Series EdVisions Deeper Learning: Building Student-Advisor Relationships

Building Student-Advisor Relationships

Lesson Objective: Support students to meet goals
Grades 6-12 / All Subjects / Engagement
3 MIN

PLEASE CREATE A NEW ACCOUNT OR LOG IN TO ACCESS THIS CONTENT

Enjoy your first video for free. Subscribe for unlimited access.


Have questions about subscribing?

Click Here to learn more about individual subscriptions.
Click Here to learn more about School and Institution access.

Discussion and Supporting Materials

Thought starters

  1. How do advisors support students in setting goals, planning to meet goals, and persisting to achieve goals?
  2. Why is it important to build strong student-advisor relationships?
  3. What is the role of advisory?

5 Comments

  • Private message to Paige Klumpe

These advisors give education help, but also learn about them personally. They learn what is important to each student, and help lead students in the right direction. They learn about their goals and help them achieve them. This brings a level of trust to students. I think this helps the students realize that someone is in their corner. 

Recommended (0)
  • Private message to Diane Nelson

Teachers are advisers. helping student set up goals and follow thier course.  Check in on the students to be sure they are still interested in their orignal idea. Students become independent learners and develop a partnership with their adviser. The adviser is responsible for helping to motivate the students. STudents connect withthe community and have a valued role in the community.

Recommended (0)
  • Private message to Jane Brady
You're right Bridget- it's exactly what we do here at INSITE! I love how the students have their only 'areas' to 'make their own. I wish they would have expanded on the group advisory meeting goals and parameters. Very independent students there!
Recommended (0)
  • Private message to Madiha Qadri
ngiegnege
Recommended (0)
  • Private message to Nathan Schultz
The New Country School in Minnesota looks intriguing. My thought going into this video was that I may better understand my role as an advisor in a more traditional school, but that does not seem to be what this video is about. The school shown here seems to offer each student an individualized curriculum that advisors monitor as the students move forward with the projects that constitute their individual curriculum. Still, as Carol Dweck's comments in her "Notes" above suggest, the video does remind me that I need to forge partnerships with students instead of establishing relationships where I hold all the power. This seems to go back to an idea I think I heard from Charles Fay: "If the teachers come out the school building each day exhausted, and the students come out with a tremendous amount of energy, then something's wrong." In other words, the students need to be active partners in their own learning. They need to be sharing the work with their instructors. Teachers and students should leave the building having spent energy in the work of learning. Maybe this is what is meant, at least in part, by "partnership"?
Recommended (0)

Transcripts

  • Building Student-Advisor Relationship Transcript

    Narrator: When we talk about relationships and belongingness here, we’re really talking about advisors trying to know

    Building Student-Advisor Relationship Transcript

    Narrator: When we talk about relationships and belongingness here, we’re really talking about advisors trying to know that student academically, knowing them personally, knowing them as a whole student, really, really knowing what makes them tick.

    Teacher: This about science and all the things you could explore through this project.

    Student: Yeah. I typed it out so I can have it all prepared when they ask.

    Narrator: The role of an advisor is going to be to guide students and say, here’s where you’re at, here’s where you want to be. How can I help you get there?

    Teacher: We’re gonna head into advisory in the conference room. Okay?

    Narrator: In advisory, we’re hearing announcements and things like that, but also, it’s that connection piece. Are they accomplishing their goals? How are they doing personally? What’s going on in their home life?

    Teacher: I would still go back and check the intensities and the date matchup on that other site.

    Student: Okay.

    Narrator: Sometimes they just need help in direction, but sometimes, it becomes a deeper conversations with them where they have to realize what their ultimate goal in this life is not what they’ve somehow set their dream on, maybe at a young age, but who they’re becoming as an adult person in this world. The deeper learning comes from them experiencing a variety of things and realizing what is important to them and what isn’t important to them.

    Student: They’re there for me to help lead me with my teaching, but they also care about what I’m learning and what I want to accomplish in my life. They help me make individualized learning plans from what I want to do, what I want to do to succeed.

    Narrator: Some students will be like—they don’t need a lot of help from an advisory. Other students, the advisor’s gonna have to swing past their desk every 15 minutes.

    Student: Science. I know I need more in that.

    Teacher: You have three credits required. You need to get all of the different areas.

    Narrator: We call each other by first names for a reason because I want us to be at an even playing field. If they start lacking responsibility, then I need to move up a little bit here until we can figure out what’s going on that causing that lack of responsibility. Then, hopefully, we can move them back to an even level again.

    Teacher: Here’s a couple things. Yeah.

    Narrator: The students and teachers need to trust each other. It’s a partnership alongside, and you have to build that partnership. As an advisor, you have to know when you can spend some political chips, relationship chips, and ask a little bit more of the students.

    Teacher: I think we should try to schedule that for next week.

    Narrator: The students with that relationship need to trust the advisor and say, well, you think I can do it. I’ll give it a go.

    Teacher: What do you think you wanna address today that’s on that list?

    Narrator: When they’re basically telling me this is who I am, this is where I’m headed, that’s when I get out of their way. That’s when I know they’re ready. That’s when I know that this has worked.

    Teacher: Can we shoot for Tuesday next week?

    Narrator: The students start to see that it’s not just them and one teacher; it’s them with a community.

    Teacher: Announcements real quick.

    Narrator: As you focus on building these relationships, there’s kind of a natural byproduct that comes out of the plan of moving a student toward their future.

    [End of Audio]

School Details

Minnesota New Country School
210 Main Street
Henderson MN 56044
Population: 129

Data Provided By:

greatschools

Teachers

teachers
Aaron Grimm
teachers
Keven Kroehler
teachers
Nicole Kotasek
teachers
Dee Thomas