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More time is allotted for learning, communicating, and answering questions. What this helps with is students can then feel a sense of ownership in the work that they are doing. Less time spent on discipline makes students feel comfortable in the environment they are developing in. Some start to even gain leadership skills through this as well.

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Having these practices in place often lowers the amount of misbehavior in the classroom setting. This can be overall very beneficial for everyone in the class. Students don't have to worry about or focus on disruptions and misbehaviors.

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In Restorative Justice practices implementing the system may take time and is a slow progress. Over that, however, it is highly significant to build a strong relationship with your students as an educator. Teachers may want to do this because getting to know their students this way can help them build trust. Along with trust students may then feel and show more respect towards those they are making connections with.

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Ideas, ways of being an effective educator, and more inspired by this chapter is noted in the following section.

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EDTalks: Restorative Practices and Peacemaking Circles in Schools: A Way of Being

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Examples of Restorative Practices to try

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Examples of Restorative Practices to try

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Victim-offender dialogue:
-This is a strategy used for solving conflicts. It allows those who have been harmed to face their offender while also allowing the offender themself to show remorse and make amends.

High-stakes conferences:
-Used when addressing serious types of conflicts with larger groups. This could look like a victim and offender having their families involved in the situation. In other cases, law enforcement or other services may be required to get involved.

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Phase 1: Unwind
-In this stage, those who have been harmed have an opportunity to voice their feelings in private. Calming down, letting go of the hurt they experienced, or unwinding is a very important first step. This step can help reestablish the offending party's identity.

Phase 2: Rewind
-During this phase, the offending student is given the opportunity to reflect on their behavior as well as understand the harm it caused. Allows for the student to review their actions and behavior.

Phase 3: Windup
-Next, during this phase observers of the conflict or incident have their own opportunities to share what they witnessed from their perspectives. This allows others to become participants in the healing process, supporting both the offended and offending parties.

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Offending students should be asked the following:
-Acknowledge their behavior
-Apologize
-Express repentance
-Commit to not repeating the offesne
-Offer to make amends

Better Than Carrots or Sticks, P. 113

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How one defines the term justice is an important matter. Not everyone might have the exact same meaning of the word in their own eyes. In this context, meaning the classroom environment, justice means the offender receives an undesirable consequence that typically involves shame, isolation, and exclusion.

Restorative practices, however, take a more educative approach to ensure students continue learning.

Better Than Carrots or Sticks, P. 107

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Ideas, ways of being an effective educator, and more inspired by this chapter is noted in the following section.

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Ideas, ways of being an effective educator, and more inspired by this chapter is noted in the following section.

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Chapter 3: Classroom Procedures and Expectations

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Chapter 3: Classroom Procedures and Expectations

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Ideas, ways of being an effective educator, and more inspired by this chapter is noted in the following section.

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Chapter 2: Relationships and Meaningful Instruction

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Chapter 2: Relationships and Meaningful Instruction

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Ideas, ways of being an effective educator, and more inspired by this chapter is noted in the following section.

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Ideas, ways of being an effective educator, and more inspired by this chapter is noted in the following section.

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Both of these activities are very similar in set up but they are different.
In a fishbowl, students will form a smaller inner circle to discuss a topic. Then a larger outer circle surrounding the smaller circle will observe them and take notes.
During an Inside-Outside Circle, the smaller circle is still in place and is once again surrounded by a larger circle of students however, in this scenario the smaller circle will face their chairs outwards and partner up with a student from the larger circle to discuss the topic.

Better Than Carrots or Sticks, P. 95-96

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A very signifcant feature to resorative practices being modeled and in action during this video!

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Positive Discipline Class Meeting: Compliments & Appreciations, Problem Solving

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Students' sense of identity and agency are critical so here is an example of an activity that can be done with elementary-aged children.

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Empowerment is at the center of restorative practices, as evidenced in the principle that all parties included in a conflict must contribute to its resolution. This means the victims, offenders, and anyone else directly affected by it.

Better Than Carrots or Sticks, P. 85

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The climate of any school reflects 3 leading practices for preventing and managing conflict:
1. Peacekeeping
2. Peacemaking
3. Peacebuilding

Better Than Carrots or Sticks, P. 84

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A way to help build trust with students in the classroom.

