Definitions and Terms

Review : When the schedule says “review” such as in the handbook or a particular policy, please be sure to have students read through such policies either aloud or to themselves, check for understanding, and check that they can apply this reviewed information to themselves. Reviewing goals is addressed on the goal setting page.

Example : When reviewing the dress code policy, please have them read the full policy in the handbook. Have them be able to tell you what it says. Make sure they understand what it means for their manner of dressing in school. For an even greater understanding, see if they can explain why they think a policy might be written in such a manner. At the point of “reviewing” you are not assigning a positive or negative value to the policy....That’s another activity.

Maintain Contact : Whenever you need to maintain contact, please be sure that the person you have contacted, has received the communication. Either request that they send a reply that they received the communication, or follow up to be sure. If you choose to maintain contact by e-mail, you have a record of your contact and their response. Otherwise, you shou keep a log of the contact made.


Process : Similar to reviewing, when processing information, check for understanding, but also see if they can make connections beyond the knowledge and personal application of the topic covered. For example, when processing the commonalities activity, what does it mean about our society that fried chicken (or Ben and Jerry’s) came up as a favorite food for everyone in advisory. Or what does it say about our society that there were no commonalities ? That is the deeper critical thinking piece.

Goal Setting is covered thouroughly on the goal setting page at :