Restorative Practices Basics Restorative Practices What is it? Relationship Based Principles Building Community Repairing/restoring relationships when harm has occurred Why RP? To create a safe haven where students feel: Relationship with Peers That they belong
Relationship with adults Someone that cares about me That they have a voice Expectations are clear to me How RP Affects Your Work Paradigm Shift = in the way you look at relationships and conflict resolution Moving from traditional punitive punishments (suspensions, time-outs, expulsions) to more restorative approaches
It takes more investment in the beginning but the outcomes are more effective in the long term Social Discipline Window Social Discipline Window H i g h s u p p
o r tH i g h C o n t r o l Social Discipline Window - Looks, Sound, Feels
Like To With Student Behavior Staff Behavior Student Behavior Staff Behavior
Not For Student Behavior Staff Behavior Student Behavior Low Support - Low Control Staff
Behavior SDW Activity - Staff Habits that Make Behavior Worse Power Struggles Exempting yourself from the rules Favoritism Making too many rules Hostile Body Language
Passing the Buck Restricting the entire class Restricting recess as a punishment Failing to forgive Setting low expectations Personalizing students behavior
Public shaming or reprimanding SDW Activity - Creating structures and Supports In Pairs. How to change Staff Habits that make behaviors worse? How to bring back to your
program? What can we do? Build relationships by practicing community circles daily Repairing relationships when harm has occurred Doing things WITH students (and co-workers) instead of TO, NOT or FOR Ultimately, people will learn to make positive, productive, and effective choices in response to situations they
may encounter in the future after engaging in a restorative practice. Restorative Practice Community Circle Tips Proactive Circles Use community circles to proactively build relationships with students. There are circle guidelines to support the process and prompts such as getting acquainted on the back of the RP cards. Circles should reflect the age/grade of students (example: Kindergarten 5 to
10 minutes). Depending on the topic, circles can range from 5 -20 minutes. Impromptu is fine, but the best circle are one that are prepped in advance. Circle Guidelines Use the circle guidelines every time you have a community circle. The talking piece/stick is designed to create an equitable space for everyone to be heard. (There are posters and cards available that have the guidelines available for you)
Tone Set the tone for your community circles. Get JAZZED! Show excitement about a topic that is fun. Take on a caring or concerned, caring tone if the topic is sensitive or serious. Remember, students follow your lead so stay positive. Full Participation As the Circle Keeper, you should fully participate in the circle process. Sit in the circle With the student and not on the sidelines. Share/allow the students to get to know you too. Remember this quote Students dont care how much you know until they know how much you
care! When to Use Circles: Depending on the need to bring people together, circles will serve different purposes. Always guided by the same values and principles, circles may be called for: community building problem-solving reflecting introducing new students
Conflict resolution brainstorming support farewell to students leaving healing diffusing tension family issues community violence
debriefing Building Positive Relationships with ALL Students: Ensuring that all students feel welcomed by, connected to, and a sense of trust with the adults in the building Diana Browning Wright, M.S., L.E.P. & Clayton R. Cook, Ph.D. 17 Strategically and Intentionally Building Positive Relationships with ALL Students
Building relationships is a precondition to student learning All people are more likely to perform in the context of a positive, nurturing relationship Basics of building a relationship Spending time with the person Showing them you care and can be trusted Holding a conversation with the student Ask questions and listen Be an expert about kid culture (what it means to be a kid these days) 18 Diana Browning Wright, M.S., L.E.P. & Clayton R. Cook, Ph.D.
Francesca. Make the link with patriarchy. Recording . ... Anderson, K. 1997 Gender, status, and domestic violence: An integration of feminist and family violence approaches, Journal of Marriage and the Family, 59(3), pp. 655-669.
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