The results found that over time the suspensions and expulsions decreased by almost half.

“In the academic year of 2012/2013 there were 8038 suspensions and 178 expulsions in the district whereas in 2014/2015 there were 4872 suspensions and 71 expulsions.”

The school staff members in the district were not consistent, Darling and Monk, report that there were about 20 participants that were consistently at meeting during the implementation stages and states that it was hard see results of growth of the program with staff members due to this inconsistency.  This study also discussed how they eventually involved students and were invested in peer groups as well as behavioral groups to take accountability and learn empathy.  The stakeholders and staff also participated in groups themselves once a month for check in and support through this process.  This I feel was vital to the implementation of Restorative Practice.  I am a believer of practice what you preach.  If there is not a buy in on all parties then I feel it can be difficult to implement a program.

References

Darling, J., & Monk, G. (2018). Constructing a restorative school district collaborative. Contemporary Justice Review, 21(1), 80–98. https://doi.org/10.1080/10282580.2017.1413359 

The Global Job Market I believe is also important for school age children.  In Middle School, the students are wondering how what they are learning now applies to their future.  Knowing what job opportunities exist and the need for those positions as well as the tools that are needed for those particular positions gives students a direction.  I have not been familiar with an overview of job placement, only what was impacting me directly with my past position.  Training myself to look at all avenues will be a change.  I have not been exposed to learning and career building theories, which is an identified struggle. 

In conclusion, Social-emotional and direct student behaviors I feel I am going to be okay in this area.  It is the other aspects that I will be able to benefit from furthering my education as well as job experience.

References

American School Counselor Association (2019). The ASCA national model: A framework for school counseling programs (4th ed.). Alexandria, VA: American School Counselor Association

These results are not surprising because I honestly have no preference to either group.  I strongly believe people are equal and come from the philosophy of “staying in my own lane” and individuals deserve to be happy.  

Ask Students of what kind of mild stressors they have in the classroom.  Nothing that will trigger anyone but mild stressors at this time.  After students do this, I will discuss the history of what stress is and the different theories on why we experience stress the way that we do (discuss ancestors and how they experienced stress in the past) as well as discuss “fight or flight”.  Give fun wacky facts that assist with normalizing stress and that it can be managed successfully.  Talk to students on how they cope with stress and how they can de-escalate themselves especially with using tools that they can use in the classroom.  Then give handouts on copings skills with common stressors and have them practice one or two of these suggestions and write down other suggestions that are shared in class.  Then remind students that School Counselors are available. 

Main goal:  I want to empower students to believe that their ideas are wonderful and they do work.  I also feel that it is okay to not start from scratch and build on what is already known and make suggestions when needed.