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Restorative Discipline in Schools

Restorative Discipline in Schools. An introduction to restorative justice based alternatives for school discipline Lee Copenhagen, LCSW Tennyson High School 2012-13. Teaching today in California. Education finance under Prop 13 Population increases in Hayward

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Restorative Discipline in Schools

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  1. Restorative Discipline in Schools An introduction to restorative justice based alternatives for school discipline Lee Copenhagen, LCSW Tennyson High School 2012-13

  2. Teaching today in California • Education finance under Prop 13 • Population increases in Hayward • 1980-2000= approx 50K more residents • 2000-2010= only 4K • Approx 30K 5-19 year old, about same for decade • Diversity over last decade • Caucasian: drop of 10% • African American & Asian; about same • Latino/a: increase about 10% • Class Size has increased

  3. New economic challenges since 70’s • Computers & telecommunications • Outsourcing of jobs • Doubling of US population • Minorities and Women win legal right to participate in workforce & enter enthusiastically • Excess of labor causing private wages to freeze • Easy & cheap credit • Rates of unemployment & poverty increase • 2008 collapse of housing industry (Wolff, 2012)

  4. Education funding

  5. Diverse population

  6. Rising achievement

  7. What must be done to address the challenges in urban schools today: Secure housing, food, & health care, so that children can come to school ready to learn each day Supportive early learning environments Equitably funded schools which provide equitable access to high-quality teaching Well-prepared & well-supported teachers & leaders Standards, curriculum, & assessments focused on 21st century learning goals Schools organized for in-depth student & teacher learning (Darling-Hamond, 2010)

  8. The role of discipline • “to teach or to train” • Short term goal: stop inappropriate behavior • Long term goal: take responsibility for own behavior & learn self-discipline skills

  9. The role of punishment • “Where did we ever get the crazy idea that to make people do better we first have to make them feel worse?” (Nelson, Lott & Glenn, 2000). • Obey when the enforcer is present • Negative effects well documented • Student blames punisher rather than taking responsibility for the harm of their misbehavior

  10. The shift in classroom management over 20 years • from focus on intervention-recognition & punishment of misbehavior • to focus on prevention through development of classroom communities in which norms are established & academic routines promote constructive work (Darling-Hammond & Bransford, 2005. • Behavioral approaches that emphasize good behavior and use punishments sparingly

  11. Why look beyond behaviorism? • emphasis on controlling behavior often leads to resistance rather than buy-in • overuse of extrinsic rewards and sanctions can undermine intrinsic motivation (so neither, self-maintenance of positive behavior, or self- responsibility skills, are developed in students.) • teachers need more than behavioral controls

  12. How to manage well: • Creating meaningful curriculum & engaging pedagogy to support motivation, • Developing supportive learning communities, • Organizing & structuring the classroom, • Repairing and restoring behavior respectfully, and • Encouraging moral development. (Darling-Hamond & Branford, 2005)

  13. Dr. Terrence RobertsLittle Rock Nine Foundation • Do what it takes to make relationships • Build strong dyads • Model learning • Make a real commitment: “I will do whatever it takes to help THS be a better school for our students”

  14. The role of restorative discipline • Concerns with appropriate consequences • Focus on empathy & repairing the harm • Teaching the student needed skills • As alternatives to retributive consequences

  15. Definition of Restorative Justice “Restorative Justice is a process to involve, to the extent possible, those who have a stake in a specific offense and to collectively identify and address harms, needs, obligations, in order to heal and put things as right as possible.” Howard Zehr, 2002

  16. Shared interest Offender Interests Victim Interests School Community Interests Victim/Offender/ Community

  17. RJ in Colorado High School Video http://vimeo.com/15006396 Click on above link or paste to browser http://www.restorativejusticecolorado.org/restorative-justice-in-schools.html

  18. Guiding questions • Who has been hurt? • What are their needs? • Whose obligations are they? • What are the causes? • Who has a ‘stake’ in this? • What is the appropriate process to involve the stakeholders to put things right? (Zehr, 2002).

