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Dirt on My Record: Rethinking Disciplinary Practices in an All-Black, All-Male Alternative Class

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In this article, the author introduces what it means to be a teacher in an all-black male classroom. The Teacher Brother P works with the students in this class in a unique fashion to help build the student's character. This is a very important feature for the students because they get one on one treatment and they get an especially caring educator. Brother P recognizes that all too many times, misbehaving students get blacklisted and it follows them considerably too long. What Brother P tries to do, is to transform these students' reactions into working strides for success.

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How At-risk Education is Shaped, a paper I wrote about suspensions, truancy, expulsion, and interventions for EDUC 417 in October of 2020

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Top 7 ways to teach empathy in the classroom | ORCHIDS SCHOOL

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Used this survey to help build relationships with my students

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Copy of Getting know you fifth grade survey

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Creating Brave Spaces within and through StudentFaculty Pedagogical Partnerships 

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Instead of creating a safe space, we create a brave space.
I have always liked the concept of a safe space. The author of the reading sees a safe space as implying danger, yet I have always seen it as something where a child should have no fears. I see having a safe space as a place where no one is judged, children can be themselves, and express their thoughts as well as their emotions. To me, a classroom being a safe space is a place where children know that they are valued. I do not think that having a safe space implies harm or danger. There is always the possibility of harm, risk, and danger yet, I feel it means children will have someone on their side when and if something goes wrong. They will have an advocate. My idea of a safe space is better aligned with the concept of a brave space. As educators, we also have to be brave. We must stand up for what we believe in even if it upsets or puts people out of their comfort zones. We must also be willing to push ourselves out of our comfort zones. I believe it is extremely important to understand a student's background. In my future classroom, I would love to continuously assess students using assessment tools such as running records, anecdotal records, and desired results in developmental profiles to understand where a child is in their development. I would also love to teach students how to solve problems they have with their peers on their own without teacher interaction. As a future educator, I know that it is important to create and keep open communication with parents and guardians. By creating a relationship with caretakers, a student will have a better opportunity to thrive. Learning does not just happen within the walls of a classroom.

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I first heard of Harlem Grown from a social media account called Humans of New York which highlights amazing people not only in New York, but around the world.  https://www.humansofnewyork.com/

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Every student needs someone who is their advocate. We must never give up on our students. We must believe in them at every turn.

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Rita Pierson, a teacher for 40 years, once heard a colleague say, “They don’t pay me to like the kids.” Her response: “Kids don’t learn from people they don’t like.’” A rousing call to educators to believe in their students and actually connect with them on a real, human, personal level.

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Students have the exact same morning routine. For example, they will come to the carpet for a morning meeting at nine in the morning where they will have a fun or on-topic daily question. Students will also learn what they will be served for both breakfast and lunch for the day. This is an opportunity for students to air problems, share what is going on in their lives, and more. It gives space for students to express themselves.

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The Power of the Morning Meeting: 5 Steps Toward Changing Your Classroom and School Culture

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Edutopia blogger Lisa Dabbs shares her own transformative experience with the Morning Meeting model and suggests five steps for integrating this practice into the classroom.

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Example of my Moring Meeting Questions I have used with 5th graders

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Example of my Moring Meeting Questions I have used with 5th graders

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Restorative Conferences give opportunity for students to apologize for actions and take accountability.

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A Guide for Parents and Carers

What is Restorative Conferencing?

Restorative Conferencing is an initiative in some schools which aims at resolving issues of conflict affecting pupils' behaviour in school. It is a new approach which considers the views and wishes of all those involved in a dispute, and attempts to resolve problems in a calm and positive way putting right the harm that has been done.

How does it work?

Each school involved has staff trained in Restorative Conferencing.

In dealing with a dispute the usual procedure is for the trained member of the staff to offer those involved in the conflict the chance to attend a Restorative conference.

What problems can be addressed by a conference?

What is the purpose of a Restorative Conference?

What will happen at a Restorative Conference?

The problem will be referred to a trained facilitator by the school, who will assess if the case is suitable for a conference.

If it is, the facilitator will meet individually with all those involved in the incident -both directly and indirectly and gather relevant information.

The date, time and place for the conference will be arranged.

There is a structured format, so it is fair.

The facilitator remains neutral, but runs the meeting.

Everyone present at the conference will be asked in turn their thoughts and feelings about the incident and how it has affected them.

The person whose inappropriate behaviour caused the problem is given the opportunity to put thing right.

An agreement giving details of what will be done is drawn up. Everyone present signs this and is given a copy.

Why Restorative Conferencing works.

It is seen as a fair and balanced process in which the views of everyone are shared.

The person who has been harmed is given the chance to speak for him/herself and say how the incident has harmed or affected him/her.

It works for the person whose inappropriate behaviour has caused the problem, because s/he sees the effect of the incident and is given the chance to put things right. S/he is not seen as a bad person. It is only the specific incident, which is discussed.