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Teachers should challenge students but ultimately also be responsive to their learning and emotional needs, caring, encouraging children to participate and take academic risks, and comforting students when they need it.

Better Than Carrots or Sticks P. 61

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4. Assigned but informed

5. Consulted and informed

6. Adult-initiated, share decisions with children

7. Child-initiated and directed

8. Child-initiated, share decisions with adults

This became known as "Hart's ladder of participation" after it was featured in a 1992 booklet promoting the U.N. Convention on the Rights of the Child. The globally popular convention (which was not ratified by the U.S.) prompted many high-level debates regarding children's civil rights, and their right to participate in society. "The idea was that children aren't being prepared for citizenship; they are citizens from birth," Hart says. "That turns things upside down when people think about participation-it takes them from discussing 'when should we give children a voice' to 'why NOT give them a voice?'"

Two decades later, "choice and voice" are some of the buzzwords used by educators seeking to help children develop into independent and responsible adults, making Hart's Ladder (which is better known outside the U.S.) worth a closer look.

Hart, who was born in England, says: "People think American children already have a lot of voice. I thought the same thing when I first came here. But having rights implies being listened to, as well as speaking, and being taken seriously. Being listened to is even more important than having the freedom to make a lot of noise."

"[Adults] don't involve them, because they don't think the child will contribute anything serious that will really make a difference."

Hart's ladder has made an impact -- educators around the world are using it as a gauge. The ideal situation, Hart says, involves children operating at the highest level at which they feel competent and confident, as long as it's above the bottom three rungs, which represent different levels of non-participation. "The fourth rung is where kids are mobilized to have a voice, so it's okay to start there before moving up," he says, as long as kids are given the opportunity to critically reflect on the subject matter and seriously challenge it.

Hart considers the top three rungs equally acceptable. "Whether the children or the adults initiate something, and whether responsibilities are shared-those distinctions are not important," he says. And the top rung is not about children being in charge: "I don't want children to always be in charge any more than I want adults to always be in charge."

He also cautions against using the ladder to categorize people. "Someone can be on different levels at different times," he says. "It depends where they are in the project." The ladder also needs to be adapted to account for different cultural contexts, such as the collectivist sensibilities prevalent in Asia.
IN PRACTICE AT SCHOOLS
Hart says his ladder has most commonly been applied to non-school activities, because schools are a "special kind of institution"-they require attendance and typically have hierarchical power structures that place teachers themselves on the lower rungs of the participation ladder, with little leeway to grant greater freedom to others. Students' participation in school governance is therefore greatly constrained. And students tend to be either completely left out of broader school-reform debates, or only represented by one or two "star" students. "It's a system that is not about inclusive, participatory decision making," Hart says.

He's intrigued by the exceptions - democratic schools around the world that operate on the ladder's highest rungs - and how such school cultures can reverberate throughout communities. Research on Colombia's very inclusive Escuela Nueva schools (which started in low-income rural regions and have been replicated elsewhere) showed that communities with such schools became much more democratic and developed more social capital, with deeper and more caring bonds developing among community members. (The effect was less profound in less homogeneous urban settings, but Hart considers it a valuable model nonetheless.)

Even at more conventional schools, the ladder has sometimes been used to assess projects and identify opportunities for greater participation. Most school projects, he says, are conceived and designed by teachers, representing lost opportunities for more engaged and profound learning.

That was the approach taken at one school in England. Rather than giving explicit instructions on a project, a teacher operating on a higher rung asked students to reflect on what aspects of their neighborhood could be improved, discuss their ideas, settle on one, and find ways to improve it. Students decided that dog excrement was the biggest problem in their environment. With the support of teachers, they mapped the problem areas, designed a pooper scooper, and devised ways to discuss the issue with the community. They intercepted dog owners, sold them scoopers, and convinced stores to advertise them and journalists to write about them.

