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2. What have you tried, or will you try, in your classroom?

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2. What have you tried, or will you try, in your classroom?

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3. What do you still want to learn in this area?

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3. What do you still want to learn in this area?

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2. What have you tried, or will you try, in your classroom?

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2. What have you tried, or will you try, in your classroom?

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2. What have you tried, or will you try, in your classroom?

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2. What have you tried, or will you try, in your classroom?

# data[].attributes.headline
2. What have you tried, or will you try, in your classroom?

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2. What have you tried, or will you try, in your classroom?

# data[].attributes.headline
2. What have you tried, or will you try, in your classroom?

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2. What have you tried, or will you try, in your classroom?

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2. What have your or will you try in your classroom?

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2. What have your or will you try in your classroom?

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3. What do you still want to learn in this area?

# data[].attributes.subject
3. What do you still want to learn in this area?

# data[].attributes.headline
3. What do you still want to learn in this area?

# data[].attributes.subject
3. What do you still want to learn in this area?

# data[].attributes.headline
3. What do you still want to learn in this area?

# data[].attributes.subject
3. What do you still want to learn in this area?

# data[].attributes.headline
3. What do you still want to learn in this area?

# data[].attributes.subject
3. What do you still want to learn in this area?

# data[].attributes.headline
3. What do you still want to learn in this area?

# data[].attributes.subject
3. What do you still want to learn in this area?

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1. I'm a lot nicer to my kids at home.  Aha moment: While reading a story to the class, I became aware of how I wasn't mindful/respectful in giving my son/students space when they need to calm down.  It led to a great class discussion.  

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1. I'm a lot nicer to my kids at home.  Aha moment: While reading a story to the class, I became aware of how I wasn't mindful/respectful in giving my son/students space when they need to calm down.  It led to a great class discussion.  

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I've been taking 5 minutes for mindfulness for myself and it sets the tone for my day.
I've been doing yoga at night.  This link has helped calm my mind and allow me to fall asleep.  https://youtu.be/OO51xniCqDs

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2. I've been more mindful of consistency with my students.  

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2. I've been more mindful of consistency with my students.  

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I'm noticing I'm aware of what's going on, but I'm not always taking action.  I've started to take action.
I've tried just noticing what students are doing, naming it, breathing deeply, and showing more patience.

I'm practicing calm with a difficult student and it has allowed my students to ignore better and remain calm.

This is a great tool to give myself and to give to students.

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The problem is bigger than we thought

Our job is requiring more than one teacher (adult) in the room--we need the added staff support to be with us

It takes time to work through these issues, traumas

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3. Continued Practice so that it becomes a routine.  

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3. Continued Practice so that it becomes a routine.  

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Everyday is a new challenge/situation so we need lots of PRACTICE.

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We need to offer parenting classes/support for our community.  How to establish routines that help to make a day go better.

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We need to offer parenting classes/support for our community.  How to establish routines that help to make a day go better.

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1. Collaboration among different grade levels can be rewarding. When redirection needs to happen, assuming the best in students is needed. Trying to concentrate on the positive ond keeping a growth mindset.

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1. Collaboration among different grade levels can be rewarding. When redirection needs to happen, assuming the best in students is needed. Trying to concentrate on the positive ond keeping a growth mindset.

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community circles
brag tags
candy jar
taking time
mindful teaching
refreshing posters/expectations

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1. It is important to know the function behind the behavior. The function allows us find a solution. 

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1. It is important to know the function behind the behavior. The function allows us find a solution. 

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1. Mindful of wording as we talk with students-teacher as facilitator of repair (asking questions: What happened? ) Rather than jumping into the behavior.  Being open ended allows room for students to reflect and recognize their motivation. This openendedness might give students a chance to decompress and be able to think again, so they can respond to questions or talk about the situation.
1. Trying to reconnect with students in a positive way at other times in day, rather than just during a conflict is powerful.

1. Kids need to have the struggle, to learn to solve the little problems, rather than bringing every problem to an adult.

1. preemptive talks--setting students up for success. I know I'm going to be problem solving, so what are the tools I/we need to have. Takes away anxiety. Helps students be more accountable.

1. Different ways to support students and teachers in conflict. Staff has monitored class and allow teacher and student to problem solve.

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1.  Using Envoy strategies as a whole class.

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1.  Using Envoy strategies as a whole class.

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Consistency for community circles.  Envoy strategies to support relationships and classroom management.
Has helped with ELL students. They can contribute a little or a lot. It is scaffold. and safe for them.

Add a soft landing for the day in the morning.  A nice way to start out the day.  What reach goal will you be focusing on today.
Gives ELL students more language that they may not know.  They have to say something, can not just sit and be passive.  Safe space to speak.

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Multiple behavior plans, preferential seating, coaching, role playing, counseling when available, parent conferences, etc., etc.

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Multiple behavior plans, preferential seating, coaching, role playing, counseling when available, parent conferences, etc., etc.

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(THIS HAS BEEN TRIED)

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Concentrate on the positive and the strengths of students.
Collaboration and sharing our stories.

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We have learned that different students need different approaches.
students need high expectations and support to meet those expectations.
Clear boundaries are important

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Becky-Sometimes feel pressure to finish quickly in the morning with circles because of specialists, or intervention coming in.

Judi- Morning has been more successful to build in community circles.
How to integrate the curriculum.  Math talks,
Posting community circle expectations.
Sentence Frames to help support conversations.
Echoing

Think pair share. Great for engagement.

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looking at the lunchroom behaviors/rewards system

revisiting behaviors/rewards in the rooms

improved teacher input/communication around individual plans

finite choices for children

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Jessica- look at more blogs and research around community meetings.
Camila- Morning meeting chips.  Questions to help structure community circles.
Maybe more academic community circles.  Weave in some learning into the community circles.

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Tried ignoring, mindful corner, positive reinforcement, waiting to address behavior until it can be done 1 on 1.

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How to set bottom lines that are school wide.

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3. When 2 people have been wronged and the restorative conversation happens how much is too much? How much does a teacher need to tone it down because they are an adult and the restoration conversation is occuring with a student? What to do when the restorative conversation doesn't feel like restoration for the teacher?

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3. When 2 people have been wronged and the restorative conversation happens how much is too much? How much does a teacher need to tone it down because they are an adult and the restoration conversation is occuring with a student? What to do when the restorative conversation doesn't feel like restoration for the teacher?

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Can I say "you made me angry" or do I have to say "I am frustrated"? Can there be be heightened emotion in my voice?

3. What does restorative practice conversation look like?

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more tricks

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Restorative circles are for participants who are ready and willing to participate. It can't be forced and we can't participate when we aren't ready. 

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Restorative circles are for participants who are ready and willing to participate. It can't be forced and we can't participate when we aren't ready. 

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RP does not mean there are no consequences for behavior. Restoring involves empathy and accountability. 

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RP does not mean there are no consequences for behavior. Restoring involves empathy and accountability. 

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Tried RP questions with students to solve problems which I was not present for and students were shocked at having to figure it out without my input/judgement. 

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Tried RP questions with students to solve problems which I was not present for and students were shocked at having to figure it out without my input/judgement. 

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Offering student opportunities for special jobs for op-positional student--worked well. 

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Offering student opportunities for special jobs for op-positional student--worked well. 