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Interact with your audience using real-time voting. No installations or downloads required - and it's free!

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

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With a small group in your breakout room, practice transforming teacher talk from telling and alienating to asking and understanding.

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Let's Live It: Restorative Language - TG

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What do these quotes make you think? Discuss with others in your breakout room.

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After your discussion, share your individual ideas here. At the start of the next session, we'll see what resonates the most from across all of our breakout room discussions.

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tonya@tonyagilchrist.com

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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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Tweets by Mrs_Gilchrist

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What is restorative practice? What is it not?

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What is restorative practice? What is it not?

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Review the attached visuals of frames for considering restorative practices. What affirms, extends, and/or sparks your thinking?

1. Discuss with your breakout room. 💬

2. Record your biggest ideas below. 👇👇

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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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Living Agency - Quadrants (Napper and Rao, 2020)

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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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HJIS: Reflection (Restorative) - Google Jamboard

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Recommendation from HJIS: Lost and Found

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Recommendation from HJIS: Lost and Found

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Amazing book!

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The 'I think...', 'my teacher thinks...' checklists (for student led goals) seem to be a great restorative practice. However, I wonder about more efficient ways for students to set their own goals and have reflections with teachers about their behavior in the day. This task seems tricky for students and teachers to remember and record with time constraints and distractions.

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Positive reinforcement is a better long-term strategy than punitive measures.

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Collaboration with students is key

Discipline should focus on problem solving with the kids

With, not, for, to - good visual for reflecting on interacting with students.

Sparks:

How do we collaborate with students who have learning needs and can’t make connections?

How do we use restorative practices for younger grades? Modeling is key.

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Group: Suze, Chihana, Louise, Recep, Alex, Diana

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Group: Suze, Chihana, Louise, Recep, Alex, Diana

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-What happens when children have no remorse?
-How can we involve the child when sometimes they can be too hard on themselves, sometimes not hard enough.  How can we guide them.
-What if they child chosen punishment doesn't match the crime?
-What if restorative practice just doesn't work and you have the same conversation with the same students over and over and over again?

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The constant balance between punitive and restorative. There is value in both however obviously more value to restorative practices.

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Affirm: A lot us us are taking a form of restorative approach within our classroom.

Extends: The importance of transparency and connections in/with school and at home.

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Affirm: Play days, more play and flexibility with individuals has already been helpful for students this year. Context for behavior is often emotional.

Extend: Younger students especially have not experienced as many social interactions or emotional regulation situations with peers/school due to Covid interruptions. This creates the need for more play or what research deems enough self-led play experiences with peers. There is a lag that we notice with social and emotional competencies this year especially (worldwide phenomena).

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Hi,

What do we do if that student doesn't want to repair and be accountable?

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Do you only ever do restorative processes? Do you you ever do anything punitive? If so, when is it validated.

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 I wonder, what advice/ tools/ strategies do you suggest to school where is English is an additional language with majority students, to build upon the restorative language, so the children can clearly communicate specific reasons and feelings?

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 I wonder, what advice/ tools/ strategies do you suggest to school where is English is an additional language with majority students, to build upon the restorative language, so the children can clearly communicate specific reasons and feelings?

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What activities do you suggest to teachers to build strong relationships with students at the beginning of the year/ time together so when empathetic listening happens, the student(s) feel comfortable to open up?

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What activities do you suggest to teachers to build strong relationships with students at the beginning of the year/ time together so when empathetic listening happens, the student(s) feel comfortable to open up?

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At the beginning of the school year, how would you structure the foundations of restorative practice in the classroom/ school community?

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At the beginning of the school year, how would you structure the foundations of restorative practice in the classroom/ school community?

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Break Out Room 5 - Let's Live It: Restorative Language

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Group 2 (Tanya, Ayane, Aynur, Diana) Let's Live It: Restorative Language

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BO 3- Tristan, AJ, Josh, Kirtida, Avalon

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BO 3- Tristan, AJ, Josh, Kirtida, Avalon

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Group 1 (Kristie, Darcell, Alex, Rune): Let's Live It: Restorative Language

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I wonder how  important it is for the whole school to have same kind of routines in all the classrooms? If yes, then are we being agentic?

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What do you recommend we think about with regards to restorative practices as we teach online?