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Woodbury Advisory: General Information

A guide to activities and themes to cover with advisory classes.

Growth Mindset

Mindset explains:

Why brains and talent don’t bring success
How they can stand in the way of it
Why praising brains and talent doesn’t foster self-esteem and accomplishment, but jeopardizes them
How teaching a simple idea about the brain raises grades and productivity
What all great CEOs, parents, teachers, athletes know

Mindset is a simple idea discovered by world-renowned Stanford University psychologist Carol Dweck in decades of research on achievement and success—a simple idea that makes all the difference.

In a fixed mindset, people believe their basic qualities, like their intelligence or talent, are simply fixed traits. They spend their time documenting their intelligence or talent instead of developing them. They also believe that talent alone creates success—without effort. They’re wrong.

In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment. Virtually all great people have had these qualities.

Teaching a growth mindset creates motivation and productivity in the worlds of business, education, and sports. It enhances relationships. When you read Mindset, you’ll see how.

Advisory Themes

6 Pillars of Character

Trustworthiness (think true blue)

  • Be honest
  • Don’t deceive, cheat, or steal
  • Be reliable — do what you say you’ll do      
  • Have the courage to do the right thing
  • Build a good reputation
  • Be loyal — stand by your family, friends, and country 

(think the Golden Rule)

  • Treat others with respect; follow the Golden Rule
  • Be tolerant and accepting of differences
  • Use good manners, not bad language
  • Be considerate of the feelings of others
  • Don’t threaten, hit or hurt anyone
  • Deal peacefully with anger, insults, and disagreements

Responsibility (think green for a garden or finances or as in being solid like an Oak Tree)

  • Do what you are supposed to do
  • Plan ahead
  • Persevere: keep on trying!
  • Always do your best
  • Use self-control
  • Be self-disciplined
  • Think before you act — consider the consequences
  • Be accountable for your words, actions, and attitudes
  • Set a good example for others

(think of dividing an orange into equal sections to share fairly with friends)

  • Play by the rules
  • Take turns and share
  • Be open-minded; listen to others
  • Don’t take advantage of others
  • Don’t blame others carelessly
  • Treat all people fairly

Caring (think of a heart)

  • Be kind
  • Be compassionate and show you care
  • Express gratitude                              
  • Forgive others
  • Help people in need

tizenship (think regal purple as representing the state)

  • Do your share to make your school and community better
  • Cooperate
  • Get involved in community affairs
  • Stay informed; vote
  • Be a good neighbor
  • Obey laws and rules
  • Respect authority
  • Protect the environment
  • Volunteer

Advisory Mission Statement

The purpose of advisory is to provide a caring environment in which a student can feel comfortable learning about him/herself and the people around him/her.

Advisory Goals

  • Assure that each student has an adult advocate at school.
  • Increase student performance (social, emotional, academic, and physical).
  • Provide opportunities for students to take an active part in the school community.
  • Foster a sense of belonging and self worth.
  • Help students better understand themselves and the relationships with others.

Advisors Responsibilities

  • Read daily scripts, show videos, or complete activities under each month 
  • Distribute and collect student forms
  • Assign lockers and conduct periodic checks
  • Discuss and monitor students academic progress
  • Present concerns about a student to the guidance counselor
  • Serve as a role model for students
  • Help students develop achievable goals for their school year
  • Strive to develop a relationship with each student in your advisory

Please feel free to give me feedback for upcoming Advisories! 

Executive Functioning Skills

Executive Functioning Skills


The ability to stop one's own behavior at the appropriate time, including stopping actions and thoughts. The flip side of inhibition is impulsivity; if you have weak ability to stop yourself from acting on your impulses, then you are "impulsive." 


The ability to move freely from one situation to another and to think flexibly in order to respond appropriately to the situation. 

Emotional Control 

The ability to modulate emotional responses by bringing rational thought to bear on feelings. 


The ability to begin a task or activity and to independently generate ideas, responses, or problem-solving strategies. 

Working Memory 

The capacity to hold information in mind for the purpose of completing a task. 


The ability to manage current and future- oriented task demands. 

Organization of Materials 

The ability to impose order on work, play, and storage spaces. 


The ability to monitor one's own performance and to measure it against some standard of what is needed or expected. 

*Activities are available under the executive functioning tab if you would like to incorporate some into your advisory period or with a particular student of yours who may be struggling.