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Structures that Support Restorative Practices

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Educational Leadership Magazine asked students what they wanted in a teacher (ASCD, 2008).
Students wants teachers to:
1. Take them seriously
2. Challenge them to think
3. Nurture their self-respect
4. Show them they can make a difference
5. Point them toward their goals
6. Make them feel important
7. Build on their interests
8. Bring out the best in them

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"It is easier to build strong children than to repair broken men." - Frederick Douglass

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The term classroom management has no clear and widely agreed-upon definition which can cause a lot of confusion. Students misbehave, that's expected, it's how we respond that will make a difference. We must give students a chance to learn from their mistakes and to have a chance to restore damaged relationships.

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The Foundations of Restorative Practices

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Educators should pay special attention to...

The front office

Adult points of contact

The onboarding of new students and new staff

Obstacles to creating a positive environment

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Helps to determine whether students are heading towards trouble, this will allow early intervention. Reports can include data such as:

Attendance rates

Grade-level promotion or retention

Course completion rates

Grade point averages

State standardized test results

Student mobility

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Dominique Smith, Douglas Fisher, and Nancy Frey

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Restorative Practices for Positive Classroom Management

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"When wrongs occur, we demand justice - but it's how we define justice that matters." (Frey et al., 2015, #107)

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Traditional Versus Restorative Approach to Discipline

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Traditional Versus Restorative Approach to Discipline

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Traditional discipline focuses on the violation of rules and restorative practices focus on the violation of people and relationships.

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Far too often we see educators wait for discipline problems to emerge prior to handling them on a case-by-case basis. However, this approach only leaves adults exhausted and children with limited skills development. Traditional tools like rewards and consequences, shame and humiliation, suspensions and expulsions don't result in lasting or effective change in behavior or a productive learning environment.

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Inviting and Engaging Education Rests on 4 Elements:

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Inviting and Engaging Education Rests on 4 Elements:

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1. Trust
2. Respect
3. Optimism
4. Intentionality

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The U.S. Department of Education (2014) has identified the following guiding principles for improving school climate:

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The U.S. Department of Education (2014) has identified the following guiding principles for improving school climate:

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1. Create positive climates and focus on prevention.
2. Develop clear, appropriate, and consistent expectations and consequences to address disruptive student behaviors.
3. Ensure fairness, equity, and continuous improvement.

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Strategies to Build and Maintain Relationships with Students:

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Strategies to Build and Maintain Relationships with Students:

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1. The most important one is one that some tend to take for granted, knowing students' names.
2. Bring the right attitude to school - students can tell when adults around them are in a bad mood.
3. Get to know your students interests - possibly try a survey for the students to fill out about themself.
4. Extracurricular Activities - by attending activities and events it sends a powerful message that the students interests are important to you.

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Collaborative for Academic, Social, and Emotional Learning (CASEL) recommends the five social and emotional competencies necessary for students includes:

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Collaborative for Academic, Social, and Emotional Learning (CASEL) recommends the five social and emotional competencies necessary for students includes:

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1. Self-awareness
2. Self-management
3. Social awareness
4. Relationship skills
5. Responsible decision making

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Two Key Elements of Social and Emotional Development:

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Two Key Elements of Social and Emotional Development:

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1. Empathy - ability to accurately identify the emotional states of others and respond to them with care and concern.
2. Self-regulation - the ability to manage behavior and reactions and understand the feelings they are experiencing. This can include ability to control impulses and behaving in socially appropriate ways.

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"We don't want to make learning easy - we want to make it possible." (Frey et al., 2015, #51)

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It's important as educators to recognize patterns of behavior so we can anticipate students actions and then go forth deciding on how to intervene.

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It's important as educators to recognize patterns of behavior so we can anticipate students actions and then go forth deciding on how to intervene.

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Decision Making Matrix for Responding to Problematic Behavior

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Sample Form which can be used to help make a decision on how to best address the behavior.

