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Dominique Smith, Douglas Fisher, and Nancy Frey

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Foreword by Zachary Scott Robbins

Module 1: The Logic of Restorative Practices

Module 2: Foundations of Respect

Module 3: Establishing Expectations and Teaching for Engagement

Module 4: Restorative Conversations Using Affective Statements

Module 5: Restorative Conversations Using Impromptu Conversations

Module 6: Restorative Circles

Module 7: Formal Restorative Conferences and Victim-Offender Dialogues

What Does Success Look Like?

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Foreword by Zachary Scott Robbins Module 1: The Logic of Restorative Practices Module 2: Foundations of Respect Module 3: Establishing Expectations and Teaching for Engagement Module 4: Restorative Conversations Using Affective Statements Module 5: Restorative Conversations Using Impromptu Conversations Module 6: Restorative Circles Module 7: Formal Restorative Conferences and Victim-Offender Dialogues What Does Success Look Like?

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We Believe, so We Will, so We'll Need - TG

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LCS Ghana: Reflection (Restorative & Sustaining) - Google Jamboard

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LCS Ghana: Reflection (Restorative & Sustaining)

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As we collaborate across the morning together, please post your questions and wonderings below. 👇

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Better Than Carrots or Sticks: Restorative Practices for Positive Classroom Management

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Better Than Carrots or Sticks: Restorative Practices for Positive Classroom Management

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Dominique Smith, Douglas Fisher, and Nancy Frey

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ASCD Bestseller! Classroom management is traditionally a matter of encouraging good behavior and discouraging bad by doling out rewards and punishments. But studies show that when educators empower students to address and correct misbehavior among themselves, positive results are longer lasting and more wide reaching.

In Better Than Carrots or Sticks, longtime educators and best-selling authors Dominique Smith, Douglas Fisher, and Nancy Frey provide a practical blueprint for creating a cooperative and respectful classroom climate in which students and teachers work through behavioral issues together. After a comprehensive overview of the roots of the restorative practices movement in schools, the authors explain how to

Establish procedures and expectations for student behavior that encourage the development of positive interpersonal skills;

Develop a nonconfrontational rapport with even the most challenging students; and

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Better Than Carrots or Sticks: Restorative Practices for Positive Classroom Management

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Better Than Carrots or Sticks: Restorative Practices for Positive Classroom Management [Smith, Dominique, Fisher, Douglas, Frey, Nancy] on Amazon.com. *FREE* shipping on qualifying offers. Better Than Carrots or Sticks: Restorative Practices for Positive Classroom Management

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How a Restorative Conversation Might Go...

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How a Restorative Conversation Might Go...

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tonya@tonyagilchrist.com

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With a partner or small group, practice transforming teacher talk from telling and alienating to asking and understanding.

Post the link to your document below. 👇👇

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Let's Live It: Restorative Language - TG

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What are restorative practices? What are they not?

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What are restorative practices? What are they not?

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Review the attached visuals of frames for considering restorative practices.

1. What affirms, extends, and/or sparks your thinking? Discuss with your table group. 💬

2. Record your biggest ideas below. 👇👇

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A Collection of Circle Questions from Around the World

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A Collection of Circle Questions from Around the World

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Living Agency - Quadrants (Napper and Rao, 2020)

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The Restorative Practices Handbook (2nd Edition)

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The Restorative Practices Handbook (2nd Edition)

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Bob Costello, Joshua Wachtel, and Ted Wachtel

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The Restorative Practices Handbook is a practical guide for educators interested in implementing restorative practices, an approach that proactively builds positive school communities while dramatically reducing discipline referrals, suspensions and expulsions. The handbook discusses the spectrum of restorative techniques, offers implementation guidelines, explains how and why the processes work, and relates real-world stories of restorative practices in action.