  19. Restorative discipline: • Recognizes the purpose of the misbehavior • Addresses the needs of those harmed • Works to put things right • Aims to improve the future • Seeks to heal • Uses the collaborative process Stutzman & Mullet, 2005).

  20. OUSD 3 Tiers

  21. Punitive vs. Restorative

  22. Traditional Discipline • Based on a system of punishment and reward • Not typically used as a teaching tool • Makes the school culture adversarial • Tends to support labeling of students: bad and good kids • Bandage approach with few lasting effects • Victims get little from the process

  23. Their Maladaptive Responses The spectrum of things kids do when life’s demands exceed their capacity to respond adaptively: Cry, sulk, pout, whine, withdraw Screaming, swearing, spitting, hitting, kicking, destroying property, lying, truancy Self-injurious behavior, self-induced vomiting, drinking or using drugs to excess, stabbing, shooting Some kids when pushed to their limits don’t have the skills “to hold it together”

  24. Behavior 101 Antecedent Behavior Consequence trigger response result Positive consequences reward and reinforce behavior. School discipline programs: Behavior that ‘works’ for the student continues and maladaptive behavior is “gets” something desirable, or “escapes” or “avoids” something undesirable. But, punishments are seldom effective, and lose effect with repetition, even if progressively more harsh. What lagging skills are preventing the student from behaving adaptively?

  25. Situational Analysis Behind every challenging behavior is an unsolved problem or a lagging skill (or both). Lagging skills (behavior) are the WHY Unsolved problems (triggers) are the WHO, WHAT, WHEN & WHERE Natural, punishing, and illogical consequences; none teach cognitive lagging skills or help kids solve problems

  26. Lagging Skills Executive functioning Skills Language processing skills Cognitive flexibility skills Social Skills (see Thinking Skills Inventory)

  27. Orchestrating your class “Research illustrates that classroom management relies as much on developing relationships and orchestrating a productive learning community as it does on determining consequences for inappropriate behavior” (Darling-Hammond & Branford, 2005).

  28. Crisis Response Institute’s Integrated Experience Model

  29. Handling Unmet Expectations • Plan A • Adults impose their will on students • Greatly increases the probability of acting-out • Authoritarian, Strict Father model • Plan C • Dropping expectations, temporarily • Passive model • Plan B • Resolving the problem in a realistic and collaborative manner • Authoritative, nurturing parent model

  30. Plan B (s) • Emergency Plan B • Timing • Empathy with “what’s up?” • Reflective Listening • Proactive Plan B • Empathy (plus reassurance) • Define the problem • Invitation “I wonder if there is a way…?”

  31. What would Restorative Discipline look like? • Cooperative, supports community building, culture of mutual respect • Focus is on the behavior as a bad choice, not the student as a bad person • Restorative measures used as primary, traditional still available as last resort • Gives misbehavior a context, the students see how their actions affect others • Reduces the amount of time spent on disciplinary action because the root of the problem is dealt with

  32. Comparison of RJ Practices Adapted from Transforming Conflict at http://w\w.transformin»connict-Qrg/Restorativc Approaches and Practices.htm.

  33. (An aside on Zero Tolerance) • NAACP • American Psychological Association • Advancement Project & Harvard University • Schoolhouse to Jailhouse Pipeline • ACLU

  34. Where could we use RJ? • Classroom discipline • Conflict Resolution • Truancy • Suspension • Individual Education Plans • Disciplinary Hearings

  35. School-wide Strategies • 2008 Denver Public Schools’ Strategies • Administrative/Legal • Restorative • Skill-based Therapeutic • 2009 San Francisco USD • 2010 Oakland USD • Alameda County Restorative Juvenile Justice Strategic Plan 2009-2012

  36. ModerateIntervention & Reintegration School-wide Strategy Maximum Intervention & Reintegration Family Group Conferences, Circles Of Support and Accountability 5% 15 % Restorative Conversations, Victim-Offender Dialog, Teacher-Student Dialogs Routines and rituals, Hall monitors, Daily Class Check-Ins 30% Prevention Minimal Intervention Hallway Behaviors and Reminders On the way to and from school 50 % Whole School Practices that promote and strengthen a sense of belonging and ownership, healthy relationships between adults, between students, between adults and students. Class meetings, values and guidelines. School values and guidelines Routines and rituals

