❧ Restorative Practice A Tool in the Toolbox or The Toolbox

❧

Restorative Practice

A Tool in the Toolboxor

The Toolbox

❧❧ Diane Stronks

❧ Educator Extraordinaire❧ Executive Director, Edifide

❧ Phil Stegink❧ Calvin College, Assistant Professor❧ CLC Network, Special Projects


❧❧ Welcome

❧ Circle Up

❧ Introduce Self


❧Restorative Practice

❧ Our Goals❧ Explore Principles and Practices

of Restorative Relationships in School Communities

❧ Describe the Context for Including Restorative Practices in Interactions with Students and Colleagues

❧ Why Restorative Practices

❧ Identify Practices that Restore

❧ Articulate Strengths and Weaknesses of Restorative Practices

❧Your Goals❧ Post It

❧❧ The school custodian comes to school early on

Monday morning to prepare the school for the onslaught of eager learners.❧ He finds the boys locker room trashed.❧ By noon, he knows who did it …


❧❧ John Calvin middle school is pleased that it is

committed to including students with disabilities. The Board, Administration, and Staff agree that inclusion is the ‘right thing to do.’ ❧ Wiley Kidd has been assigned to the classroom

of sixth grade teacher, Ben A’Round. Ben knows Wiley as a troubled student and he keeps Wiley on a “short leash.”❧ Wiley has been sent out of the classroom eight

times in the first two months of school.❧ Wiley has consequently been asked to stay home

for two days.❧ Ben’s colleagues are frustrated.


❧❧ What questions do we ask about these

situations?


❧❧ Typically:

❧ Why do students do bad things?

❧ Why do teachers act in ways that marginalize students?

❧How does one manage conflict between staff and individuals?


❧❧ Reframe the question …?

❧ Why do students do good things? Why do they do the right thing?

❧ Why do teachers act in ways that celebrate students?


❧❧ Reframing … really?


❧❧ What does an ideal school culture look like?

❧ What would a visitor to an ideal school see?

❧ What presents as opportunities to achieving this culture?

❧ What presents as barriers to achieving this culture?

❧ What is a true community?

❧ Describe your family about conflict or difference?



StaffBoard/Committee/Administration


Staff Staff


ClassTeacher


Student

Teacher


Student

Student

❧❧ Key Feature

❧ Restorative Practice is about …❧ Restoration of broken relationship …❧ Some definers and extenders of “broken”

❧ Harmed❧ Strained❧ Stressed❧ Separated❧ Conflict❧ Hurt

❧ Building relationships proactively



❧ Ethos and Learning Intertwined …❧ Culture and

Concepts

18


Workplace

❧ Key Principles❧ Conflict disrupts

relationship❧ Obligations to resolve

conflict❧ Involve all

stakeholders❧ Resolve the conflict

Classroom

❧ Key Principles❧ Harm disrupts

relationship❧ Obligations to make it

right❧ Involve all

stakeholders❧ Put right the harm

19


Workplace ClassroomManage Harm

Negative behavior breaks rules

Actor accepts consequences of harm

Adults responsible for resolution

To maintain community tranquility, develop and implement efficient rules, codes, and consequences

Manage Conflict

Conflict breaks contracts

Actor accepts consequences of conflict

Authorities responsible for solution

To maintain peace, develop and implement efficient rules and expectations

20


Workplace ClassroomManage Harm Restore

RelationshipNegative behavior breaks rules

Negative behavior causes harm

Actor accepts consequences of harm

Actor takes steps to repair harm

Adults responsible for resolution

Those involved should be involved in resolution

To maintain community tranquility, develop and implement efficient rules, codes, and consequences

To build community, it is important develop ownership for behavior

Manage Conflict Restore Relationship

Conflict breaks contracts

Conflict strains relationships

Actor accepts consequences of conflict

Actor takes steps to repair conflict

Authorities responsible for solution

Those involved in conflict responsible for solution

To maintain maintain, develop and implement efficient rules and expectations

To build community, it is important to develop and implement community ownership 21


Adversarial

❧ What rules have been broken?

❧ Who broke the rules?❧ What consequence

do they deserve?

Restorative

❧ What happened?❧ What harm

happened?❧ Who has been hurt?❧ What needs to be

done to repair the harm?

22


Challenging Behavior

❧What happened?❧What were you thinking

at the time?❧What have you thoughts

about since?❧Who has been affected

by what you did? In what way?

❧What do you think you need to do to make things right?

When Someone Harmed

❧What did you think when you realized what happened?

❧What impact has this incident had on you and others?

❧What has been the hardest thing for you?

❧What do you think needs to happen to make things right? 23


❧High Relationship Window

ControlLimit Setting

Discipline

TOPunitive

WITHRestorative

NOTNeglectful

FORPermissive

Low SupportEncouragement, Nurture




Discipline

TOPunitive

Authoritarian

WITHRestorative

Authoritative

NOTNeglectful

Ignored

FORPermissive

Objects of Need





Discipline

TOPunitive

AuthoritarianStigmatizing Shame

WITHRestorative

AuthoritativeRe-integrating Shame

NOTNeglectful

Ignored

FORPermissive

Objects of Need




ControlLimit

SettingDiscipline

TO WITH

NOT FOR



In which domain do you mostly practice?


