DATE [92] NOTE 453p. PUB TYPE Guides Classroom Use Teaching Guides (For Teacher) (052) EDRS PRICE MF01/PC19 Plus Postage. DESCRIPTORS *Counseling Techniques; *Elementary School Teachers; Junior High Schools; *Middle Schools; *School Counseling IDENTIFIERS *Middle School Students; *Teacher Advisors ABSTRACr Guidelines for a middle school teacher-advisory program is presented in this document. The introduction notes that this guide was developed to enable all middle school teachers to function effectively as teacher-advisors as well as to feel comfortable in fulfilling that role. A simplified format is used so that each activity can be presented in a forthright and concise manner. Each activity is presented in an outline form to include the title, number of sessions needed to complete the activity, recommended materials, group size and purpose of the activity. Also included are a goal classification, a synopsis of the activity, suggested cues to facilitate the exercise, and a section on process procedures. The guide as a whole is divided into three main parts, one each for the sixth, seventh, and eighth grades. Each part contains four sections, of which the first two, Introduction to Advisory and Getting Acquainted, are the same for each part. The other two sections are, for the sixth grade, knowing yourself and Looking at Families; for the seventh grade, Looking at Others and Looking at Families; and for the eighth grade, Making Decisions and Looking Ahead. Activity sheets are included. (ABL) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** U.S. DEPARTMENT OF EDUCATION "PERMISSION TO REPRODUCE THIS Office of Educafienat Research and Improvement MATERIAL HAS BEEN GRANTED BY EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 224441,42.-, This document nas been reproduced as rece.ved trom the person Or orgamzafion 0,eginaleng .1 Minor changes have been made to Improve reproduction quamy, PomIs of view Or OprmOns stated m this docu. TO THE EDUCATIONAL RESOURCES mont do not necessafity represent of tte.a INFORMATION CENTER (ERIC)." OERI postbOn or policy MIDDLE CHILDHOOD EDUCATION ADVISORY PROGRAM INSTRUCTIONAL GUIDE . NST NIUNIMNOMMifq -GUI PUTNAM COUNTY SCHOOLS BEST COPY AVAILABLE MIDDLE SCHOOL ADVII AY CURRICULUM PUTNAM Min*SCHOOLS O WINFIELD, WEST VIRGINIA Sam P. Sentelle, 1110 Superintendent Paul Callahan, Assistant Superintendent BOARD OF EDUCATION IRENE GHIZ, PRESIDENT WILLIAM A. ALLEN, VICE PRESIDENT POV.TELL TOTH, MEMBER PAUL KNELL,. MEMBER GAYLE VEST, MEMBER ACKNOWLEDGEMENT This middle school advisory curriculum is the product of intensive effort by the counselors from Putnam County's four middleschools. During the 1980-81 school year, our counselors identified the advisory program as a critical curricular area in need of improvement. Through their efforts, there is little question that they have succeeded in this task. The Putnam County advisory writing team was composed of the fallowing members: Linda Erwin, Counselor, Poca Middle School Barbara Haynes, Counselor, Hurricane Middle School Audrey Martin, Counselor, George Washington Middle School Wanda McElwain, Counselor, Winfield Middle School Additional Acknowledgements The following individuals have provided technical assistance and training for Putnam County teachers in advisory techniques since 1979. They are: Judy Case Region IV Drug & Alcohol Abuse Center Coral Gables, Florida Dr. Paul George Director of Graduate Programs University of Florida, Gainesville Dr. John Kampsnider Counseling and Psychotherapy Roane - Calhoun Guidance Clinic Spencer, West Virginia Gail Cornblatt, Director Region IV Drug & Alcohol Abuse Center Coral Gables, Florida Dr. Judy Hansen Region IV Drug & Alcohol Abuse Center Coral Gables, Florida 2 Before the 1988-89 school year, this advisory curriculum was revised by counselors from Putnam County's four middle schools. The advisory revision team was composed of the following members: Linda Erwin, Counselor, George Washington Middle School Barbara Haynes, Counselor, Hurricane Middle School Linda Hunt, Counselor, Winfield Middle School James McComas, Counselor, Poca Middle School Also assisting with the preparation cf the Putnam County Schools Advisory Curriculum were: Mr. Denis Smith, Director of Early and Middle Childhood Education (1979-80 to 1986-87) Currently: The Executive Director of the National Middle School Association, Columbus, Ohio AND Mr. Jack Welton, Current Director of Middle Childhood Education We also gratefully acknowledge the assistance of Sharlene Gritt, Secretary, for her key role in completing this curricular guide. "Middle schools did not create the age of transesc,,nse. Helping youth in moving through the puberty cycle safely, sanely, and as positively as possible cannot be viewed as a frill. Clearly, society's designated educational insti tution cannot ignore needs so basic as those faced by transescents." John H. Loundsbury, Editor NMSA Publications "Advisor-Advisee Programs: Why, What