Responsive Advisory Meeting

Articles

“Responsive Advisory Meeting is a key Responsive Classroom middle school practice. It has a set, predictable structure in which each meeting is organized around four components:

Arrival welcome—The advisor welcomes each student by name as they enter the classroom.

Announcements—In advance, the advisor writes an interactive message and displays it where it can be easily seen and read by all students.

Acknowledgments—In pairs or small groups, students share their responses to a prompt in the announcements message, a piece of news about themselves, or ideas about a topic related to their studies or interests.

Activity—The whole group does a fun, lively activity that’s focused on the specific purpose of the meeting.

Responsive Advisory Meeting offers a solid framework for building meaningful connections and developing respectful and trusting relationships, while meeting students’ developmental needs to belong, feel significant, and have fun.”

–from The Responsive Advisory Meeting Book

 

You can find our latest articles on Responsive Advisory Meeting below.

Explore our approach, fostering safe, joyful, and engaging classrooms. We prioritize social, emotional, and academic growth, guided by principles.

Classroom Management & Discipline Special Times in the Year
Keep Learning Going During Holiday & Vacation Times

Suddenly, it seems like the class is falling apart. Classroom routines that were going smoothly just a few weeks ago now seem rough around the edges. More and more children are forgetting to follow classroom rules. The noise level is higher, and academic productivity seems lower. What's going on?

Read More
Discipline Teacher Language
When Children Are Defiant

I once taught a second grader who sometimes subtly refused to go along with what we were doing. For instance, if we had to leave the classroom and John didn't want to go, he'd get in line—but then walk as slowly as possible. The more his classmates and I urged him to walk faster, the slower he would go. At each deliberate step, I could feel my blood pressure rise. But in that moment, I could do little. I couldn't physically make John walk faster; nor was he ready to rationally discuss his feelings or options. Rarely did a student's behavior get to me, but John's resistance always did.

Read More
Middle School Middle School Teacher Language
Reinforcing Language: Giving Middle Schoolers Supportive Feedback

Teacher language—the words, tone, and pace we use when we talk to students—may be the most powerful of all our teaching tools. After all, language permeates nearly every interaction we have with students; we use words to exchange friendly greetings, give instructions, deliver content, and check understanding.

Read More

Responsive Advisory Meeting