"After two years, the neighborhood was free of dog poo," Hart says. "That's a project kids will recall for the rest of their lives, knowing they can see a problem and do something to change it." That's a much more powerful way to learn about environmental issues than simply following a teacher's instructions to collect and test water samples, and it promotes the kind of thinking that will be needed if humanity is to learn to live sustainably on this planet, says Hart, who also wrote a book called Children's Participation: The Theory And Practice Of Involving Young Citizens In Community Development and Environmental Care.
HOW TO CLIMB THE RUNGS
The key to moving up the rungs, Hart says, is to ask groups of adults and children to reflect on examples of the rungs from their own lives. "A lot of adults are genuinely trying to be helpful," Hart says, "but they don't maximize a child's chance to contribute in a way that allows the child to prepare and be confident and give an opinion that is really likely to be listened to. They don't involve them, because they don't think the child will contribute anything serious that will really make a difference."

For many years, the higher rungs were more evident in early childhood education, Hart says, "where teachers were trained to observe and listen to children while they're playing, and to build on that. It's a very child-centered and respectful way of working with people." But the encroachment of standardized testing and curricula into the youngest classrooms has introduced a rigidity that is not compatible with such approaches.

Hart is inspired by innovative programs at schools that are free of such restrictions. In Bogota, Colombia, city leaders began allowing teachers to experiment with ideas for developing citizenship, starting in preschool. Hart saw the process unfold when he dropped in on a classroom unannounced. "The teacher told the kids: 'We have a guest. Shall we ask his name and why he's here?'" he recalls. "She then asked them what they do when they have a guest in their home, and each kid answered. She then told them, 'So you've heard everyone's idea; what would be good for us to do with our guest?' They then created a whole script of what to do with a guest, built on what children liked from their own experience, reflected on, and chose. ... It was such an obvious yet unusual kind of preschool program, with four-year-olds being talked with as part of an intelligent, democratic community."

Some teachers are resistant (at least initially) about moving up the ladder's rungs, because they worry about losing their familiar roles, and about feeling ignorant for not knowing the answers to children's questions. Hart says these challenges can easily be overcome. For example, Escuela Nueva made its teacher training "horizontal," engaging teachers from existing Escuela Nueva schools to educate newer colleagues and put them at ease. The schools also established well-stocked libraries to which the teachers could refer the children when they didn't know the answers.

"It sounds simple," Hart says, "but it made a big impact."

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Are We Taking Our Students' Work Seriously Enough? | KQED

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In the course of studying different aspects of children's environments, Dr. Roger Hart noticed that "a lot of supposedly participatory projects had a distinct air of tokenism. Children were being put on display, so to speak, as though they were actively participating, but they were not taken seriously."

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The Value of High and Consistent Expectations

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The Value of High and Consistent Expectations

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We communicate our expectations every time we interact with students. When we help students who are struggling, we signal to them that we believe that we are spending our time wisely; when we encourage them to enroll in advanced placement courses or strive for honors credits, we signal that we see their potential; when we reaffirm their dreams, we signal that their aspirations have value.

Better Than Carrots or Sticks P. 59

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Effective classroom rules should mirror schoolwide values and be short, positively phrased, a reasonable number, and posted somewhere clearly visible in the room.
Although most classrooms do feature rules posters, they often fade into the overall room design, like the alphabet cards on the wall above the whiteboard.
Well-crafted procedures align with the classroom's rules and to the values of the school.

Better Than Carrots or Sticks, P. 53-54

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In education we use three categories:
1. structure interactions
2. ensure fairness
3. create a safe climate for all

Better Than Carrots or Sticks, P. 53

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Instructions:

1. Watch the video titled “Perfectly Perfect.”

2. Print handout.

3. Use the mirror worksheet to draw yourself.  If you have one available, look in a mirror so you can accurately color in the color of your skin, the shape of your eyes, and the number of teeth in your smile.

4. Around the mirror on your drawing, write about all the wonderful things about you, inside and out!  Write about your smile and your cool hair, but also write about your kindness, how good you are at sports or reading, and what a great friend you are.

5. Share your mirror drawing with your class, friends, and your family.

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The Relationship Among Academic Learning, Social Learning, & Emotional Learning 

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The Relationship Among Academic Learning, Social Learning, & Emotional Learning 

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1. Self-Awareness
2. Self-Management
3. Social Awareness
4. Relationship Skills
5. Responsible Decision Making

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Students are aware of the behaviors and attitudes of the adults around them. They can notice sarcasm, snide remarks, or side comments if they occur. Coming to the school environment with the right attitude can be significant. We don't have to avoid talking about negativity in these settings but a poor attitude does affect students.

