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Whether or not your school is going Restorative Practice school-wide - what role can we play in spreading the "hacks" and ideas to other teachers?

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Whether or not your school is going Restorative Practice school-wide - what role can we play in spreading the "hacks" and ideas to other teachers?

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What role could data collection have in changing behavior in your school and/or your classroom?

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What role could data collection have in changing behavior in your school and/or your classroom?

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Thoughts on this style of communication and mediation? What might it look like in your classroom or school? Potential benefits?

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Thoughts on this style of communication and mediation? What might it look like in your classroom or school? Potential benefits?

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Were there any ideas or quotes that jumped out at you from the Introduction? First impressions of the book?

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Were there any ideas or quotes that jumped out at you from the Introduction? First impressions of the book?

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What are your thoughts on the restorative circle? 

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What are your thoughts on the restorative circle? 

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Thoughts on repairing the harm? Any reflections on your school’s current practices you could improve? Classroom implications? 

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Thoughts on repairing the harm? Any reflections on your school’s current practices you could improve? Classroom implications? 

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What do you think about the author's approach to "rules"? How might "Preview, warn and give consequences" help you -or those that struggle with management? 

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What do you think about the author's approach to "rules"? How might "Preview, warn and give consequences" help you -or those that struggle with management? 

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What role could a growth mindset play in your classroom? Other ideas to help support this mindset school-wide?

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What role could a growth mindset play in your classroom? Other ideas to help support this mindset school-wide?

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“Students are not inherently troubled. Something has happened to cause that trouble.”  The introduction talks about how teachers feel discipline issues have increased, and how we need to change our responses to misbehavior. I feel like we spend too much time punishing that behavior instead of addressing it so that’s why I’m reading this book.

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Below each chapter thread you will see a starting question. Feel free to respond to that question in your own post (use the + you don't need a "title") and/or come back and respond to other people's posts by adding comments. You can also "like" a post or use a post to ask a question of your own. There is no schedule, so just come post as you read! I look forward to hearing from other educators digging into this book!

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"Every day is a new chance to connect with your most difficult students. They are used to people giving up on them." - I was drawn to this book because I think too many times we jump to punishment - which doesn't work anyway.

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What insights did this chapter give you about your students? What role will empathy take in your classroom? 

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What insights did this chapter give you about your students? What role will empathy take in your classroom? 

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Thoughts on teaching mindfulness to your students?

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Thoughts on teaching mindfulness to your students?

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"Students need to be heard and understood." Your final thoughts?

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"Students need to be heard and understood." Your final thoughts?

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Feel free to use this thread to share other resources with the group. Perhaps you want to share people to follow on Twitter like @WeinsteinEdu  or links to other books or websites that may help others.

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Feel free to use this thread to share other resources with the group. Perhaps you want to share people to follow on Twitter like @WeinsteinEdu  or links to other books or websites that may help others.

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I'm a HS Instructional Coach - you can follow me on Twitter @VHS_TchrCoach

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"Every behavior is a form of communication—even behaviors that require disciplinary action."
I heard someone say this in a PD session and it makes sense. These kids that are acting up are trying to tell us something.

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I love the idea of school-wide mediations. At my middle school, sometimes the next step in discipline with chronic students is we have a meeting with the teacher and administrator. It can be powerful and usually works, but we don't do it all the time - and we should!!!

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I love the idea of mediations too. Not sure how they would look as school-wide practice at my HS, but I think it would be wonderful if teachers added this step to their hierarchy of consequences with the goal of getting to the root of a student’s misbehavior.

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Building the community with daily peace circles is key to the use of restorative circles.  The students need to feel like they belong to the community -class, school-before they want to restore.

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I enjoy how this book already addresses pushback I may feel. I do wonder about where I will find the time for these conversations - but I can see how valuable they could be. I also feel like many teachers will need more modeling or help on what this looks like in action - myself included.

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This chapter gets at the heart of the issue. When kids are removed from class it helps temporarily, but they come back and nothing has changed. In many cases being removed from class is the reward. I see how consequences should be more linked to the infraction but I definitely think I will need do see/hear this in action.

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This goes exactly along with what I tell my new teachers. If we remind a kid 10 times to stop talking (or whatever) and then suddenly give a consequence then the student doesn’t know where that acceptable line was. We have to remind them of expectations, let them know what the next step is and make the choice theirs. Won’t work without follow through though. Sometimes it feels like teachers jump up a hierarchy too fast - again, detentions don’t solve problems.

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Does anyone have any ways their school already helps support growth mindset school-wide?