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Sample Form which can be used to help make a decision on how to best address the behavior.

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It is suggested by Wolfgang (2001) that problematic behaviors can be responded to based on the severity or intensity by:

Looking - eye contact or a gesture

Naming - identifying to behavior by talking to the student quietly and discreetly

Questioning - simply asking the student what they should be doing

Directing - to physically prevent the behavior from happening

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"Students like school better, have more fun, and learn more when they have opportunities to engage in meaningful interactions with their peers". (City, 2014)

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Important considerations for creating classrooms where student-to-student interactions are successful:

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Important considerations for creating classrooms where student-to-student interactions are successful:

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Meaning and complex tasks

Mutual attention to tasks and materials, working together, with appropriate verbal and non-verbal interactions

Argumentation, not arguing - make claims, offer evidence, seek clarification, offer counterclaims, and identify points of disagreement

Language Support - this support can come in the form of sentence frames, modeling, word walls, audio, and collaboration with peers

Group size - use combinations of whole-class and also small groups, that way all learning targets are met

Teacher's role - "The language we use with children influences, among other things, who they think they are, what they think they're doing, the relationships they have with others, the strategic information available to them for thinking about literacy and their own lives." (Johnston, Ivey, and Faulkner, 2011)

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Generic Questions Useful in Restorative Conversations

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As stated by Braithwaite in 1989, for restorative practices to work, we have to learn to separate the deed from the doer.

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Research has shown that exclusionary discipline policies negatively affects the achievement of ALL students.

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Research has shown that exclusionary discipline policies negatively affects the achievement of ALL students.

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Superintendent who is discussed within the book.

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Superintendent who is discussed within the book.

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Joel Pedersen has a blog, created the hashtag #oneperson to spread his beliefs, and he argues that every student needs just a single person to care for him or her in order for his or her life to change forever.

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"You don't spell it... you feel it." (Piglet in Winnie-the-Pooh)

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Students are willing to pay attention to their teachers if they have a positive relationship, purely out of respect for them. However, if the instruction is not engaging then students are still at risk of misbehaving versus if the instruction is engaging.

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Frey, N., Fisher, D., & Smith, D. (2015). Better Than Carrots Or Sticks: Restorative Practices for Positive Classroom Management. ASCD.

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I highly recommend this book to anyone going into education or planning to work with children.

It lays out the guidelines for implementation of restorative practices in easy to understand terms and would make a great book study/PD for any school district looking to implement restorative practices.

The book includes plenty of research based findings and also includes stories from staff and students to show real life experiences.

I hope more teachers learn about and use these practices as opposed to the current reward or punishment system that does little to teach kids how to actually behave, nor does it encourage kids to make amends for their mistakes. This method helps with social/emotional development and also works really well in a trauma informed school/classroom.

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What I did not like about the book was that, in my opinion, there's a little too much discussion and information about what's being done incorrectly in the classrooms that causes the issues. This made it tough to get through these parts of the book as I am already well aware of the issue, what I wanted to know more about is the tools and different strategies that can be used within the classroom.

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"Problematic behaviors signal a student's lack of skills for responding appropriately to difficult situations. Just as students need teachers to teach them grammar and math, they need us to teach them how to respond properly to events." (Frey et al., 2015, #10)

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Shame and Humiliation Don't Work

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Suspensions and Expulsions Don't Work

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Students need experience making choices in order to develop self-regulation skills. Even if an adult is no where around, a child who self-regulates will be able to suppress impulses and think about the consequences for his or her actions.

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The success of school rules really depends and relies on the students ability to abide by them. Having clear, consistent rules and expectations are vital.

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Rewards and Consequences Don't Work

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Setting clear and consistent rules and expectations are vital.

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https://padlet.com/rrandall710/a7e1xfhay76ub3qc

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QR Scanner for Book Review of Mentor Text

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QR Scanner for Book Review of Mentor Text