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Sheila Kaehny                            3 learnings: tips on circle time; significance of talking piece; impact on culture and climate

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Sheila Kaehny                            3 learnings: tips on circle time; significance of talking piece; impact on culture and climate

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2 questions: how might we do this as a whole staff and what might look different at each grade level?
1 connection: this reminds me of the disco days (discovery program)

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3 Things I learned:
1.  How to run a restorative circle
2.  How to run a connection circle
3.  What RJ things that I already use in my classroom.

2 questions:
How I can effectively include this into my classroom with 2nd graders?
No other question at this time.

1 Connection I made was how beneficial the community building activities have been this year in my classroom with my students.

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3 things I learned tonight:
-How to use restorative circles
-How to facilitate restorative circles
-The impact of RJ on a school

2 questions I have:
-How would RJ look like in special education?
-What is the smallest number of students that can be in a restorative circle

1 connection:
-My connection to how I currently discipline my students and how I have already used RJ in some areas.

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I have learned how to facilitate connection circles, positive RJ data, and learned about padlet.
Questions I have is about how this might work with my students and how can we impact our school even this year?
Apparently, I use some restorative practices in my teaching already.

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3 things
*How to conduct a restorative circle
*How to run  a connection circle
*How things we already do are RJ practices
2 ?s
*How on board is our district with RJ
* Do you do whole staff trainings
1 Connection
I am glad to see such interest in RJ, I would love to see it grow as a method of interacting with kids and reducing
conflict

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1 - how to run a connection circle
2 - some people unfortunately had a bad day at school :(
3 - about padlet

are connections

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3 things I learned: different ways to use RJ circles, how to structure the questioning process(norms), that I already so some of these things but didn't know I was doing them.
2 Questions I have are how do I get my school on board, and can I get people to give up curriculum time for RJ time.
1 connection I made is that I can use this in my classroom without any changes. I can have students do this when they write and share.

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I learned how to facilitate connected circles, data around RJ working in schools, and that the people here from Westlake have power to create change.

My question is how do you facilitate RJ with an offender and victim?

Connection is my current writing project does incorporate RJ.

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I was introduced to and learned how to conduct a restorative circle.  I became aware of some positive data that relates to the use of RJ on a school-wide basis.  I learned that there might well be a good many things I might be able to implement with RJ in my classroom.

How do I ensure I am neutral during these circles?  What are reminders of norms that I can give myself?

How do I introduce this, this late in the year, and still get to a point where it will help students?

I have connected RJ to Magic Circle which was a similar program from early in my career.

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3 things I learned:
-The proper format for restorative circles
-Different ways to structure circles for community building or academics
-How to manage students within the restorative circle

2 questions I have:
-If I did this a circle once a week for community building, what part of the week would be ideal?
-What other strategies can I use?

1 connection I made is that my school could use restorative justice within our culture.

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3 Things- How to run a connection circle, Mike's favorite superpower, the effects of Restorative Justice.
2 Things- What else does Restorative Justice incorporate other than connection circles?  What purpose can a circle have in connection to content (other than community building)
1 Thing- Restorative Justice and Kagan

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3 things I learned tonight: The procedures for running a restorative circle, more on how to run a restorative circle, and got some cool data on how effective RJ is.
2 questions I have: How will I use this with my students? How can I be a more restorative teacher in my practices as a content teacher?
1 connection I made is that I already so some RJ strategies in my class. (I often ask my students to share one thing from a multi-station, multi-day activity as a closure)

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Three things I learned tonight:
- how to get students to answer
- how to facilitate a proper restorative circle
- how much change RJ can make

Two questions I have:
- how to cross RJ from general education setting to SPED
- learning how to have the RJ conversations with students

One connection I made:
- I already do a lot of RJ in my classroom. Not quite to the extent of what we have learned, but I feel like it is a necessity in my classroom.

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3 things: I learned the structure to smoothly facilitate a circle, the data is really helpful to support how beneficial RJ is, I learned that students love doing circles.
2 questions: Good ways to share with staff? Have you had a student break ground rules more than once in one circle and what would you do?
1 connection: When practicing I was able to connect with how beneficial RJ is because I enjoyed the process.

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Unfortunately, we have parent/teacher conferences at RT tonight and I could not be in class.
:(
However, as I was reading through many of Kathy's materials I gained some insight and started thinking about how I want to implement and "frontload" some activities in my class.
One question that I had during the first class that I would be interested in learning about is, the statistics/success rates related to RJ being used in the criminal justice system with perpetrators with mental illnesses. (Sorry, not related to my classroom- but something I wonder about.) I really don't have another question at this point.
As far as a connection-- After reading the scenarios for the "Do Now Activity"-- I was reminded of how many times over my years as a teacher that I witnessed teachers reacting to kids like the teacher did in Scenario A.