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Teaching Restorative Thinking to Primary Students: Building Connections and Skills

This guide delves into the importance of explicitly teaching restorative thinking and behavior to junior primary students. By fostering connections through fun and laughter, we promote positive emotions, creativity, and problem-solving capabilities, allowing children to recover from adversity more effectively. The curriculum emphasizes essential skills like empathy, reflection, and decision-making within Circle Time. Through structured activities such as role-play and apologies, students learn to understand their actions and their impacts on others, ultimately aiming to strengthen relationships and build new skills.

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Teaching Restorative Thinking to Primary Students: Building Connections and Skills

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  1. Explicitly Teaching Restorative Thinking and Behaviour to Junior Primary Students Bill Hansberry & Jane Langley

  2. It’s not rocket science...It’s connection, connection, connection. William Pollack PhD Having fun and laughing together promotes a sense of connection and raises levels of oxytocin - the ‘feel good’ neurotransmitter. Predominantly positive emotions foster creativity and problem-solving - they enhance people’s ability to think. They also help undo the effects of negative emotion - people bounce back more quickly from adversity (Frederickson, 2009).

  3. skills kids need to work restoratively...

  4. Reason Empathise Reflect Understand how their behaviour affects others Name and understand emotions Work with others Make decisions Be objective To work restoratively children need to be able to..

  5. Restorative thinking and behaviour require explicit teaching and Circle Time is the perfect forum for doing this.

  6. The RP Pyramid Aiming to strengthen relationships and build some new skills today !!!

  7. Swap seats Grab the finger

  8. From session 2 Inside and Outside Hurts

  9. From session 9 Seeing Things Differently

  10. Fromsessions 6 & 7 What do we know as Restorative practitioners about meeting the needs of those in an incident of conflict or harm?

  11. From session 6 What we need when we are hurt

  12. From session 11 Questions That Help Fix Things

  13. An apology is a statement that ideally expresses regret over an action • We apologise ….. • When we realise something we said or did was wrong • To fix things up • To repair relationships • To move on • For our own need to remove guilt and shame • Apologies give us the capacity to make a new start The Purpose of Sorry

  14. Building an Apology The first sentence should describe what was said or done that was wrong. The second sentence explains why it was wrong(how it affected you / school rule) The third sentence states what choice should have been made or will be made next time. “I'm sorry for hitting you, I know it hurt you, I should have used my words.”

  15. The Reply “Thankyou for your apology I didn’t like it when you snatched my truck. I felt sad.”

  16. Pair Share and Feedback • How will Peter show Lance that he’s sorry tomorrow? • one idea from each pair

  17. From Unconsciously Incompetent Ideally our aim is to move young people along the continuum To Unconsciously Competent

  18. Questions

  19. Day 2 Lunch In the Betty Cuthbert Foyer

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