  37. Denver Public Schools

  38. DPS (cont.)

  39. Why Restorative Justice?Evidence from Practices • Positive School Culture • Increase achievement and test scores • Reduced Suspensions • Attendance to disproportionate minority contact • Reduced Retaliation • Increased Student Accountability • Increased Family Involvement • Increased Teacher Retention

  40. Transforming Conflict’s Model

  41. What Are School Peacemaking Circles? • A Process for bringing students together as equals to talk about the offense • Provides an atmosphere of respect & concern for everyone • Face-to-face encounter to repair harm • Led by trained Circle Keepers & Participants decide Circle outcome

  42. What are Circles? (cont.) • Voluntary for victim • Admission of responsibility by offender • Incident-based, behavior-based • Looks at underlying causes • Focuses on empowering participants • Comes to consensus agreement

  43. PEACEKEEPING CIRCLES KEEPER SUPPORTER COMMUNITY MEMBER VICTIM OFFENDER FAMILY MEMBER SUPPORTER POLICE OFFICER FAMILY MEMBER COMMUNITY MEMBER HUMAN SERVICES PROBATION OFFICER KEEPER

  44. Where Circles Fit (Schools) SUSPENSION CLASSROOM ROLEPLAYS, TEACH RJ SKILLS PRE- RETURN TO CLASS, PROGRAM Circle Opportunity ISS OR IMMEDIATELY EXPULSION RE-ENTRY TO DISTRICT

  45. Thanks to: • Illinois Criminal Justice Information Authority • Minnesota Dept of Corrections • National Institute of Corrections • Oakland Unified School District • Office of Juvenile Justice & Delinquency Prevention • Oxford Hills School District, Maine • University of Minnesota School of Social Work

  46. References ACLU of Northern California. (2010). Discipline in California Schools: Legal requirements and positive school environments. Amstutz, L. S. & Mullet, J. J. (2005). The Little Book of Restorative Discipline for schools: Teaching responsibility; creating caring climates. California Legislative Analysts Office (2011). Calfacts. Online at http://www.lao.ca.gov/laoapp/PubDetails.aspx?id=2381 Chapman, J. (2009). Prop 13: Some unintended consequences. Public Policy Insitute of California. Online at http://www.ppic.org/main/publication.asp?i=116

  47. Claassen, R. & Claassen, R. (1996). Making Things Right: 32 activities teach conflict resolution & mediation skills. Darling-Hammond, L. (2010). The Flat World and Education: How America’s commitment to equity will determine our future. Darling-Hammond, L., & Branford, J. (Eds.).(2005). Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to do. Goldstein, A. P., Glick, B. & GibbsJ. C. (1998)..Aggression Replacement Training: A comprehensive intervention for aggressive youth, (Rev. Ed). Greene,R. W. (2008). Behavioral Challenges Are Falling Through the Cracks and How Lost at School: Why our kids with we can help find them. Greene, R W. & Ablon,J. S. (2006). Treating Explosive Kids: The CollaborativeProblem-Solving Approach

  48. Hopkins, B. (2004). Just Schools: A whole school approach to restorative justice. Kohn, A. (2006). Beyond Discipline: From compliance to community, 2nd Ed. Nelson, J., Lott,Lynn, & Glenn, H. S. (1993). Positive Discipline in the Classroom: Developing mutual respect, cooperation and responsibility in your classroom. State of Illinois, (2008). Implementing Restorative Justice: A guide for schools. Wolff, R. (2012) Occupy the Economy: Challenging capitalism. Zehr, H. (2002). Little Book of Restorative Justice.

  49. Expect miracles

  50. Lee Copenhagen, MSW, LCSW, is a nationally certified restorative justice trainer and practitioner who has conducted trainings in victim offender dialog, circle keeping, mediation, delinquency prevention, and restorative justice. Lee has been working on high school campuses for over twenty-five years in many different roles including juvenile investigator, youth probation officer, social worker, youth gang researcher, teacher, counselor, family therapist, and parent. www.cojustice.org

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