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Restorative practice for the modern educator

Else Crooks, Betty Lapeyre and Lauren Stelmaschukl. Restorative practice for the modern educator. Icebreaker. Introduce yourself One interesting thing about you What brought you here. How to Use Restorative Practice.

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Restorative practice for the modern educator

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  1. Else Crooks, Betty Lapeyre and Lauren Stelmaschukl Restorative practice for the modern educator

  2. Icebreaker • Introduce yourself • One interesting thing about you • What brought you here

  3. How to Use Restorative Practice • Introduction, icebreakers, buuilding connection, getting to know each other, check in/out, building positive relationships, building a foundation, etc. • Deliver and process course content, introduce and gather information about a new course project/topic, discuss, sharing ideas, dealing with classroom issues, solving problem, etc. • Discipline, conflict resolution, problem solving, remediation, mediation, taking responsibility and accountability, supporting behaviour change, etc.

  4. So...What is Restorative Practice • Restorative Practice is... • Respectful: distinguishing behaviour from person • Fair: engaging, with explanations and clarifying expectations • Restorative: by building relationships and, when necessary, repairing harm • Restorative Practice does... • Develop empathy through reflection, insight, learning • Enhance Responsibility and Accountability • Support positive behaviour change • Strengthen relationships

  5. Video Clip

  6. Why the Circle? • Equality • Safety • Responsibility • Facilitation • Ownership • Connections

  7. Restorative Principles • Restorative empathic listening • Restorative discussion • Mediation • Problem-solving • Conflict-resolution • Win-win situations • Facilitating learning, education planning, classroom activity

  8. Social Discipline Window

  9. Using Circles with Students “A basic premise of RP is that the increasing inappropriate behaviour in schools is a direct consequence of the overall loss of connectedness in our society.” RP fosters inclusion, community, accountability, responsibility, support, nurturing, and cooperation. • Builds respect and knowledge the students have for one another • Unites the class as a community • Students have to take responsibility for how they interact with each other • Student take responsibility for their learning • Quieter students are heard-equality is fostered

  10. Using Circles With Students • When using circles in the classroom two goals are accomplished... • Helping students get to know each other better • Delivering course content • Classroom circles can be designed to connect students as well as deliver and process course content • Examples of circles might include: check in/out, lit. circles, class discussion, current events, reviews, developing guidelines, generating ideas, reviewing expectations, answering questions as a group ... • Caution that the guidelines and circle expectations must be clear and judicious

  11. Using Circles to Respond to Incidents • A circle go-around is an effective tool for engaging students in a discussion to resolve an issue • 2 critical questions to address: • 1. What harm was caused? • 2. What needs to happen to make things right? • Note: Asking “Why” is a useless endeavour, stick to objective questioning! • Other questions that may be helpful:

  12. Using Circles to Respond to Incidents What Have you thought about since the incident? How do you feel about what happened? What has been the hardest part of this for you? Who has been affected by this incident? How have they been affected? What was your part in the problem? What needs to happen to make this right What can we do to make sure this doesn’t happen again How have you felt in the past when..... ?

  13. Classroom Issue: Role Play • In groups of 5-7 elect one person to be the facilitator, and 2 to be the “offending” students, and all else are the affected students in the class • Scenario: There are 2 students who are constantly disrupting class, making snide remarks and constantly chattering during instruction. The Teacher decides to use a circle to address this issue with the class • Use the questions included in your handout to respond to this incident.

  14. Role Play Debrief: • How did this exercise work? • Was there a successful resolution? • Can you see this working in your classroom? • What would you change to make this approach fit your educational philosophy?

  15. Compass of Shame Figure 4. The Compass of Shame(adapted from Nathanson, 1992)

  16. The Questions...When Things go Wrong! • What happened? • What were you thinking of at the time? • What have you thought about since? • Who has been affected by what you have done? In what way? • What do you think you need to do to make things right?

  17. Questions…When Someone has been Harmed • What did you think when you realized what had happened? • What impact has this incident had on you and others? • What has been the hardest thing for you? • What do you think needs to happen to make things right?

  18. Discipline...

  19. Significance... • Building lasting relationships • Repairing the harm that has been done • Taking responsibility for ones actions • The person must buy in...but trust can be established through the informal circle • Repetition of circles as intervention leads to buy as well • Goal is behaviour change due to increased empathy

  20. Debrief

  21. Closing and Questions • Check out go-a-round

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