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RESTORATIVE PRACTICE AS A WHOLE SCHOOL APPROACH: RESPECT UNC

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steve mcgarrity

on 21 October 2013

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Transcript of RESTORATIVE PRACTICE AS A WHOLE SCHOOL APPROACH: RESPECT UNC

RESTORATIVE PRACTICE AS A WHOLE SCHOOL APPROACH: RESPECT UNCHAINED
RESOLVING AND MANAGING CONFLICT AND IMPROVING SCHOOL CLIMATE
PRINCIPAL, VICE PRINCIPAL, AND STAFF'S ROLE IN THE SCHOOL AS RESTORATIVE HEALERS AND CONFLICT MANAGERS
SCHOOL IMPROVEMENT
STUDENTS AS "PEACEBUILDERS" AND ROLE MODELS FOR OTHER STUDENTS
EFFECTIVE STRATEGIES
CO-CONSTRUCTED GOALS: STAFF, STUDENT, PARENT COLLABORATION
BOOK STUDY AND DISCUSSION
NEED TO KNOW WHAT LONG TERM SUCCESS IS GOING TO LOOK LIKE
LONG TERM PLANNING AND CONSIDERATION OF RESOURCES
STAFF MEETINGS USING VARIOUS RESTORATIVE PRACTICE STRATEGIES
TRAINING WITH IIRP
MODELLING AND COACHING
NETWORK FORMATION (LOCAL AND MORE GLOBAL)
OBSTACLES AND BARRIERS
DISSATISFACTION +VISION + PRACTICAL APPROACH > RESISTANCE (The Restorative Practices Handbook, p81)
WHAT'S WRONG WITH US?
MEASURABLE GOALS
TRAINING AND EDUCATION- COST, TIME, COMMITMENT
ADMINISTRATIVE OR TEACHER- LEADER STAFF CHANGES
MISCONCEPTIONS
I HAVE COME TO THE FRIGHTENING CONCLUSION THAT I AM THE DECISIVE ELEMENT IN THE CLASSROOM. IT'S MY PERSONAL APPROACH THAT CREATES THE CLIMATE. IT'S MY DAILY MOOD THAT MAKES THE WEATHER. AS A TEACHER, I POSSESS A TREMENDOUS POWER TO MAKE A CHILD'S LIFE MISERABLE OR JOYOUS. I CAN BE A TOOL OF TORTURE OR AN INSTRUMENT OF INSPIRATION. I CAN HUMILIATE OR HUMOR, HURT OR HEAL. IN ALL SITUATIONS, IT IS MY RESPONSE THAT DECIDES WHETHER A CRISIS WILL BE ESCALATED OR DE-ESCALATED, AND A CHILD HUMANIZED OR DEHUMANIZED. - HIAM GINOTT
GIVING PEOPLE VOICE AND DEVELOPING SENSE OF BELONGING- STUDENTS, STAFF, AND PARENTS
CREATING A STAFF VISION OF RESTORATIVE CULTURE
OATH OF KINDNESS/ BUILDING SCHOOL CULTURE FROM THE SIMPLEST GESTURES OF KINDNESS
ALIGNMENT WITH OUR CATHOLIC SCHOOL VALUES
BUILDING SCHOOL COMMUNITIES
Restorative Practice Continuum
CONCERNING A TEACHERS INFLUENCE:
CONTINUUM
BUILDING COMMUNITY USING RESTORATIVE PRACTICES
RESOLVING AND MANAGING CONFLICT
EFFECTIVE STRATEGIES
OBSTACLES AND BARRIERS
QUESTIONS

Overview
GIVE STUDENTS SENSE OF BELONGING AND VOICE
ESTABLISH AND MAINTAIN CLASSROOM EXPECTATIONS AND ROUTINES
ADDRESS CLASSROOM ISSUES THAT MAY ARISE
CURRICULUM AND RUBRICS
Building Classroom Community
Circle in Action - Video

NOTRE DAME HIGH SCHOOL
INNER CITY - CULTURALLY DIVERSE
900 STUDENTS
BONNIE CAMPBELL, PRINCIPAL
DIANA TRATCH, TEACHER

ST. JEROME CATHOLIC ELEMENTARY SCHOOL SUBURBAN SCHOOL
600 STUDENTS
STEVE MCGARRITY, PRINCIPAL


Restorative Practices:Respect Unchained
CIRCLES IN ACTION IN GRADE 5
We look to build and and maintain healthy, positive relationships and to repair relationships when there is a harm done. Decisions are best made and conflicts are best resolved by those most directly involved in them. Being restorative also means believing in students and people especially when they seem to be behaving badly. Conflict is an opportunity to foster learning and build better relationships. People in our community deeply respect each other and try to empathize with each other. People feel very connected to each other. We recognize that apologies with words are meaningless unless they are coupled with appropriate actions. We are a forgiving community and we strive to bring those who have done harms to others back into the community. We look to model restorative relationship building for others.
OUR SUCCESS CRITERIA-
HOW WE'LL KNOW WE'VE BECOME A RESTORATIVE COMMUNITY
Full transcript