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Responding to Homophobic Language in Schools

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Responding to Homophobic Language in Schools

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https://www.stonewall.org.uk/system/files/10_steps_to_tackling_hbt_language-march2022_-_final_edited.pdf

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Community Building Tools - Collaborative Wall

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Community Building Tools - Collaborative Wall

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https://docs.google.com/spreadsheets/d/1K_rFG7cVafpp6vKF4YnTVuOZL1T93yW-AjCTAzedZvw/edit?usp=sharing

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Resources for Talking About Race, Racism, and Racialized Violence with Kids

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Resources for Talking About Race, Racism, and Racialized Violence with Kids

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OARS Skills - Open-ended questions, Affirming, Reflective Listening, & Summarizing

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OARS Skills - Open-ended questions, Affirming, Reflective Listening, & Summarizing

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The OARS model is part of motivational interviewing. While motivational interviewing is often used in a clinical/therapeutic setting, it's also a very good skill for anyone to build!

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https://www.youtube.com/watch?v=-zdJ1ubvoXs

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Know your inner saboteurs: Shirzad Chamine at TEDxStanford

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The Little Book of Restorative Justice

The Little Book of Circle Processes

The Little Book of Restorative Discipline for Schools

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https://docs.google.com/presentation/d/19T1I4BMAzFspdjPkB40wBMalcKOW_WdJ1bk3LC7wjAY/edit?usp=sharing

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https://docs.google.com/presentation/d/1ahrhQaeR7_77gyu2FWeQRECQItAhMD_DUbHR0TcZi5w/edit?usp=sharing

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Circle Guidelines - Early Childhood Education

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Shop Target for fidgets toys you will love at great low prices. Choose from Same Day Delivery, Drive Up or Order Pickup plus free shipping on orders $35+.

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https://www.socialemotionalworkshop.com/student-check-in-activities/

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Important Note: If you do student check-in activities, you have to be able to follow-up with any serious student concerns. If a student tells you they are feeling really sad, you have to address that and connect them with a counselor. If a student tells you they hate math and feel stupid, you have to take the time to have a conversation and make a plan. Just as these check-ins communicate that you care about what they feel and think, they can also communicate the opposite if you don't follow-up.

1. Feelings Chart

Use a simple feelings chart to check in with students. When students enter the room, they can put their token or a post-it on the chart.

You could also have buckets with different feelings on them or a scale of feelings (great, good, okay, not so good, blurgh). Students can put their token in when they walk in.

Remember it's important to circle back to any extremes. Why are they feeling great? Why are they feeling blurgh?

Read more ways to do a feelings check-in in this post: Using a Daily Feelings Check-In

2. Morning Meeting

Morning meeting is a perfect time to incorporate a check-in. A few times a week you can make your share question focused on what the students feel or think. For example, how do you feel about the assembly today? What do you think is the best month of the year?

You could also add a simple feelings check-in to the greeting once a week. Students could do a certain greeting that matches an emotion.

3. Student Survey

My first year, a teacher gave her students a survey at the beginning, middle and end of the year. She asked questions about what they were feeling and thinking about school. It was really eye opening for her to be able to see all the information at once. Students also shared more information and deeper information as the year went on. As they trusted their teacher, they were willing to tell her what wasn't working so great for them.

You could ask questions like:

1. What has been the most challenging thing this year?

2. What is something, small or big, you did this year that made you feel proud?

3. If you could change one thing about school what would it be?

4. Is there something in class that doesn't seem fair to you?

5. When can you focus the best? What is the room like?

4. Rose - Thorn - Bud

A rose - thorn - bud activity is a quick three-part check-in you can use to have students tell you about their week.

1. Rose - a small win or accomplishment

2. Thorn - a challenge they faced

3. Bud - something they are looking forward to

Download a one page Rose - Thorn Bud worksheet.

5. Aha! Moment

An Aha Moment is when a student learned something new or something clicked. You can do these at the end of the day or you could have an Aha! box that students can write down their Aha! moments at any time during the week. You can share them during a class meeting and see if anyone else had the same Aha! moment.

6. Rewind / Do Over

This is a great way to incorporate reflection into your routines. Ask students if there was something about their day or week that they would do over again. If they could press the rewind button and start fresh, what would they do differently.

7. Your Week in Emojis

This is a like a feelings check-in but a bit more fun. Ask students to describe their week in three to five emojis.

Just as you want to see where students are at when they come into you room, it is also helpful to understand how they are when they leave you room. You can use a simple exit ticket for students to tell how they feel about their day. This may be a good time to use a the rose-thorn-bud structure.

9. Self Care Check-In

From time to time, check in with students about their self-care. Are they getting enough sleep, eating well, having some physical activity.

You can introduce self care skills with this free set of worksheets.

You can do check-ins with students around their learning and behavior and have them create goals. Once they have a set of goals, you can check in with them on their progress.

Check out this SMART Goals resource for whole class lessons and check-in materials.

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10 Student Check-In Activities to Connect and Understand

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10 unique student check-in activities to find out how students are feeling and thinking about school. Pick one or two that work for you!

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https://drive.google.com/file/d/12syWl-PO7OxYaNLwl9Zjo6uFYlmx_Ugs/view

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https://www.youtube.com/watch?v=mDT4j8_kgqQ

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The Importance of Relationships, Love & Belonging in Schools

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The Importance of Relationships, Love & Belonging in Schools

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https://www.youtube.com/watch?v=gPU0JcjybkY

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Healing Trauma in a Toxic Culture - with Dr. Gabor Maté | Know Thyself LIVE Podcast EP 33

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VUSD Restorative Justice Referral Form/Ticket

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VUSD Restorative Justice Referral Form/Ticket

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https://forms.gle/PDrrzSbE4bEHdxHeA

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- Community Building Circle

- Reflection/Dialogue Circle

- Reintegration Circle (After absence/suspension/etc.)

Best practices when you have a concern about a student/staff:

1) Express your concern with the student(s)/staff privately or use other modes of intervention with the individual(s).

2) Notify Restorative Justice Practitioner by submitting this referral form for support on circles/further intervention/training/coaching.

Please complete the questions below. This will help the practitioner better prepare to support you and the other person/people. With any referral, you will be given the supports and resources necessary for any follow-up or future incidents (i.e. circle scripts, conference protocols, reintegration information + questions, etc.)

As the person submitting the referral, it is necessary that you are present for the circle. A Restorative Practitioner will reach out to confirm the date and time to prepare for the circle in advance of the requested date.

Thank you in advance for your support.

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Restorative Justice Practices (RJP) Referral Form

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Please fill out this form for yourself, a student(s), and/or other staff for the following reasons: - Community Building Circle - Celebration Circle - Talking Circle - Reflection/Dialogue Circle - Curriculum Circle - Conflict Resolution - Healing Circle - Harm Circle - Reintegration Circle (After absence/suspension/etc.)

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RJP Resources for VUSD Community - Google Drive

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RJP Resources for VUSD Community - Google Drive

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https://drive.google.com/drive/folders/19NwxVh6zOlDwjodtkWBZsdvCYHkKVVTW?usp=sharing