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Absolutely nothing!

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I know that restorative practices help us rehabilitate students and encourage good behavior. They help us get to the root of the problem instead of blindly punishing and reprimanding students.
- Tamar

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What restorative practices can be implemented if time is limited? If the district/building you are in are not using this practices, but you're interested in implementing in your classroom?

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I don't know a lot, but I have heard about restorative practices in the context of criminal justice reform.

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It is an alternative to traditional punishment where people who were involved in an incident are involved in the process of restoring their relationship.

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I know this is an alternative to harsher punishments and a way to really know the students.

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Restorative Justice can include responding to ist (racist, sexist, ableist, classist) behavior in the classroom?

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Restorative Justice can include responding to ist (racist, sexist, ableist, classist) behavior in the classroom?

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I understand restorative practices to be a rehabilitative approach to challenging behavior rather than a harsh and punitive disciplinary approach.

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I know that these practices are an alternative mechanism to punishments like suspensions. They focus on preserving and bettering relationships. They give students agency. There is negotiation and non blaming language to come to a solution.

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I've heard the terms "call in" rather than "call out" be associated with restorative practices

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How to create a school culture of restorative practices and trust. I can just imagine how hard it would be asking student to trust and communicate with me and then not be able to be that same student with other teachers.

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Absolutely everything! But more specifically, I would like to know how it supports learning and enjoyment more than other forms of teaching practice.

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How does a teacher create a positive classroom environment where good behavior is present when they are just beginning to get to know the students?

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My sense is this about finding a way forward with a class or student after a fissure or crisis without using strict punishment.

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A means to repair relationships between students, as well as between the student and teacher.

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Restorative practices are based on the idea that punitive responses to negative behaviors do not help people to better themselves. Harsh punishments do not encourage students to better themselves, but lowers self-esteem and motivation. Negative reinforcement does not deter negative behaviors.

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How we can use it in our classrooms. How do we start the process?

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Can address issues such as confrontation while supporting all students as best as possible

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Similar to Hannah and others - I would love to hear about practical ways to implement the principles and strategies behind restorative justice as a rank and file teacher.

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That it, in part, aims to help create equity and involve students in practices like peer-to-peer conflict resolution, reflection, and logical consequences, rather than simple punitive measures.

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What does the work look like?

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Is this case to case specific or a general restoration to traditional discipline methods?

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I want to know more skills and language to use, and when it is appropriate to use restorative practice and who is involved. How can this begin?

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What are are the main challenges that public schools face to implementing restorative practices? Also... what about teachers who truly believe in discipline. How do you get them on board?/ How do you create a cultural shift in the school to get on board with RP?

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I echo Hannah E's question! Would love to know more about that.

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It focuses on giving the students a voice, and prioritizes discussion and assistance over punishment

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A lot of restorative practices take the form of addressing real consequences, rather than implementing false ones, and working toward helping students understand how they can better support their community, and why they should want that.

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How do parents feel about this approach?

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How do parents feel about this approach?

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How can restorative practices help even the playing field for students who are socially disadvantaged or negatively influenced by white supremacist capitalism?

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It's never a term I've really heard before, but I feel like it is what goes into a compassionate classroom of considerate learners?

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When I worked at the Hudson Youth Center, we participated in multiple workshops and trainings regarding restorative justice. We learned community building strategies, trust building exercises, and conflict resolution tactics. Through the workshops we addressed some major key points -
-restorative circles
- repairing harm
- community cooperation
- emphasizing voice & respect for all
- participation in resolution from all who are involved

We also focuses heavily on using restorative justice in child/adolescent settings. We utilized these strategies with our kids and focused on creating an equitable, empathetic, cooperative, and respectful environment for everyone. We also emphasized communication between faculty, kids, and community families - eg. telling kids how their behavior and words made us (faculty) feel, encouraging kids to communicate their feelings with one another, facilitated communication between children and other children/children and families/etc.

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I have the same question as Hannah E, as I am curious to what extent we could implement restorative practices if the school we are in does not use those practices. Obviously within our own classroom it's one thing, where we might be able to practice this more easily. But in terms of helping students in the school but outside of the classroom in particular?

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How do teachers reinforce these practices within the classroom? Is there a restorative justice board? Who is involved in the practice or meeting?

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Similar to Hannah's question- What if the school we are in has completely opposite practices in place? How do we prioritize these practices without undermining our colleagues?

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Losing the expectation of students who can produce the work I would like to see every single day in every period. Having rolling deadlines, offering retakes and redos while also creating a culture of accountability and communication.

Having conversations with students that promote growth rather than reactions.

Homework may not equitable or access to online resources.

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Encouraging students to use restorative practices in their own lives...

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Encouraging students to use restorative practices in their own lives...

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How can we incorporate restorative practices in a way that encourages and prepares students to use these same practices in thier own lives outside of school? How can we provide students the resources to implement and utilize these strategies at home, at work, with friends, with siblings, in their future, etc.

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How can restorative justice be incorporated not only in the school, but also in the greater community? How can the school involve local families? How can the school get local law enforcement involved in a way that does not frighten students or break trust? How can local law enforcement be involved in restorative practices witin the school & then also implement these strategies/values in their work outside of school (aka. transitioning restorative practices from school to the greater community, aligning school justice systmes with local justice systems, etc.)

Is this possible?

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Restorative justice shows students how to connect, like real world humans treat each other

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A shift needs to happen from feeling offended to seeing the need of the student

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I learned not to be scared of letting my students know me as a person.

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I learned not to be scared of letting my students know me as a person.

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I learned more about reasons behind behaviors and personalities. Such as SCARF. I also really liked the implementation and examples of a+c=b.

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Positive relationships are the most important classroom management tools!

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The Oops, Ouch, Fix technique sounds like a very handy template to guide quick discussions.

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Effectively creating a safe and productive classroom is a multifaceted approach that relies on understanding and empathy

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I learned it's okay to really bring yourself into the classroom - when there's a problem, let the students know how you feel, let them get to know you

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Exists on a continuum, including both preventative AND responsive practices that are primarily focused on community and relationship building, with preventative practices taking up the most of your time, and therefore reducing the need for more responsive practices.

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I appreciated this session for showing me the application of restorative practices in primary / secondary education. I feel like I gained some practical tools and insights to connect with students and foster a positive learning environment. Looking forward to implementing some of this bright and early tomorrow!

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I learned relationships are our most powerful tools as educators!

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Going back to "Maslow before you Bloom," I remember in my fall placement teaching students who were coming to school on 5 hours of sleep because they were working the night shift for family support. What is your approach with students who are understandably sleep-deprived?

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I thought the examples of formative feedback given in the presentation were really helpful and will be a great way to create meaningful relationships with my students.

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This is a process, and that our relationships with students are going to grow and change as we continue to work with them.

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Don't miss the forest for the trees. Look up and breath once in a while and remember that this is a room full of individuals with their own desires, fears, and needs. Making sure that you get to the end of a lesson isn't nearly as important as connecting with your students.

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I loved this seminar and found it very useful. What especially stood out to me was how to simply rephrase statements aimed at students when it comes to tardiness, absences, grades, etc. Little details like this can change a students look on life.

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there are many resources available to help reframe your thinking from self-centered to student-centered.

I will work on reframing my sentences starting tomorrow.

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I learned a lot about how to navigate situations of conflict in the classroom. Starting with empathizing with the students and gaining insight in what makes them feel a certain way and why, and likewise reciprocating and modeling the same honesty when i'm on the receiving end of conflict.