laurie flanagan educator to transform a school using restorative practices
TRANSCRIPT
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Laurie FlanaganEducator
To Transform a School
Using Restorative Practices
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Social Discipline Window
High
Co
ntro
lLow
SupportLow High
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Restorative Practice
Is a philosophy that works to make everyone feel respected and heard, asks people to be
accountable for their behavior and promotes restoring and repairing harm when harm has
been caused.
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The Restorative movement seeks to develop good relationships and
restore a sense of community in our increasingly disconnected
world.
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Being Restorative Means:
To believe that decisions are best made and conflicts are best
resolved by those most directly involved in them.
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Restorative Responses:• Can be an effective prevention practice. • Restorative responses are intended to correct the
problem behavior, prevent a reoccurrence, protect and provide support for the victim, and take corrective action for documented systemic problems related to bullying and harassment.
• Restorative responses allow the individual an opportunity to reflect on behaviors, learn pro-social skills and make amends to those affected.
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Restorative Practices Continuum
Informal Formal _______________________________Affective Affective Small Group FormalStatements Questions Impromptu or Circle Conference Conference
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Affective Statements
Tells others how their behavior is affecting you
When adults express their feelings, children become more empathetic
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Affective Statementshelp you build a relationship based on
students’ new image of you assomeone who cares and has
feelingsrather than as adistant authority figure
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Affective Questionshelp to elicit what a student is
thinking and feeling.
Therefore, many of their responses will be
affective statements.
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Affective Questions
let you turn the tables.You still address
inappropriate behavior but in a way that asks students
to
think for themselves
about their actions and to reflect on
how they affect other people.
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Affective Questions when Challenging Behavior
• What happened?• What were you thinking of at the
time? • What have you thought about since? • Who has been affected by what you
have done? In what way? • What do you think you need to do to
make things right?
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Affective Questions To Help Those Harmed
• What did you think when you realized what had 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?
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An overview of circles• Set up a circle of chairs one for each participating
individual• Have a talking piece ready • There are no interruptions, questions, put-downs
or gossip/rumors allowed.• Everyone must agree to guidelines, which will be
read and left in the middle of the circle on the floor.
• People may decide to pass when it is their turn.
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Types of Circles in Schools
• Proactive Circles
• Responsive Circles
• Staff Circles
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A Formal Restorative Conference
• Addresses the needs of the person harmed• Expects the person or persons who have done
harm to admit they did something wrong, even if both sides have been harmed and done harm
• Expects that all participants will work to solve the problem
• Uses consensus as a way of making decisions
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• Creates an agreement that outlines ways of repairing the harms(s) – a plan for changing behavior and for those that did harm to give back to the community
• Creates a plan for safety and/or support for the victim(s) if needed
• Creates connection to caring adults for all students who have been affected by the harm, whether victims, offenders or bystanders
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Get Kids to Tell Their Story
Whenever a situation happens with bad behavior, there is always a story.
There are always details that will help you see why or how it has come to this point.
Using Affective questions to get to the story will help you determine what direction to go with this behavior.
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I have come to a frightening conclusion; that I am the decisive element in the
classroom….As a teacher, I possess 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.Haim Ginott
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ResourcesWebsites
• www.iirp.org• www.ibarj.org
• Books• The Restorative Practices Handbook for Teachers, Disciplinarians and
Administrators by Bob Costello, Joshua Wachtel and Ted Wachtel
• The Little Book of Restorative Discipline for Schools – Teaching responsibility; creating caring climates by Lorraine Stutzman Amstutz and Judy Mullet
• Restorative Circles in Schools, Building Community and Enhancing Learning by Bob Costello, Joshua Wachtel and Ted Wachtel
• The Little Book of Circle Processes – A New/Old Approach to Peacemaking by Kay Pranis
• Circle in the Square, Building Community and Repairing Harm in Schools by Nany Riestenberg
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Laurie Flanagan YWCA of Metropolitan Chicago
Patterson and McDaniel Family Center 630-790-6600 x 2488Hotline: 630-971-3927
Matt AdelmanGlen Ellyn School District 41