Because it is generally a positive and 'healing' experience, the risk of repeating the incident is reduced.

This benefits those people who are important to the pupils as well as the wider community.

It breaks down barriers and those who are involved often become mutually supportive and remain in contact.

The agreement acts as a point of reference and is a commitment shared by all present to see that the harm is put right.

A guide for pupils

Education in school should be a happy time where all pupils are able to do their best in a safe and caring environment.

There are some people, however, who try and stop pupils learning and enjoying school by making them unhappy.

They can do this in variety of ways including:

This is not fair and should not happen.

There are lots of things the school can already do to sort out these problems, but there is also something new that is being tried out in some Nottingham City schools.

It is called 'Restorative Conferencing' or RC for short.

This is what would happen if, for example, you were being bullied.

1. Go and see a teacher and explain what is going on.

2. The teacher will talk to everyone involved to find out more information.

3. The families of the bully and the person being bullied will be seen and asked if they wish to have the incident dealt with in this way.

4. A meeting (conference) will be called.

5. Everyone involved (including parents/carers) will be asked to come, but sometimes a conference can just involve two pupils.

6. The meeting will be held in a quiet and safe place in school.

7. The teacher begins the meeting.

8. S/he asks everyone in turn what happened and how it made him or her feel.

9. Everyone present has a chance to have his or her say.

10. The person who has been unkind listens to what everyone says and then says what s/he will do to put things right.

11. The teacher writes out an agreement.

12. Everyone signs the agreement and has a copy.

After a while the teacher checks that the promises made have been kept.

RC helps sort out problems in school because

It allows pupils to say in a safe environment what has made him/her unhappy and why.

It allows the wrong doer to see what effect his/her actions have had and give him/her the chance to put things right.

It allows school, friends and families to work together and support both pupils affected so that school is a place where they can learn.

Information and Guidance for Teachers

What is Restorative Conferencing?

When can it be used?

It is another tool which can be incorporated into a school's Behaviour policy

How does it work?

The conference has a structured format and certain phrases and style of language are used which help the pupil involved in a specific incident reflect on how his/her actions have impacted on others and how amends can be made.

There are three main strands to Restorative Conferencing in Schools

1. A full Restorative Conference.

What happens?

The facilitator (trained member of staff) is consulted if it is felt that RC could be beneficial in resolving conflict.

The relevant information is gathered and the facilitator decides if a conference is appropriate.

If so the participants are seen by the facilitator. This usually includes parents and carers as well as the pupils involved in the incident. Here, the format of the conference is explained and the date, time and place are arranged.

At the conference, each person in turn is asked how he or she feels about the incident and who is affected by it.

The facilitator remains neutral.

The wrong doer is given the chance to put things right.

An agreement is drawn up stating what s/he will do to achieve this.

All those present sign it and are given a copy.

Emphasis is placed on restoration and reparation.

It should be seen as positive, inclusive and show mutual respect

2. A Short conference

What happens?

This format is used in less formal situations - usually two pupils and the facilitator.

Admittance should be made that harm has been caused.

The incident is discussed and questions asked following the format of the full conference.

The time taken should be much less than for a full conference because fewer people are involved.

Some form of reparation should be made.

The emphasis should be on reparation and restoration.

It should be seen as positive, inclusive and show mutual respect

3. In and around school

The language of RC can be used in many situations in and around school to deal with a pupil whose actions have adversely impacted on those around him/her.
Some key RC phrases are:

"How do you think "A" feels about what you have said?'

"I am not saying that you are a bad person, but what you have done is wrong"

"You have just apologised to Mary. How do you feel now?" "How do you think she feels?"

"Who in your class has been affected by what you have done?

"How can you put it right?"

"How will the class feel when you have done this?"

"How will you feel?"

All the above challenge the pupil to be aware of the effects his/her action have had and give him/her the opportunity to put things right.

In brief - Restorative conferencing principles can be applied to a whole range of situations within school. It is about how we deal with conflicts and each other.

A cornerstone is that all those involved in and affected by an incident should actively participate in a positive and meaningful way, encouraging pupils to take responsibility for their actions.

Our evaluation shows that it is this communication and dialogue, which restores and promotes reconciliation.

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A Guide for Parents and Carers Restorative Conferencing is an initiative in some schools which aims at resolving issues of conflict affecting pupils' behaviour in school. It is a new approach which considers the views and wishes of all those involved in a dispute, and attempts to resolve problems in a calm and positive way putting right the harm that has been done.

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Understanding the emotions of students and where they steam from is important. It is also important to recognize our emotions and how they impact the lives of students.

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It is important to have a point of contact for students and parents. It is also important to keep track of all of those visiting the school campus for safety reasons.

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Students' actions may not be great, but it does not mean that the students themselves are not great. We must separate the action a student has made from the student themselves.