❧❧ Summary: Implementation

1 Relationships are central to community2 Systems/structures address behavior intended

to strengthen relationships3 Focus on harm done, rather than rule breaking4 Give voice to the ‘harmed’5 Embrace collaborative problem solving6 Seek enduring change7 Enhance responsibility


❧❧ Break Out … Story Time …

❧ Administrative Group

❧ Classroom/Educator Group


❧❧ Summary

❧ School Culture ….

❧ S. W. O. T.




❧❧ Classroom/Educator Group


Continuum of Restorative Practice - Discipline

INFORMAL FORMAL

affective statements

affective questions

small impromptu conference

group or circle

formal conference

❧Continuum of Restorative Practice - Discipline

INFORMAL FORMAL


affective questions


group or circle

formal conference

“Stop teasing Sandy.” “It makes me uncomfortable when I hear you teasing Sandy.”

“You know better than to talk during class.”

“I am frustrated that you are not listening to me.”

“Sit down and be quiet.” “I get really angry when you talk and joke during my presentations.”

“I don’t want to see you fighting with him.”

“I was shocked to see you hurt Pete.”



INFORMAL FORMAL


affective questions


group or circle

formal conference

To the Harmer To the Harmed

“What happened?” “What did you think when you realized what happened?”

“What were you thinking at the time?” “What impact has this incident had on you and others?”

“What have you thought about since?” “What has been the hardest thing for you?”

“Who has been affected by what you’ve done? In what way?”

“What do you think needs to happen to make things right?”

“What do you think you need to do to make things right?”



INFORMAL FORMAL


affective questions


group or circle

formal conference

A middle school student shoves a peer’s books out of his hands and kicks them down the hallway.

A teacher who sees this pulls them aside and says,

Two students are fighting about who goes first down the slide.



INFORMAL FORMAL


affective questions


group or circle

formal conference


A teacher who sees this pulls them aside and says, “Hey, what happened here?” Letting each talk.To the peer she says, “How were you affected by that?”The teacher says, “I don’t feel safe in the hallway when students fight or are mean to each other.”“How will they resolve this issue?”




INFORMAL FORMAL


affective questions


group or circle

formal conference




A teacher intervenes by



INFORMAL FORMAL


affective questions


group or circle

formal conference




A teacher intervenes by saying, “When I saw you arguing, I was really scared for you. What happened?” Allowing the girls each to talk.“What was your part in what happened? Remember, right now we are talking only about your part.”“Now, what can you each do to make this better?”



INFORMAL FORMAL


affective questions


group or circle

formal conference

Responsive Circles – Restore Proactive Circles – Build

Repair Harm

Find Solutions



Challenging Behavior

❧What happened?❧What were you thinking

at the time?❧What have you thoughts

about since?❧Who has been affected

by what you did? In what way?

❧What do you think you need to do to make things right?

When Someone Harmed

❧What did you think when you realized what happened?

❧What impact has this incident had on you and others?

❧What has been the hardest thing for you?

❧What do you think needs to happen to make things right? 43

❧❧Locker Room Trashed

❧Punishment❧ Suspension from school❧ Consequences minimally connected to behavior

❧Consequences❧ Clean the locker room❧ Attempt to fit punishment to the “crime”

❧Solutions❧ Why was the student in the locker room & motivated to trash it?❧ Misbehavior is a problem to be solved

❧Restoration❧ Work with all involved to find ways to put things right❧ Identifies and integrates needs and purposes behind the behavior

and the needs of those harmed



INFORMAL FORMAL


affective questions


group or circle

formal conference

Responsive Circles – Restore Proactive Circles – Build

Repair Harm “Check In/Check Out”

Find Solutions “Classroom Norms”

“Classroom content”

“Academic Goal Setting”

“Learning Profiles”

“Behavior challenges”


❧❧High School Student Sells Her Medication …



INFORMAL FORMAL


affective questions


group or circle

formal conference

Restorative Conferences • All those involved and affected by an incident come together.

• Often led by a trained facilitator.• Following a script

• Welcome & Purpose• Offenders begin by talking about what happened• Offenders talk about their thoughts and feelings

since the incident• Offenders talk about how the offended had been

affected• All participants speak to their feelings• All participants are asked about their desired

outcome and how those could be accomplished



48

Leading Change in School Culture

❧❧ Summary

❧ S. W. O. T.

❧ Action Plan

❧ Return to Debrief



References

Restorative Practices❧ IIRP (iirp.edu)

❧ The Restorative Practices Handbook

❧ Restorative Circles in Schools

❧ Restorative Justice Conferencing

❧ The Little Book of Restorative Discipline for Schools; Stutzman, Amstutz, and Mullet

Restorative Influences

❧ Lost at School; Ross Greene

❧ Getting to Yes; Fisher and Ury

❧ Beyond Discipline: From Compliance to Community

50

❧❧ Diane Stronks

❧ Educator Extraordinaire❧ Executive Director, Edifide❧ [email protected]

❧ Phil Stegink❧ Calvin College, Assistant Professor❧ CLC Network, Special Projects❧ [email protected]


Documents

❧ Restorative Practice A Tool in the Toolbox or The Toolbox