trevordayschool

1 9 T R E V O R D AY S C H O O L n W I N T E R 2 0 1 6 – 2 0 1 7 I am advising students again this year, for the first time in four years, and I find myself engaging in one of the most fundamental tasks of an educator, which is to continue my own education. One of my advisees is a fan of the San Antonio Spurs, so we took a look at the team roster together, and we both learned something new about basketball statistics. My advisee also learned that I want to know about something that matters to him for no reason other than its importance to him. From this interaction, questions start rattling around my mind: Why do so many people follow sports? Is it simply entertainment? A peaceful outlet for the urge to wage war? A replacement for other civic and religious institutions that are on the wane? ese are confusing questions with no single answer. e next time I meet with my advisee, I'm not going to ask him how the Spurs are doing, because I can read about that in the sports pages. Instead, I am going to ask him those questions. I can teach him about time management, how to use a planner, and how to study for a test; he can teach me about why he cares so much about sports. ere is no class for this—just a conversation in the Common Room. Here are some other conversations I have had with my advisees so far this year: l Is the only reason to read to become a better writer? Why does my advisee think that this is the case? How can we make writing a genuine activity for students? To some degree, my advisee is right in her assumption that few in the "real world" want to read an essay written by a 7th grader. What kind of book might my advisee read for pleasure, and what might she read to become more knowledgeable about a subject that matters to her? l What is the best way to email a teacher asking for a small favor? Who should be included on the email besides the teacher? Has the student assumed best intent on the part of the teacher? "I'm not supposed to be on the study hall list!" is not going to get the same results as, "Dear Ms. Jones, I left an overdue assignment on your desk earlier today. Can you let me know if you received it? I am hoping not to be on the study hall list this week. Sincerely, Sally." is is a good example of why proofreading should always be done out loud. l How respectfully are you treating your peers? Your teachers? Are you using your time in the Common Room productively? What kind of example are you setting for those around you, whether in class or in a common space? Are you taking responsibility for your own actions? In other words, are you a good citizen of this community? As an inquiry-based school, we would be remiss if we did not approach all of our work through the lens of inquiry. (Consider the number of questions in this piece.) It is tempting to think of the advisor as the dispenser of advice, but this is not the defining responsibility of the advisor. First and foremost, the advisor must know her students by inquiring about their interests, hopes, fears, and dreams. And an occasional inquiry into how the Spurs are doing doesn't hurt. q Students benefit from the undivided attention of an adult who will coach them, not only through the academic program, but through the messier parts of an education. into classrooms and GPAs. A Trevor graduate is a person who seeks help and also lends a helping hand; a person who interacts respectfully with peers and with adults, and who has learned to do the hard work of repairing a relationship when it is damaged; a person who recognizes her role in setting the tone in our common spaces and our classrooms; a person who is aware of his strengths and weaknesses, the extent and the limits of his knowledge, and when it is time to stay in his comfort zone and when it is time to take a risk. So, who is in charge of our "out-of- classroom education"? In the Middle and Upper Schools, every student is assigned to an advisor for the academic year. A typical Middle School advisory group has nine members, with three students from each grade. is group meets daily for a brief morning meeting and every other week for advisory bonding time. In the Upper School, students are assigned to grade-level advisory groups. ere are seven students in each group, all from the same grade level, and their advisors are grade-level teachers. Upper School advisory groups also meet as a group every other week. e one-on-one conferences held between the advisor and the advisee form the heart of the advisory program. ese conferences are scheduled at a fixed time throughout the year. Students benefit from the undivided attention of an adult who will coach them, not only through the academic program, but through the messier parts of an education.

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