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I was thinking about starting this as a check in for 3rd graders. Especially after our weekends (4 day weeks) Mondays can be rough for some. Would I need to do them every day?  I like the idea of involving the whole community if necessary, as I find a lot I come across interrupts class time and causes major distractions for others.

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I’m thinking this is what PBIS is supposed to be doing...the whole idea of not just punishing or giving consequences but making the student aware of what his behavior had caused to others. I am really liking the idea of having students come together as a community to say/offer what could be done to make things better.

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I think the push back sections of the book have some great ideas for when we talk about these ideas with our peers. Other teachers may scoff until they see the impact it is having in class. I'm guessing that those teachers who never seem to have discipline problems with the same kids others struggle with, are probably already doing something along these lines anyway.

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This chapter included some great questions to have students reflect on while thinking about themselves: "If you were to move tomorrow, how would you want your friends to remember you? What about people who didn’t know you well? What words would you want others to use to describe you to someone you have never met?”

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This chapter also includes a discussion on re-evaluating grading practices. I’m glad to see it as it falls in line with my district’s support of teachers moving towards Standards Based Grading. Anyone out there have experience with that?

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One particular classroom comes to mind - the teacher focused on the message of "Be a good human" as the foundation for everything. She definitely connected with students and had almost no discipline issues. Teachers modeling how to care about others is KEY!!!

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"Emotional regulation isn't instinctive; it's learned." (Intro) Students do not know HOW to control their behaviors and/or responses & must be taught. Just as with everything we do in the classroom, they must be TAUGHT how to regulate their emotional responses.

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"While it is important to hold students accountable, it is even more important to find the root cause of those difficult behaviors and address them."

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"While it is important to hold students accountable, it is even more important to find the root cause of those difficult behaviors and address them."

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I have seen this in many students when the cause is not uncovered, the behavior continues to happen.  I am an assistant principal and feel that teachers want me to address these problems when they have not done their due diligence to address it.  I am hoping to have all of my teachers read this book.

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Loved the Rabbit and the Hole analogy! I can hear some of my teachers now, "I don't have time for this." I hope they use mediations at least once to see the power of it.

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I read another article about restorative justice and one elementary teacher had a great idea.  She had a "walking and talking mat."  It looked like it was a dropcloth with feet painted on it.  Above each set of feet was a talking point, for example "I felt _____ when you ____."  There were two sets footprints on there to get a conversation going.

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Love th idea of starting the school year off with check in circles.  We have used "Good Things" at my school which still could be used during the circle time.

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Love the idea of repairing the harm with the whole class and holding students accountable.  Again, I feel at my school, teachers "jump the gun" too quickly and call for an adminstrator to take care of the student.
Like the "iceberg perspective."

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I love the scripts, because I made a written discipline form last year that was reflective, but very rule based--"What rule was not followed? How did it impact my learning? How did it impact the learning of others in the classroom? How can I learn from this?" I like the verbal communication better because it's immediate and interactive, and I like the open-ended "What happened?" because it's not confrontational. I also like the follow up "How were you feeling when . . .?" because though the behavior may not have been excusable, maybe there's a reason and we can prevent it from happening again or reduce the chances.

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Out of school suspension for a high school student is really just a day off. In school suspension is removal from the classroom to a room where you can pretty much sleep or play games. Often, students who get in trouble are not the strongest students and have trouble keeping up/making up work when they're absent.

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I like the firmness of one warning. Kids know right from wrong. As long as the warning is clear and the consequence is established, I look forward to being more firm with my consequences next year.

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I think English class and Physical Education lend themselves to mindfulness! I find myself shying away from using the terminology of growth mindset or mindfulness because the teenagers have caught on and think it's corny (anyone else?).

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The mention of the digital age really caught my eye. We hear a lot of complaints in the faculty room about the kids not making eye contact, no social skills, always on their phones--but we have opportunities here to teach them. (Yes, on top of content, standardized tests, assemblies, etc.) but it's hard to hold them accountable for skills they don't have, and we aren't teaching them. We can complain that they don't get them at home, or we can address it at school.

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When you're having a hard time with a student, chances are, the other teachers are too. I think just teaming up and sharing what works, tracking behavior and accountability, could make a big push towards restorative practice.

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We use Genesis for comments, but I found myself not relying too much on it this year for entering data as much as looking for it. How can I be upset when there are no comments for a student when I haven't added any myself? Next year I'm setting a goal to add clear comments with follow up.

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I don't think you pick this book up unless you've already sort of bought-in. It's nice to have clear strategies, specific scripts, and real-world examples. I feel supported going into the new school year.

