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1. Students don’t always have a voice when they get in trouble. Why is this problematic?
2. What is the importance of open-ended questions when talking to a child that got “in trouble”? Provide examples.
3. What is the importance of repairing the harm?
4. What are some of the difficulties you’ve had having restorative conversations with kids? What are some possible solutions?

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1. What is the problem with sending a student out of the classroom? Reflect on some personal examples.
2. Why should we do circles even when there is not a discipline issue?
3. What are some circles best practices and why?
4. How might you make time for circles?

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1. “Either we spend time meeting children’s emotional needs by filling their cup with love or we spend time dealing with the behaviors caused from their unmet needs. Either way, we spend the time.” - Pam Leo, Author. What does this mean to you?
2. Why should students repair the harm?
3. What is the importance of reintegration of the student?

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1. What are some downfalls of having “rules”?
2. Why are broad expectations more useful? Bonus: List some examples of your expectations and how
you might improve them.
3. What do you/should you do when students break expectations?
4. How are you going to implement this in the classroom or through school-wide practices?

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1. Interpret this quote for a school setting: “Whether you think you can, or you think you can’t, you’re right”
- Henry Ford
2. Students are expected to put themselves out there daily and learn new things. What is the last new
thing you learned? Talk about what it was like to do something you previously didn’t know how to do.
3. How can a fixed mindset affect restorative circles or a student’s behavior in general?
4. What are ways to intentionally teach and model a growth mindset?

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1. Many students lack self-awareness and regulation. What have you done to help teach or model this?
2. How can we normalize emotions Why should we do this?
3. How might we connect mindfulness to restorative practices?

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1. What are some symptoms of a lack of empathy? Provide some examples you have experienced.
2. What are some ways we can intentionally build empathy with students? Name some things that you
have tried.
3. How can you be more intentional in teaching empathy with your curriculum or teaching?

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1. Why does a one-size-fits-all approach not work for all students?
2. What are the differences between tiers 1, 2 and 3? What supports might you or your school need to pull
these off with fidelity?
3. Having a system isn’t good enough. What is the importance of progress monitoring?

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1. What are the most common negative behaviors in your classroom?
2. What are some restorative consequences for some of those negative behaviors?
3. Why is tracking, monitoring and coaching student behaviors useful and impactful?

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1. What are your short-term goals with your classroom or school discipline?
2. What are your long-term goals with your classroom or school discipline?
3. What professional development or school support might you need to achieve those goals?
4. How might you get others on board with discipline best practices?
5. What are 3-5 digestible tools you can take away from Hacking School Discipline?

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- Incidents that happen in class in front of everyone MUST be addressed with the entire class. Last year there were multiple incidents in 7th grade classrooms that were traumatizing for the rest of the class to witness and we feel that we didn't do a good job of helping to heal the entire class rather than just the students directly involved. Harm is widespread
- Blame can get placed in the wrong place
- Students may not understand compounding events (separating incidents from the cause, etc.)
- When you have to say what you have done wrong, it becomes more important to you (rather than being *told* you are doing something wrong over and over)

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- Sending a kid out of the room can make kids feel targeted or othered
- Also sending out of the room can be a learned avoidance behavior
- We recognize there is a difference here, though, between asking a student to step out for a private conversation versus "get out of my room"
- Circles have to become the norm so that it's easier when conversations are challenging/more serious

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- You're spending time on a child either way -- it's like leading a horse to water
- You want them to be more independent
- Students need to be taught how to recognize that they have caused harm
- Reintegration shows students they are a part of the community and that we are collectively moving on

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When students get in trouble, everyone has their own perspective of the actual issue and it diminishes the relationship if everyone feels like they are not heard.

Asking open ended questions allows students to discuss more and share their ideas/ feelings.  Also students can feel like they are not being judged or accused.

It is important to repair harm because teachers don't want the issues to spill over and to allow for closure so teaching and learning can happen.  Unresolved conflicts leads to disengagement.