and How" 1986 3 FORWARD Since the inception of the middle school movement in the United States almost thirty years ago, many comparisons have been made about the organiza- tional and substantive differences between the junior high and middle school programs. Despite the flood of published literature on the subject, the most fundamental difference is centered around the emphasis on affective growth and development which is a feature of the middle school program. The Putnam County advisory program has been designed to provide an opportunity for teachers to meet with their advisory group in a non-academic setting. In order to achieve the purposes of this program, some ground rules need to be established to distinguish this activity form the rest of the school program. They are: 1. From the first meeting with your advisory group, sessions should be conducted in a circle. Research on verbal and non verbal communication has shown that verbal interaction takes place most effectively when members of a group are positioned where all are visible to each other. 2. Review the ground rules for advisory with your group. Remember that since the format is non-academic, you will not be teaching a lesson. 3. The setting should be such that each student feels at home and at ease with his/her environment. In addition to your role as teacher/advisor/facilitator, students should know immediately that you have expectations for them in this activity. Some of these students rules should include the following: 4 a) Bring yourself to the circle and nothing else. The advisory classroom should be free of such distractions fet as textbooks, student notebooks, gym uniforms, band instruments and other objects which may provide a distraction. Usually, the only equipment that may be needed are pencils and some paper to complete some of the activities. b) Everyone has an opportunity to talk and participate in some meaningful way. In addition to providing an atmosphere for affective growth and development, advisory also provides a way for each student to en- hance their verbal abilities. c) Listen to the person who is speaking. In order to understand, we must listen. If someone has something to say, it is important enough to listen. d) Do not interrupt someone when they are talking. Listen to the points they are making as part of their contribution to the group. Also, no one should be ridiculed or put down for their opinions or ideas in this sharing activity. e) Stay in your own space. Do not invade the physical space of another group member. Proxemics, the use of space, is important because some of us may be intimidated if other people are too close to us. (Refer again to the notes on non-verbal communication in the seventh grade strand). f) Some answers may be better than others, but there are no right or wrong answers. Advisory is a place where we sort out ideas, attitudes and values. Since backgrounds and experiences vary, we will probably respond differently to the many and altered situations that advisory will examine. So don't be afraid to make a contribution. Share with us the ideas and values that you hold. Your ideas and values, along with your con- tributions, are as important as those of anyoneelse. Let us hear from you! Since every advisor will conduct their group congruentwith a per- sonal style, you may add a few of your own rules inaddition to those listed above. However, in order to assure immediate successand provide for group cohesiveness, you must establish suchrules early on. The first week of school will set the tone for any teacher's endeavor;the advisory program does not differ from the academic areain this manner. For suc- 5 cess to be accomplished in any human endeavor, there must be some goals and expectationsof what is to be accomplished. By establishing this climate, you will have gone a long way to ensure such success. For Better Or Worse by Lynn Johnston toirrH THEM, rioW? I'M AS TALLRS Greal4W, ignLIFEA errea+UP.... INTRODUCTION This advisory curriculum guide he been developed to enable all middle school teachers to function effectively as teacher-advisors as well as feel comfortable in fulfilling that role. In order to accomplish the purposes of this program, a simplified format has been designed so that each activity can be presented in a forthright and concise manner. For example, each activity is presented in an outline form to include the title, number of sessions needed to complete the activity, recommended materials, group size and purpose of the activity. In add- ition, the outline form also includes a goal classification (for sequential purposes), a synopsis of the activity, suggested cues to facilitate the exercise, and a section on process procedures. The handbook has also been designed in a looseleaf format for your convenience. This method of compilation should serve the following purposes: 1. It identifies the notebook as an incomplete work.

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