St. Mary's N.S., Virginia Restorative Practice Resource board by

kbrenna9 — 2024-08-11 21:22:23 UTC

kbrenna9 — 2024-08-11 21:30:17 UTC

Children are not born with executive functioning skills - these are developmental. If children and adolescents are not provided with what they need from positive and supportive adult relationships and an environment free of toxic stress (e.g. one that is safe and free of voilence and neglect, with opportunities for creativity and exploration) their experiences can be delayed or impaired resulting in lagging skills. (Joe Brummer/Margaret Thorsborne)

kbrenna9 — 2024-08-11 21:34:59 UTC

The main goal of punishment is to make the wrongdoer suffer. We try to make the suffering fit the crime.

Punishments do not teach the lagging thinking skills which created the problem that caused the behaviour that caused the need for the punishment in the first place (Greene 2008)

kbrenna9 — 2024-08-11 21:38:27 UTC

Punishments can be demoralising - that is children and adolescents feel shame about who they are, rather than understanding the consequences of what they did.

kbrenna9 — 2024-08-11 21:39:37 UTC

Punishment reinforces a failure identity and, the more you use it, the more children own the identity as someone who needs it.

kbrenna9 — 2024-08-11 21:41:49 UTC

Punishment creates an external locus of control. Children begin to see the adult/parent as the authority figure and as responsible for making them behave, rather than taking responsibility for their behaviour as their own choice. (Markham 2019)

kbrenna9 — 2024-08-11 21:44:59 UTC

Punishment can send a message that when you aren't doing your best, people will hurt you more or send you away. Punishment promotes a loss of confidence and motivation and children who are punished sometimes feel thaey can't do anything right and then stop trying.

kbrenna9 — 2024-08-11 21:46:31 UTC

Punishment leads children to focus on their suffering from the punishment rather than on the harm they may have caused to others.

kbrenna9 — 2024-08-11 21:47:43 UTC

Punishment also tends to focus on the child responsible for creating harm. it often fails to address those impacted.

kbrenna9 — 2024-08-11 21:49:12 UTC

Punishment models bullying by teaching that threats, intimidation, purposeful ignoring, taking valued items or priveleges away and exclusion are acceptable ways of getting what you want. (Kohn 2016)

kbrenna9 — 2024-08-11 21:52:29 UTC

All human behaviour is in the service of meeting basic universal human needs.

kbrenna9 — 2024-08-11 21:57:38 UTC

kbrenna9 — 2024-08-11 22:00:00 UTC

When we see people's behaviour as an attempt to meet their needs, we can rethink our assumptions about manipulation, coercion, attention seeking and so on and this will help us to avoid the trap of blame and judgement.

kbrenna9 — 2024-08-12 07:50:08 UTC

kbrenna9 — 2024-08-12 07:51:48 UTC

The "with" model teaches children and adolescents to problem solve, critically think, make choices, and do it with us for both clear expectations and support.

kbrenna9 — 2024-08-12 07:55:08 UTC

If we begin to see behaviours as problems to sove rather than something to control or get compliance, we have a better chance to cultivate discipline in students through compassion, not control. The more you are trying to control the person or make another person do something, the more you risk escalation.

kbrenna9 — 2024-08-12 08:15:07 UTC

kbrenna9 — 2024-08-12 08:25:31 UTC

Energisers for the classroom

kbrenna9 — 2024-08-12 08:26:03 UTC

One Word Whizz Prompts

kbrenna9 — 2024-08-12 08:26:43 UTC

Whole Class Picture Check Ins

kbrenna9 — 2024-08-12 08:27:28 UTC

Restorative Circle Ideas

kbrenna9 — 2024-08-12 08:28:08 UTC

Problem Solving Wheel

kbrenna9 — 2024-08-12 08:28:50 UTC

Additional Educational Needs

kbrenna9 — 2024-08-12 08:30:04 UTC

Sentence Starters

kbrenna9 — 2024-08-12 08:30:31 UTC

RP Questions

kbrenna9 — 2024-08-12 08:31:06 UTC

Feelings and Needs - NVC

kbrenna9 — 2024-08-12 08:31:39 UTC

kbrenna9 — 2024-08-12 08:53:35 UTC

Teacher Wellbeing Personal Journal

Taking Care of ourselves

kbrenna9 — 2024-08-12 09:05:37 UTC

Much more is asked of school staff on an emotional level. We should try to be present with ourselves. Reading our body sensations is an important aspect of connecting to our responses.

kbrenna9 — 2024-08-12 09:07:07 UTC

Taking a trauma informed lens to behaviour means we try not take classroom behaviour personally. Not taking it personally is an art and a practice.

kbrenna9 — 2024-08-12 09:08:17 UTC

No one person can handle their stress all of the time. We all have moments where this life seems too much to handle. This is part of the human experience.

kbrenna9 — 2024-08-12 09:09:40 UTC

We need to start by putting on our own oxygen mask first. If we are not being mindful of our own stuff, we are not emotionally available for the children or adults who might be in struggle around us.

Northern Ireland ACE short video (6 mins)

kbrenna9 — 2024-08-12 09:13:45 UTC

Trauma Informed Schools & Practices (3 mins 18 secs)

kbrenna9 — 2024-08-12 09:17:54 UTC

The brain is a house ( Siegel, Payne-Bryson) - 6 mins

kbrenna9 — 2024-08-12 09:20:26 UTC

The brain is a house! Short explanation

kbrenna9 — 2024-08-12 09:25:41 UTC

Siegel & Payne-Bryson talk about the brain using the metaphor of a house. They describe the downstairs as where the necessities like breathing, heartbeat and temperature regulation live. Our emotions (limbic system) are housed here too. They describe the downstairs system as being a fully furnished part of the house. The upstairs, our cerebral cortex, is where our executive functions, reasoning and language live. It is also where our emotional regulation develops. They describe the upstairs part of the house as under construction with tools lying about. When we want to connect with a person, we need to ask the question "what part of the brain are they in right now?" We need to meet them where they are.