Note about the second edition.
Since the first edition of this book was written in 2009, hundreds more schools across the U.S. and the world have implemented restorative practices. Research studies have been conducted to examine how restorative practices may best be implemented. The changes to this new edition have been minor, however. We replaced some older stories with relevant new anecdotes. Several theoretical points have been clarified. More emphasis has been placed on the proactive use of restorative practices, especially circles. We've also added examples of how administrators may use restorative practices with teachers and other staff. Thanks to IIRP Lecturer Mary Jo Hebling for her careful reading and her thoughtful suggestions and anecdotes that we've incorporated in this edition.
Contents:

Introduction: New Thinking, New Practice, New Result

Chapter 1: Restorative Practices in the Classroom

Chapter 2: Restorative Practices and Discipline

Chapter 3: Leadership and School Change

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The Restorative Practices Handbook - Second Edition

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The Restorative Practices Handbook is a practical guide for educators interested in implementing restorative practices, an approach that proactively builds positive school communities while dramatically reducing discipline referrals, suspensions and expulsions. The handbook discusses the spectrum of restorative techniques, offers implementation guidelines, explains how and why the processes work, and relates real-world stories of restorative practices in action.

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Two Adaptations: Early Years and Focus on Learning

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Two Adaptations: Early Years and Focus on Learning

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Free Resource from New Zealand Ministry of Education

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Inquiry, Agency, & Responsive Teaching in International Schools

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Inquiry, Agency, & Responsive Teaching in International Schools

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Join this Facebook group to connect with educators around the world as well as to access articles and resources.

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Paul Napper and Anthony Rao (2019)

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Introducing The Power of Agency, a science-backed approach to living life on your own terms. Agency is the ability to act as an effective agent for yourself-reflecting, making creative choices, and constructing a meaningful life. Grounded in extensive psychological research, The Power of Agency gives you the tools to help alleviate anxiety, manage competing demands and help you live your version of success.

Renowned psychology experts Paul Napper and Anthony Rao will help you break through your state of overwhelm by showing you how to access your personal agency with seven empowering principles: control stimuli, associate selectively, move, position yourself as a learner, manage your emotions and beliefs, check your intuition, deliberate and then act.

Featuring stories of people who have successfully applied these principles to improve their lives, The Power of Agency will give you the insights and skills to build your confidence, conquer challenges, and live more authentically.

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The Power of Agency: The 7 Principles to Conquer Obstacles, Make Effective Decisions, and Create a Life on Your Own Terms

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The Power of Agency: The 7 Principles to Conquer Obstacles, Make Effective Decisions, and Create a Life on Your Own Terms - Kindle edition by Rao, Anthony . Download it once and read it on your Kindle device, PC, phones or tablets.

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Tweets by Mrs_Gilchrist

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The Little Book of Restorative Discipline for Schools

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The Little Book of Restorative Discipline for Schools

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Lorraine Stutzman Amstutz and Judy H. Mullet

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How can teachers and administrators better deal with discipline, punishment, bullying, truancy, and other issues? Can community-building begin in a classroom?

The authors of this book believe that by applying restorative justice at school, we can build a healthier and more just society. With practical applications and models.
Two educators answer yes, yes, and yes in this new addition to The Little Books of Justice and Peacebuilding series. Amstutz and Mullet offer applications and models. "Discipline that restores is a process to make things as right as possible." This Little Book shows how to get there.

Can an overworked teacher possibly turn an unruly incident with students into an "opportunity for learning, growth, and community-building"? If restorative justice has been able to salvage lives within the world of criminal behavior, why shouldn't its principles be applied in school classrooms and cafeterias? And if our children learn restorative practices early and daily, won't we be building a healthier, more just society? Topics include:

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The Little Book of Restorative Discipline for Schools: Teaching Responsibility; Creating Caring Climates (The Little Books of Justice and Peacebuilding Series)

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The Little Book of Restorative Discipline for Schools: Teaching Responsibility; Creating Caring Climates (The Little Books of Justice and Peacebuilding Series) [Lorraine Stutzman Amstutz, Judy H. Mullet] on Amazon.com. *FREE* shipping on qualifying offers.

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Choice Words: How Our Language Affects Children's Learning

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Choice Words: How Our Language Affects Children's Learning

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Peter Johnston

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Throughout this book, author Peter Johnston provides examples of seemingly ordinary words, phrases, and uses of language that are pivotal in the orchestration of the classroom. Grounded in a study by accomplished literacy teachers, the book demonstrates how and what we say (and don't say) have surprising consequences for what children learn and for who they become as literate people. Students learn how to become strategic thinkers, not merely learning the literacy strategies, but adapting them to their lives outside of the classroom.

