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Developing a Restorative Practice Growth Mindset

Safe Schools

Mike ONeill

on 8 April 2016

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Transcript of Developing a Restorative Practice Growth Mindset

“…No Significant Learning Can Occur without Significant Relationships....”

Dr. Stephen Covey
Aim is to develop community and to manage conflict and tensions by repairing harm and restoring relationships
It provides a framework that give those affected by conflict the tools and supports to resolve problems and strengthen relationships.
2. Intervention
1. Implementation of Tools
and Essential Elements

3. Build A Culture
Restorative practices is not a new strategy, but an affirmation of those things that the best teachers and administrators always have done. Rather than rely on intuition, however, we provide a specific framework that helps people consciously and deliberately apply restorative practices all the time.
This is what we are about.
We plant the seeds that one day will grow.
We water seeds already planted, knowing that they hold future promise.
We lay foundations that will need further development.
We provide yeast that produces far beyond our capabilities.
Theory of Social Discipline
Mary's Story
The root of the problem
Develop a mindset that believes:
*everyone is innately good
*everyone is capable of change
Teaching Students Who
Challenge Us
Classroom Circles
build connections
resolve conflicts
80/20 rule
feedback circles
What happened?
What were you thinking about at the time?
What have your thoughts been since?
Who has been affected by what you did?
In what way have they been affected?
What do you think you need to do to make things right?
No Why Questions
Implementing a Restorative Practice Framework
Use of a common set of Restorative Questions that give the victim a voice and enable the perpetrator to determine the affect of his actions.
Use classroom circles on a regular basis to build community and to respond to conflict when it arises
Encourage restorative conferences to draw up oral and written agreements between those who have done harm and those who have been harmed
Celebrate our Catholic Community
Build Connections among staff and students and to school community.
S.O.S. (Smile on a Student)
This and That newsletter
Wellness Days
Use think papers and reflective discussion papers that align with the Restorative Questions
Use common communication and discipline logs to track the support and assistance provided those who do harm and who have been harmed
Educate the school community about Restorative Practice (agenda insert, parent brochures, newsletter)
Opportunity to Repair, apologize and change
Focus on Student Engagement
Social, Institutional and Instructional
punishment and sanctions can be an integral part of any restorative intervention, the difference (when compared with an adversarial approach) is the importance of creating a context in which these (punishment and sanctions) have relevance and meaning.
The importance of the final question
"What needs to happen to make things right?"
Reintegrative - the person has made amends - so they can hold their head up. But they don't escape consequences
Punishment can leave people feeling ashamed and embarassed
Separate the deed from the doer so that everyone understands it's the deed that is "bad" - not the person
Social Norms
Lack of Empathy
Developing a Restorative Practice Mindset

Story Time
Restorative Tools
We can use fair process in creating norms and expectations for our childrens behaviour.
How can we use fair process?
The More People a Child is Connected to the More People are Disapointed
Feelings of students are the fundamental foundations of school climate and well being.
Restorative Practice is not a safe schools program.

90% of my classroom management takes place outside my classroom.-- Dan Myers

Mike O’Neill
Dysfunctional relationships:
based on fear and control;
lots of anger
and not listening
minimize positive affect
feelings of powerlessness.
Functional relationships:
based on mutual trust
fair process (it is not about winning or losing but the process)
maximize positive affect
ongoing dialogue
Compassion has muscle
We are in the profession of teaching not punishment or justice
How can we maximize relationships
Develop Empathy by asking Restorative Questions
Operate in Restorative Window
Use Fair Process
Maximize Affect and Minimize Shame

Small Group Conference

Involves the victim and the offender
gives voice to the victim
discipline and consequence is done 'with' the offender
more likely to change because they feel fair process was followed
Kids Do Well if they Can NOT if they Wanna!
Smile on a Student
Maximizing Positive Affect=Having Fun
Restorative Circles
Types of Circles
Use of Circles
As a tool for curriculum
What we need to do:
Video of Tools
To have a restorative mindset is to:
*Be in the "right" social discipline window
*Use fair process
*Give Voice to the victim and the offender
*Seperate the Deed from the doer
*Understand Shame and Maximize positive affect
Think of someone who treated you fairly?
Role Play
Our School
Action Plan
Full transcript