Better Than Carrots or Sticks, P. 25-26

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-Using a student's real name or preferred name will show how a teacher cares and pays attention
-Communicates value and importance of an individual by showing them respect
-Demonstrates how an educator values each student individually
-Helps to maintain the teacher/student relationship and build it even stronger

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Intentionally Uninviting:
-Dismissive
-Alienating
-Harsh
-Vindictive

Intentionally Inviting:
-Consistently Positive
-Growth Mindset
-Purposeful
-Sensitive to Student Needs and Takes appropriate Action

Unintentionally Uninviting:
-Negative
-Low Expectations
-Low Sense of Efficacy
-Pessimistic

Unintentionally Inviting:
-Energetic but Unaware
-Enthusiastic but Naive
-Positive but Inconsistent
-Laissez-Faire Attitude

Better Than Carrots Or Sticks, P. 23

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When inviting students to learn there 4 elements that educators must contribute

1. Trust
2. Respect
3. Optimism
4. Intentionality

Better Than Carrots or Sticks, P. 22

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Los Angeles Unified School District (LAUSD) approved a plan last February to cut a third of its school police officers and redirect that $25 million into programs that ensure Black students thrive.

The plan envisions creating welcoming and nurturing schools for all students, whether Black, brown, AAPI or white, Native or newcomer, while also acknowledging a history of police being sent into schools to target, monitor, and punish Black and brown students.

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Over-Policing in LAUSD Gives Way to Safe and Just Schools | NEA

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A student-led movement in Los Angeles gets results with new district programs to ensure Black students thrive.

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Research-Based Way to Support Effective Learning Environments

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Research-Based Way to Support Effective Learning Environments

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High-quality form of instruction in one of its simplest forms. Praise is a powerful motivational tool that can be used to positively encourage students.

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Praise is one of the simplest and most powerful tools to engage and motivate your students. When used effectively, praise can turn around behavior challenges and improve students' attitudes about learning. Students who learn and think differently often receive negative feedback as a result of their struggles. That makes meaningful and appropriate praise even more important.

The good news is that when praise is effective, it's really effective. Teachers who use praise regularly tend to have better relationships with their students. They lose less instructional time and see fewer behavior issues. In a study looking at practices that reduce behavior problems in elementary classrooms, the Institute of Education Sciences identified teacher praise as one of the top five most effective practices.

That doesn't mean you should start praising students for every little thing they do. And you can't expect it to be your only classroom management technique. Before you jump right in, it's important to know that some kinds of praise are more effective than others.

There are three main types of praise that teachers most often use: personal praise, effort-based praise, and behavior-specific praise. Two of these three are found to be more effective than the other.

This type of praise tends to focus on natural talents or skills that come easily to students, rather than the effort they put in or the techniques they use. For example, a teacher might say to a student, "You have such a beautiful singing voice!" Research has shown that this kind of praise may backfire. When students feel their abilities are outside of their control and just part of who they are, they may think they don't have the ability to improve.

This is especially true of struggling learners who aren't as confident in their abilities and skills. Personal praise can make students less willing to risk trying new things for fear of revealing just how little talent they think they have.

This type of praise emphasizes what students can control. Think back to the student with the beautiful singing voice. The student likely worked hard to learn the difficult key changes in a song or to memorize the lyrics. The time spent and the strategies used are within the student's control.

That's why effort-based praise, such as "I am so impressed at how hard you worked to sing that song without the music and lyrics in front of you," is more empowering than "You have such a beautiful singing voice!"

Both effort-based and behavior-specific praise genuinely acknowledge your students' efforts and achievements. When your students feel that you're honestly showing approval and telling them what they did well, they're more willing to continue to work hard and look for effective strategies to overcome obstacles.

How to deliver effective praise

Knowing what to praise your students for and when to give that praise is just as important as the praise itself. The following guidelines can help you deliver praise in the right way and at the right time.

Descriptive and precise praise takes the guesswork out of what you're praising. Students should be able to identify exactly what they did well and know the positive behavior you want them to repeat. "Great job - you were quiet in the hallway as we passed other classrooms!" is better than "You did a good job on the way to lunch."