In addition, Johnston examines the complex learning that teachers produce in classrooms that is hard to name and thus is not recognized by tests, by policy-makers, by the general public, and often by teachers themselves, yet is vitally important. This book will be enlightening for any teacher who wishes to be more conscious of the many ways their language helps children acquire literacy skills and view the world, their peers, and themselves in new ways.

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Choice Words: How Our Language Affects Children's Learning

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Amazon.com: Choice Words: How Our Language Affects Children's Learning: 9781571103895: Johnston, Peter H: Books

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Culturally Responsive Teaching and The Brain

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Culturally Responsive Teaching and The Brain

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Zaretta Hammond

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The achievement gap remains a stubborn problem for educators of culturally and linguistically diverse students. With the introduction of the rigorous Common Core State Standards, diverse classrooms need a proven framework for optimizing student engagement and facilitating deeper learning

Culturally responsive pedagogy has shown great promise in meeting this need, but many educators still struggle with its implementation. In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction.

The book includes:

Information on how one's culture programs the brain to process data and affects learning relationships

Ten "key moves" to build students' learner operating systems and prepare them to become independent learners

Prompts for action and valuable self-reflection

With a firm understanding of these techniques and principles, teachers and instructional leaders will confidently reap the benefits of culturally responsive instruction.

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Culturally Responsive Teaching and The Brain

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In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction.

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The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives

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The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives

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William Stixrud and Ned Johnson

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" Instead of trusting kids with choices . . . many parents insist on micromanaging everything from homework to friendships. For these parents, Stixrud and Johnson have a simple message: Stop. " - NPR New York Times bestselling author of How Children Succeed mean giving up your authority as a parent. In this groundbreaking book they reveal how you can actively help your child to sculpt a brain that is resilient, and ready to take on new challenges.

"This humane, thoughtful book turns the latest brain science into valuable practical advice for parents." -Paul Tough, doesn't The Self-Driven Child offers a combination of cutting-edge brain science, the latest discoveries in behavioral therapy, and case studies drawn from the thousands of kids and teens Bill and Ned have helped over the years to teach you how to set your child on the real road to success. As parents, we can only drive our kids so far. At some point, they will have to take the wheel and map out their own path. But there is a lot you can do before then to help them tackle the road ahead with resilience and imagination.

A few years ago, Bill Stixrud and Ned Johnson started noticing the same problem from different angles: Even high-performing kids were coming to them acutely stressed and lacking motivation. Many complained they had no control over their lives. Some stumbled in high school or hit college and unraveled. Bill is a clinical neuropsychologist who helps kids gripped by anxiety or struggling to learn. Ned is a motivational coach who runs an elite tutoring service. Together they discovered that the best antidote to stress is to give kids more of a sense of control over their lives. But this

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The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives

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The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives - Kindle edition by Stixrud, William, Johnson, Ned. Download it once and read it on your Kindle device, PC, phones or tablets.

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Handbook of Self-Regulation of Learning and Performance

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Handbook of Self-Regulation of Learning and Performance

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Dale H. Schunk and Jeffrey A. Greene