We want students to "want" to have the actual conversations. "Buy in".  What happens when we walk away from the conversation if issues are unresolved? OR  when the parties walk away without feeling understood? Person who is hurt needs to be able to identify how things can be resolved.

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- There's a difference between rules and procedures -- r. have consequences, p. can be practiced again and again
- The downside of rules is that kids don't feel invested in the community -- non-negotiables that have been set without my input

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- G.m. allows students to recognize that they can CHANGE and LEARN if they want to -- that corresponds to restorative practices exactly -- GROWTH and CHANGE
- Fixed mindset is like a self-fulfilling prophecy
- We feel that g.m. is best explicitly taught in EARLY years -- kind of hard to teach a 12 year old they can change if they've been told for a decade that they can't

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its important for students to have a voice to help build relationships. open-ended questions = understanding why without pointing the finger. repairing harm helps stop the issue from occurring again.

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- Giving students hypotheticals ("What if you just ignored me? What if XYZ was having a bad day?" etc.) to have them consider other possibilities
- Try to explain to students why their behavior is not okay

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Students will miss class time and begin to use circle time as an excuse to miss work.

We should do circles to build a sense of community so that when it is time for discipline the students already know what to do.

Best practices are one talking piece, student seeing each other and possibly closing double block classes with circle time.

Squad would be a great place for the circle time so that we don't waste a lot of class time.

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- Lack of empathy: doing whatever you want all the time, property damage, burning bridges, fights, etc.
- Show them that empathy looks like, model for them
- Modeling, letting them see emotion (teacher: "I'm really trying to regulate right now")
- Offering differing points of view

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- Tiers: Most people handle their business, some that push sometimes, 1-2 people that are always pushing it all the time
- Progress monitoring allows students in tier 2/3 to learn they can change and grow
- SYSTEMS needed to help with tier 3 -- we can handle tier 3 but it requires our FULL attention, detracting from other students ... need sustainable systems

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- Most common negative behaviors: calling out, destroying materials, avoidance behavior (asking to go to bathroom, sleeping, etc.)
- We rarely get to SEE the results of our conversations -- we just HOPE we're making an impact

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We see alot of students with big issues and we need more counselors to address these needs. We will spend a lot of time dealing with their emotions if they are not addressed.

We should repair the harm because we want students to feel safe in school and to be able to share their feelings about the issues that come up.

It is important to reintegrate the students so they know that their feelings are being heard and to allow all students to have a time and a place to share their thoughts.

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1. safety!! missing instruction, tells them how they handle situations in the future - negative reinforcement. Punitive.

2. practicing norms: listening and speaking

3. making it as comfortable as possible - get comfy

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Are we going to develop a student jury panel thing? I thought that was kind of in the works? I think it would be so cool and powerful! - Wittrock

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whichever approach you take is meaningful, it all depends on the time and the student.

showing love can make a huge difference - attention is a human need

to make them feel welcomed in the community

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Kids like to break rules.  If we allow one students to break rules (when we know the "back story") then we have to allow all the others students to do as well.

Expectations are useful because they apply to everyone. Allow for respect and for personal differences.

Some expectations are
1. Putting effort and trying your best.
2. Complete assignments in a timely fashion.

We are going to try to implement "circle time" this school time.
Have more one on one conversations with students to find out the root of problems.

Offering "no homework passes" to everyone so that students can use if needed.

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Open ended questions are important because it helps us know why students are doing the behavior. We get an idea of what state they are at emotionally, so we can discuss and reason about solutions. Students want to be heard and understood, and that helps in resolving future conflict and building community. Asking questions puts teachers in a neutral position vs blaming or speaking for them, which helps students feel more at ease and respected.

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This quote means that if I already put it in my mind that I can do it then I can and if I have doubts then I can't. Manifesting that I will or won't happen. Self full-filling prophecy.