An Examination of A Middle School Advisory Program as It Relates to Student and Teacher Relationships

It takes a special person to be an educator at the middle school level. Young
adolescents during these years are often dazed and confused as they are undergoing more changes in their lives than any other time, outside of infancy. In recognizing these needs, educators began calling for a reform to create "developmentally responsive" schools since the early 1900's. The idea of "developmentally responsive" becomes even more critical in the middle school years as adolescents nced advice, models, guidance and direction. In response to these needs, many national organizations have recommended advisory programs as a component of an effective middle school program. While many
have given this idea valiant effort, many schools have failed to implement sustain an effective advisory program.