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Table of Contents

Contents

1. Historical, Contemporary, and Future Perspectives on Self-Regulated Learning and Performance

Dale H. Schunk and Jeffrey A. Greene

Section I. Basic Domains of Self-Regulation of Learning and Performance

2. Social Cognitive Theoretical Perspective of Self-Regulation

Ellen L. Usher and Dale H. Schunk

3. Cognition and Metacognition Within Self-Regulated Learning

Philip H. Winne

4. Developmental Trajectories of Skills and Abilities Relevant for Self-Regulation of

Learning and Performance

Rick H. Hoyle and Amy L. Dent

5. Motivation and Affect in Self-Regulated Learning: Does Metacognition Play a Role?

Anastasia Efklides, Bennett L. Schwartz, and Victoria Brown

6. Self-Regulation, Co-Regulation and Shared Regulation in Collaborative Learning Environments

Allyson Hadwin, Sanna Järvelä, and Mariel Miller

Section II. Self-Regulation of Learning and Performance in Context

7. Metacognitive Pedagogies in Mathematics Classrooms: From Kindergarten to College and Beyond

Zemira R. Mevarech, Lieven Verschaffel, and Erik De Corte

8. Self-Regulated Learning in Reading

Keith W. Thiede and Anique B. H. de Bruin

9. Self-Regulation and Writing

Steve Graham, Karen R. Harris, Charles MacArthur, and Tanya Santangelo

10. The Self-Regulation of Learning and Conceptual Change in Science: Research,

Theory, and Educational Applications

Gale M. Sinatra and Gita Taasoobshirazi

11. Using Technology-Rich Environments to Foster Self-Regulated Learning in the Social Studies

Eric G. Poitras and Susanne P. Lajoie

12. Self-Regulated Learning in Music Practice and Performance

Gary E. McPherson, Peter Miksza, and Paul Evans

13. Self-Regulation in Athletes: A Social Cognitive Perspective

Anastasia Kitsantas, Maria Kavussanu, Deborah B. Corbatto, and Pepijn K. C. van de Pol

14. Self-Regulation: An Integral Part of Standards-Based Education

Marie C. White and Maria K. DiBenedetto

15. Teachers as Agents in Promoting Students' SRL and Performance: Applications

for Teachers' Dual-Role Training Program

Bracha Kramarski

Section III. Technology and Self-Regulation of Learning and Performance

16. Emerging Classroom Technology: Using Self-Regulation Principles as a Guide for Effective Implementation

Daniel C. Moos

17. Understanding and Reasoning About Real-Time Cognitive, Affective, and

Metacognitive Processes to Foster Self-Regulation With Advanced Learning Technologies

Roger Azevedo, Michelle Taub, and Nicholas V. Mudrick

18. The Role of Self-Regulated Learning in Digital Games

John L. Nietfeld

19. Self-Regulation of Learning and Performance in Computer-Supported Collaborative Learning Environments

Peter Reimann and Maria Bannert

Section IV. Methodology and Assessment of Self-Regulation of Learning and Performance

20. Validity and the Use of Self-Report Questionnaires to Assess Self-Regulated Learning

Christopher A. Wolters and Sungjun Won

21. Capturing and Modeling Self-Regulated Learning Using Think-Aloud Protocols

Jeffrey A. Greene, Victor M. Deekens, Dana Z. Copeland, and Seung Yu

22. Assessing Self-Regulated Learning Using Microanalytic Methods

Timothy J. Cleary and Gregory L. Callan

23. Advancing Research and Practice About Self-Regulated Learning: The Promise of In-Depth Case Study Methodologies

Deborah L. Butler and Sylvie C. Cartier

24. Examining the Cyclical, Loosely Sequenced, and Contingent Features of Self-Regulated Learning: Trace Data and Their Analysis

Matthew L. Bernacki

25. Data Mining Methods for Assessing Self-Regulated Learning

Gautam Biswas, Ryan S. Baker, and Luc Paquette

Section V. Individual and Group Differences in Self-Regulation of Learning and Performance

26. Calibration of Performance and Academic Delay of Gratification: Individual and Group Differences in Self-Regulation of Learning

Peggy P. Chen and Héfer Bembenutty

27. Academic Help Seeking as a Self-Regulated Learning Strategy: Current Issues, Future Directions

Stuart A. Karabenick and Eleftheria N. Gonida

28. The Three Faces of Epistemic Thinking in Self-Regulated Learning

Krista R. Muis and Cara Singh

29. Advances in Understanding Young Children's Self-Regulation of Learning

Nancy E. Perry, Lynda R. Hutchinson, Nikki Yee, and Elina Määttä

30. Self-Regulation: Implications for Individuals With Special Needs

Linda H. Mason and Robert Reid

31. Culture and Self-Regulation in Educational Contexts

Dennis M. McInerney and Ronnel B. King

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Handbook of Self-Regulation of Learning and Performance

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The second edition of the popular Handbook of Self-Regulation of Learning and Performance responds to and incorporates the wealth of new research that the first edition inspired on the subject. At the same time, it advances meaningful perspectives on the scholarship and history that originally shaped the field.

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Sometimes we need time and practice.