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I like the author's suggestion for rephrasing how we'd usually ask questions to get more relevant responses and help the students to reflect. Even when identifying the "guilty party", I really like how just rephrasing the information that the student shared can help students to see it from the other student's perspective or realize that they had personally had more involvement in the problem that they had realized. I also really like the structure they are using including sharing goals and norms and recapping.

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In my new school, there was a recent focus on class meetings. I'm wondering how using the proactive check-in circle strategy could be incorporated into class meetings. I think it would be really important to spend a lot of time practicing getting into the circles quickly and understanding the norms for this group. I like discussing the conflict with the whole class for some issues, but I think we have to be careful to make sure we're not broadcasting others students' poor behavior choices. Maybe I'm just not understanding.

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There is so much power in being mindful.  We live in such an instantaneous world that, often times, we don't slow down to be present and aware of how we are doing (and how that impacts ourselves and others).  Much like emotional regulation, these skills need to be taught and coached.  We have to teach them HOW to identify what they are feeling and how it can impact our lives.  Then, we have to MODEL it.

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There is so much power in being mindful.  We live in such an instantaneous world that, often times, we don't slow down to be present and aware of how we are doing (and how that impacts ourselves and others).  Much like emotional regulation, these skills need to be taught and coached.  We have to teach them HOW to identify what they are feeling and how it can impact our lives.  Then, we have to MODEL it.

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Philosophically, this is that the core of who I am.  I would also say that, in general, PEOPLE need to be heard and understood.  I am going to start with "check in circles" for our students and educators alike!

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Philosophically, this is that the core of who I am.  I would also say that, in general, PEOPLE need to be heard and understood.  I am going to start with "check in circles" for our students and educators alike!

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I feel like in our school we have traded out the rules and given out school wide expectations with our school identity, we are the RAMS, respect, accountable, motivated and safe. So in our classrooms, hallways, bathrooms, cafeteria and at recess we as a school discuss what being a RAMS looks like and sounds like. I think this addresses the "not behaviors" and sets the stage for expectations of their behaviors.
I'm also having trouble with some of my colleagues and their choices to overlook some behavior as "That's just so and so" or "It's their time, let them be". That's not fair to those who are trying to encourage those good behaviors and work with those choosing not to follow the set expectations.

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I really like the idea of using open ended (not leading) questions to both ask what the student was thinking when they performed the behavior and how the other student felt.  I feel like we attempt to do this,  but younger students,  we often just get "mad" and "sad". We have to work on using open ended questions to get them to think more instead of just accepting this.

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I really like the PLAN acronym. Some of the social workers in my district also use the Zones of Regulation. I think these could work together.  I think that presenting and using this as a whole school would be powerful in giving a common language.

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I’m liking the idea of using the new skills I’m teaching as a jumping off point about growth mindset. I want to have the Zones of Growth up so we can reference as a class any time. With 3rd graders I’m hoping that by knowing others are challenged and in the same boat, others are okay and can be an “expert” on the skill, or even some who are completely spooked by a skill will invite a sense of togetherness and community.

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In teaching elementary students, I think it's important to teach mindfulness. Students at a young age need to understand and learn what their body is trying to tell them before they overreact and cause more damage than they meant too.

In implementing this hack, it says that , "there are not 'good feelings' and 'bad feelings'; each feeling has its place and serves its purpose", which I feel is super important at any age. When I was young, we did have "good" and "bad" feelings...I like this better as students need validation for how they are feeling.

As teachers we all feel all sorts of feelings during a day or week of school, I'm hoping to open this door for students to feel safe to talk about their feelings by me explaining how I'm feeling and why, like the example they gave...during morning meeting or whenever I can find a set time frame. I think it's important to model things like this to show it's okay and talk about the feelings and acknowledge how we are all feeling, especially coming back from weekends/breaks (high poverty school).

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My school uses pbis so we try to focus more on the positive when developing classroom expectations.  One thing I considered as a school though is how our office discipline referrals are written.  They are a list of classroom and office managed violations.  Rewriting this as a list of positive behaviors that were not followed would certainly be better aligned to how we teach behavior,  but I feel like some of our parents need the violation list as a rationale.  Thoughts?

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I work for the quakers doing peace educaiton and I just found this padlet by accident...I thought folks might be interested in this exciting online conference on 20 May :)

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I work for the quakers doing peace educaiton and I just found this padlet by accident...I thought folks might be interested in this exciting online conference on 20 May :)

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QCEA Conferences | Quaker Council for European Affairs

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QCEA's Study Tour is quickly approaching. We are excited to meet participants from around the world to reflect on the direction of the EU and learn about its key policy-making mechanism. However, for those that did not manage to register this year, we have the pleasure to invite to join the Study Tour's opening session 'Europe at a Crossroads' online.