For praise to be effective, students need to know what the standards are. Explicitly state the criteria you're using to evaluate an assignment or the behaviors you expect. Then, provide positive feedback that students can directly match to the expectations.

For example, if your expectation is for students to finish their morning routine in 15 minutes, you can say, "Wow, you unpacked your backpack in the first 15 minutes of the day. Well done!"

Students who learn and think differently may struggle to complete an assignment or task. In fact, it may take several attempts for students to finish. Students may feel discouraged when they're working hard, but it feels like their work still isn't good enough.

You can support students by giving behavior-specific praise about their process and progress as they work, letting them know they're on the right track. Use phrases like "you've put so much effort into writing your first draft" to point out small wins, which helps students recognize that their hard work is moving them forward.

Students know when you're not being sincere. In fact, insincerity may damage your credibility and your relationship with them. It can make students wonder if you're not able to recognize their strengths.

Overpraising can be harmful to students of color and students who struggle because it sends the message that teachers have low expectations for them - the exact opposite of the high expectations teachers should hold. It can also make students doubt whether they're capable of handling the big things, or whether you think they are.

Instead, focus on precise, sincere, and effort-based praise at opportune moments, like when students try a new skill, make progress in a project, or show mastery of a concept.

Praise should also be appropriate for the individual student. Some students may thrive on being praised in front of the whole class. Other students may be uncomfortable being singled out, even if it's for a good reason.

For example, consider teachers who tell Black students that they're articulate. Although the teachers' comment may have been intended as praise, it reveals that they don't expect their Black students to be well-spoken. This harmful stereotype could leave students questioning their teachers' assumptions and expectations.

Praise that is contingent on outperforming peers can lead students to doubt their abilities. Imagine a teacher praising one student in front of the class, saying "High five for coming in first in the spelling bee!"

This comment could send a message to the rest of the class that the teacher is comparing students' abilities. It's better to say something along the lines of, "High five for learning how to spell such tricky words!"

Download: 7 ways to give praise

Incorporating effort-based and behavior-specific praise into your teaching routine takes practice. To get started, use this downloadable resource with tips for giving effective praise.

You can also think about and write down specific, positive behaviors that help students thrive socially and academically. Refer to this list throughout the day to remind yourself what you can praise students for.

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The power of effective praise: A guide for teachers

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Learn about the power of praise in the classroom, and techniques for giving effective praise to your students.

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Schoolwide Positive Behavior Interventions and Support and Restorative Practices

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Schoolwide Positive Behavior Interventions and Support and Restorative Practices

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The two are often mistaken as mutually exclusive initiatives when it is very far from the truth. The two may complement each other but SWPBIS emphasizes the prevention of problematic behavior and attention to its functions, whereas restorative practices focus on problem-solving.

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Data are as of October of each survey year. Excludes students who were reported as being in a higher grade the previous year than the given year.

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Zero-tolerance policies often result in misbehavior getting students suspended or expelled from their schools and classrooms. What some people consider typical adolescent behavior such as tobacco possession or usage can result in one of these serious punishments. There is also disproportionality in the demographics of students who get expelled or suspended. It is much more typical for people of color, students with disabilities or economic disparity are more likely to suffer these consequences when they get in trouble.

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As a behavior management tactic rewards and consequences are often used and planned by many teachers in their learning environments. There is an issue though, they don't teach children to fix or change their behavior or actions. In reality, they will promote compliance and not much else.

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In my last post, I gave three of the best alternatives to rewards. I was surprised at how many people read and enjoyed it. I'm grateful to all who commented on various platforms. Some, however, still want to know what's wrong with using rewards as long as they work. I'll explore that question more deeply here.

When I talk with educational professionals and parents about why it is best not to use rewards in both academic and behavioral situations, I frequently hear the response, "But it works." Before debating whether or not rewards work, we need to understand what the word "works" really means. For example, if I went to the doctor with a sore knee, one solution that would end the pain would be to amputate my leg. There is no doubt this solution would work. But it is still the wrong answer.

