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A student was out of their seat talking to another student during work time. I didn't assume the best and assumed the student was off-task. It turned out the student was only trying to help the other student get to the correct page in the workbook. I apologized to the student but also need to work to repair that relationship and show that I am always assuming the best of them right off the bat, rather than immediately assuming the worst.

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Student was knocking stuff over etc after being told of a consequence.

Talking with the student before the consequence was given to help the student know what was going to happen and why it was happening.

Next I would like to have a conversation with the student to tell them what I should have done differently. Then the next time making sure to have that moment establish boundaries and generosity with the student.

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After incident I need to work on making the time to make amends with student.

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I assumed what the students intentions were without giving them the chance to explain themselves. I could have a restorative conference to allow them the opportunity to explain their side, instead of assuming the worst. 

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I assumed what the students intentions were without giving them the chance to explain themselves. I could have a restorative conference to allow them the opportunity to explain their side, instead of assuming the worst. 

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Student was not following directions after multiple redirections.
Generosity.
I should check in with the student before jumping to conclusions as to why they are not following directions.

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I told a student to put something away, he did not until another teacher restated my request. 

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I told a student to put something away, he did not until another teacher restated my request. 

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I think in this example the element of trust that was missing was reliability. Because I am not an adult who interacts with him on a regular basis he didn’t know if I would follow through because he doesn’t know me that well.

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A student had difficulty calming down after an incident that took place outside of the classroom.

Allowing them to share and have a voice about the situation.

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a student was exhibiting violent behaviors towards another student. When spoken to about it, he lied about the interaction between himself and the other student and did not own up to his actions. To restore the relationship, I could speak with him about why he received the consequence that he did and help him understand that those consequences are in place because I care about him and want him to stay safe as well as the other student to feel safe.

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The students wanted to participate in an activity, however kind words weren't being used. At the beginning of the lesson I stated that if you aren't using kind words with your partner or following the directions, then you will be asked to leave the hands on activity. Should have had them do a reflection sheet and go to a peace corner to set the stage for using emogers.

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Student was not following directions to return to seat.  I can be more consistent and reliable with my expectations and help them feel this consistency by holding them accountable with fair and logical consequences.

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Student was not following directions to return to seat.  I can be more consistent and reliable with my expectations and help them feel this consistency by holding them accountable with fair and logical consequences.

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I saw student in the hallway after he eloped. He did not go back into the classroom.

He and I have never talked about boundaries for what he needs when I see him out of the classroom due to his misbehavior. Maybe he didn't want to be talked to in front of another teacher. Maybe he needed something else. I think establishing his boundaries for these situations in the future (and to prevent elopement in the first place).

For amends, I think a great next step would be to teach this student about boundaries and to have him and I establish and communicate them to each other. And to teach him how to communicate them with others.

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Student was trying to help another student log in computer- since they were also talking - I didn’t realize they were also trying to be kind and help

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A student was having trouble following rules. I need to strive for consistency with student discipline. I am working to make sure I am clear on following through with logical consequences.

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I need to make sure that when I speak about things that happen in other classes with teachers the conversation is factual and framed in a positive and restorative light.

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I need to make sure that when I speak about things that happen in other classes with teachers the conversation is factual and framed in a positive and restorative light.

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I have had several conversations spanning behavior and academic expectations.  In all of those conversations with scholars, I have made them aware of my accountability as well as theirs. For example, it is the job of EVERY adult in this building to keep you safe and show you respect/adoration/love. It is your job to make sure you allow yourself to be open to receiving what they have to give. The accountability is that I have accepted my part and will stand 10 tens down on what I said I would do without being reminded to do it because it is JUST THAT IMPORTANT to me. Regardless, I am going to love you but I will also correct you as well as support you....because that is how much you mean to me.

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Student stole items from my room and since it was a transition time, I didn't follow through on a consequence. I only told them how disappointed I was. I need to follow through and have meaningful convos with the children about the behavior.

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I say that i value being calm and having appropriate reactions (what I was talking to the kid about), but I lost my cool talking to him I could go back and repair that relationship