Restorative Practice Scenario 1 by

Strategies

nguyenna8 — 2024-12-11 23:06:43 UTC

Regular check ins

short and frequent dead lines

repeat after me.

confiscate laptop

Proximity to student/non verbal strategies.

2024-12-11 23:06:48 UTC

Graham, you are looking very distracted at the moment. What has your attention?

You need to begin writing on...... Can you tell me what you will do first?

2024-12-11 23:07:31 UTC

Check in with student
Remind student of instructions/Student repeats instructions
Reinforce classroom expectations and consequences
Early intervention
If this is repeated behaviour, a level 1 behaviour track to inform homeroom teachers

What are you working on? Show me what you've done

2024-12-11 23:07:54 UTC

Writing instructions on the board

2024-12-11 23:08:10 UTC

Teacher Strategies

2024-12-11 23:10:06 UTC

Discrete reminder to close laptop, desk tap, eye contact etc.

Focus on positive reminders - "we should be listening without a device and focus on the instructions" "we can check the scores when we have finished our task for today"

If necessary, confiscate laptop and use pen / paper

Conversation after class - what was going on today?

LeBron Graham

2024-12-11 23:10:09 UTC

Maybe have a brief discussion around Basketball if you know. Negotiate maybe allowing them to check score in ten minutes (probably only 40 seconds of actual playing time has happened in that time) Negotiating with a student isn't giving in to them or letting them win. It's not about scoring points (pardon the pun.)

2024-12-11 23:10:10 UTC

*regular check ins

*devices closed

*walk the room and check on student engagement

*clarify task

*check for understanding with questioning

*seating plan

Use of timers/countdowns to remind student of goals

2024-12-11 23:10:14 UTC

2024-12-11 23:10:19 UTC

Reminder: Remind student to have laptop closed when instruction is given.
Refocus: Negotiate a couple of minutes for student to check the score, then refocus

2024-12-11 23:10:28 UTC

Once you see Graham looking out the window approach him. Check in and see if he can articulate the class work to you, if he can't, acknowledge that you noticed that he came in late and missed some of the instructions, and re explain the instructions again in a supportive manner, so that he can complete the work.

2024-12-11 23:10:31 UTC

-Laptops should be closed prior to instructions given

- Set up clear classroom expectations

2024-12-11 23:10:42 UTC

There are many students who are "Grahams" who do want to do well but the method and the instruction can still be lost in translation.

Strategies:

Go up to the student ask "what can you tell me about..."
Schedule brain breaks and set expectations
Instructional models - verbal and written, repeat expectations, short timed goals

2024-12-11 23:11:41 UTC

Laptops should not be open while teachers is giving instructions. Only open computer when instructed and if needed for the task.

2024-12-11 23:11:43 UTC

Start with laptops closed

Teacher to check in with request for Graham to show what he needs to do.

2024-12-11 23:12:17 UTC

As a reward system, the teacher could allow the student to check the score after completing a certain amount of work.

Asking this student about their team and their interest in basketball could be a great way to build rapport between teacher/student

2024-12-11 23:12:23 UTC

Check in with the student as he is looking out the window, make sure he knows what the task is

2024-12-11 23:13:42 UTC

Unplugged prior to the start of the class
Strategic questions to see if Graham understands
Remind him not to distract others
Communication home if re-occuring

Strategies

2024-12-11 23:14:47 UTC

UNPLUGGED doesn't work for all subjects.

The task instructions need to come from more than just the teacher speaking.

Also have instructions up on the board.

Also have them accessible on Google classroom.

Have a class culture where students feel safe to ask the teacher for help/clarification.

Ensure students all understand the task (or understand where to find it)

2024-12-11 23:20:05 UTC

As a Year 10 student, Graham is fully aware of the expectations but chooses to ignore them, arriving unprepared. He then proceeds to distract Andrew and potentially others. This raises the question: how are the students who have come prepared and ready to learn missing out on valuable teacher instruction because of the excessive attention I have to devote to managing Graham? How will pandering to him help him in the future when he expects that all his behaviour will be met with kindness and understanding?