What's missing is that we must look not only at the benefit of the strategy but also at the cost, and decide if the gain is worth the price. When it comes to educating and raising children, at school and at home, there is always a cost, no matter what solution is selected. Some of the costs are obvious, many are hidden, but they must be considered whenever we determine if something works. When it comes to rewards, before we examine the potential benefits, lets fully examine the costs. They are very high. Here are the highest:

1) Satiation

Satiation means that more of something is required to get the same effect. Examples are pain medication or hot water in a bath. I love a hot bath, but eventually it starts to feel cooler, and I add more hot water. Rewards are like that. Children never say, "That's way too much. Please give me less." They often say, "Is that all? I want more." Eventually, rewards like stickers, food, parties, toys or candy become expected, and their effect is greatly reduced. It is a common myth that you can start with rewards and later remove them. This happens very rarely.

2) Addiction

Satiation leads to addiction. Many children become addicted to rewards and will not work without them. When I taught seventh grade English, I frequently gave stickers to my students. One day I ran out, and informed my students that there will be no stickers for a few days. A riot ensued. "Where's my sticker?" "I want a sticker!" "I won't do anything without a sticker!!!" I discovered they had become addicted to stickers. A parent even called that night to complain that her son was upset because I didn't give him his sticker. I decided to never use them again.

Hyperbole aside, there is an addictive quality to rewards; and when children expect them, they become dependent on them.

3) Finishing

In school there is a difference between learning from your lesson and simply finishing it. Did you ever take and pass a foreign language course in high school or college? Can you speak that language now? Did you ever take a required course and passed it while learning nothing? This phenomenon is called "finishing." Bribes tend to produce "finishers" rather than "learners." Children are more interested in finishing their work and getting the reward than actually learning what the lesson is designed to teach. Finishing work is far less important than learning from the work that is finished.

4) Manipulation

We do not like it when children try to manipulate us. Yet when we manipulate them, we teach them how to be master manipulators.

Giving your wife flowers (or receiving them from your husband) illustrates this concept. If the flowers are meant to show love, it is appreciation. If they are meant to convince the recipient to do a favor for the giver, it is a manipulation. Many children, who have been manipulated throughout their lives, are very sensitive about it and react negatively to further manipulation.

Sometimes even the winners lose. Talia was a charming eighth grader who studied hard and gave thoughtful answers in class. Her teacher continually said to the class, "Why can't more of you be like Talia? She always does her work and tries hard." Other children began to tease her about being the teacher's pet. She was occasionally shunned. She began doing small annoying things, albeit mild, and stopped handing in homework to stop this persecution and to get the teacher to stop using her as an example. Many children do not like being singled out for doing well.

5) Increased Pressure

The more we tell children how good they are, the greater the fall if they cannot live up to all that praise. Pressure leads to insecurity. It is far better to build confidence from the inside by designing activities that challenge children than it is to simply reward them.

6) Bribes

Bribes reduce choices and the skill of making them. When we offer an incentive for a child to do something, then we are deciding for that child what we want him to do. Obviously, this is not generically bad. There are many times when we need to make decisions for children, especially those involving safety. But when we decide for others, we take away the ability of that person to choose, and an opportunity is lost to teach decision-making skills. One way to identify great teachers and parents is by how well they balance telling children what to do and letting them make their own choice.

Bribes are threats in disguise. Withholding rewards can be used as a threat hammer very easily. The truth is that threats and bribes are two sides of the same coin: control.

So before we say, "Rewards work," let's examine the cost. For most of us, it's never worth it.

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In my last post, I gave three of the best alternatives to rewards. I was surprised at how many people read and enjoyed it. I'm grateful to all who commented on various platforms. Some, however, still want to know what's wrong with using rewards as long as they work.

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Traditional V. Resorative Approach to Discipline

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Traditional V. Resorative Approach to Discipline

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Having expectations of eliminating all problematic behavior in a classroom environment are not ones that any person should have. However, it is how a teacher responds to misbehavior that will matter in the overall situation.

Better Than Carrots or Sticks, P.3

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Two Main Aspects of an Effective Learning Environment & by Extension, Succesful Classroom Management 

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Two Main Aspects of an Effective Learning Environment & by Extension, Succesful Classroom Management 

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(1) Relationships: specifically, the range of interpersonal skills necessary to maintain healthy relationships.
(2) High quality instruction

Better Than Carrots or Sticks, P.2