YARROW ULEHMAN
Innovative and Collaborative International Educator
ADVIsory // Community Building
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Community or Advisory time during middle school is an invaluable opportunity to bond with students, mentor them through difficult moments, and help them develop collaborative life skills. In our sessions we discuss topics related to social emotional health, conflict resolution, current events, and student directed topics.
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I feel it is significant that students have an adult and close knit group of students that they trust and feel truly know them. It is inspiring to see how these students grow in maturity and vulnerability over time.
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At the American International School of Bucharest, I was part of the 8th grade Advisory team, Mentoring one class (15-20 students) with a fellow teacher. The administration has been supportive regarding social-emotional health of their students, especially during Covid and scheduled a rotational schedule with students to participate in Advisory 45 min a day. They have lessons directed specifically to development of the ATL skills, Advisory curriculum units, and "Vampire Time" where they pick activities of personal interest to participate in.
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At Graded: The American School of São Paulo, I have been so grateful to have a supportive administration and Advisory team that advocate for scheduled daily time (45 minutes) with an group of 12 students. I have looped with my students, teaching them in 6th grade and serving as Advisor in their 7th & 8th grade years. We build community at the school with Assemblies, "House Days"where 3 groups get together for fun competitions, and provide study time once a week.
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At the time I taught at Washington Middle School, Seattle Public Schools, we did not have any community time scheduled into the day, although other teachers and myself advocated for a program to address their social emotional needs and build community. I chose to dedicate some of my Humanities time to hold bi-monthly class meetings addressing pressing issues to my students, teach positive communication and conflict resolution skills, and generally connect to each other. These students, many of whom did not have much support at home or in their communities, benefited greatly from these conversations.
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Class Norms
Students designed their own Class Agreements the first week of school, considering all the ways they wish to feel in the classroom and how they would be able to accomplish it as a group!
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Each day, we begin with an Entry Routine or “DO NOW” that students begin independently by the beginning of class. This is posted on the board, as well as an ingrained routine after the first couple weeks! The important thing is… CONSISTENCY and High Expectations!
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