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Time in a schedule can affect this practice

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Time in a schedule can affect this practice

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When this happens in a class where you have to move on to a next class, there is a big gap in time for this process to take place

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The process needs support build in as a school

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You need time to engage and then lose time on other areas. It is important but then how do you regain the time.

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By taking the time during the first six weeks to develop the expectations and routines for restorative and sustainable practices we will set ourselves up for a smooth(er) year

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everyone using the same language and approach supports each other

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Considering the cultural background we were brought up in, Using the punitive was what was mostly used but so far we have learnt that the restorative approach solves problems.

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Teach students the skills to build that agency to get to the restorative stage. Be intentional about it.

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Problems don't need to be addressed immediately. Sometimes saying "We'll talk about this in 15 minutes." gives the students time to decrease the high emotional state they are in. After a short amount of time, Often students will say, "Actually it's not a problem after all."

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Builds relationships

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how do you connect agreements and individual behaviours.

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We have seen progress over the years in restorative practices: time out - shadow a teacher - talk it out to own actions - WARM protocol.
Studio - lots of kids involved, time consuming: solution could be to email homeroom and they take over and continue conversations.
Hub system helps - teachers support eachother.
We often ignore those affected.

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This affirms the idea of catch them being good/doing right. This extends our thinking to provide responsibility in the class before restorative practices are needed. The WARM protocol in ES affirms restorative practices. A spark is the question "How do we know they understand the impact of their actions?" Another spark is the challenge of the time to use restorative processes, even though it helps create a more conducive environment for learning in the medium and long run. A spark is to use the quadrants slides with parents to support them and support them in understanding our practices.

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Talk to the students about how the we will approach problems this year

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Do all grade levels have clear agreements and is it linked to the school mission and values.

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How do we take a diverse group and come to a common understanding of how to work in harmony? Setting up a system that addresses restorative and sustainable discipline practices from the beginning of the year will definitely help.

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All adults should be in it together!

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This approach may be time consuming and all but it will definitely lead to build trust and yield good returns in the long run. It's worth it!

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- Affirm:  Warm protocol affirms what has been said this morning.

- Extends: The "why" behind the behaviour

-  Sparks: How long should we allow for the whole process for restoration

- Question: Is there a time in the day where we should set aside time to practice restoration with student conflicts? We ask because sometimes we do not have time during the day to address challenges/issues...

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how do we take into account the cultural responses or buy ins to the various levels on the continuum (punishment, consequences, solutions, restoration)?

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how do we take into account the cultural responses or buy ins to the various levels on the continuum (punishment, consequences, solutions, restoration)?

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- Question: Is there a time in the day where we should set aside time to practice restoration with student conflicts? We ask because sometimes we do not have time during the day to address challenges/issues...

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Practical approach and tips for effective restorative practices.

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I see or hear, I feel because I ...

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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https://docs.google.com/document/d/1svJvN3tMGX7HqD3oXkJnESgsKikyLaKfdibw7X8X01M/edit

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https://docs.google.com/document/d/1FDzhp91OXx1QxoGPn91vKlPyNeTKZiktBwqSKpQNeAI/edit

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Tracie, Andrews, Sylvia Let's Live It: Restorative Language - TG

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Erin & Naami's restorative language practice

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Erin & Naami's restorative language practice

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Naami & Erin's Copy of Let's Live It: Restorative Language - TG

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From Paige & Benedict.

https://docs.google.com/document/d/1uxkwZVJQnXQZEoydJkOFhmQqz2iBGtL3McftXfWH2fw/edit

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Choose the ecology walk guide below that best matches your context.

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Choose the ecology walk guide below that best matches your context.

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You can...

1. Use the ecology walk as an initial guide to setting up your learning space(s).

2. After approximately two weeks of school, take the ecology walk again—but this time while students are actively utilizing the learning space(s).

3. Don't forget the second page with perhaps the most important part: the reflective practice. What do you notice? What's next?

4. Continue to take ecology walks periodically/as needed throughout the year to ensure your environments are speaking your values.

P.S. This process can be especially fruitful when done with a thought partner.

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Post pictures/artifacts and/or reflections below. 👇

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One process you might use as a team for collaborative problem solving...

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One process you might use as a team for collaborative problem solving...

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Get Curious - Collaborative Problem Solving - TG