Page 3 - Restorative Practices Implementation Guide - Introductory Version

Schedule:
Restorative Practices Introductory Training
Foundation
The fundamental hypothesis of restorative practices is that human beings are happier, more cooperative and productive, and more likely to make positive changes in their behavior when those in positions of authority do things with them, rather than to them or for them.
A. Understanding others: (video: Maslow hierarchy of needs)
B. Understanding ourselves and our interactions w/ others: (video: social discipline window) C. Rules we all can live by: fair process (example below)
Implementation of the Restorative Practices Continuum
n Affective Statements n Restorative Questions n Pro-active Circles
n Responsive Circles
n Restorative Meetings/Conference
Lunch (30 minutes)
Analysis: 4 Steps to problem solving
1. Problem Identi cation 2. Problem analysis
3. Intervention Design 4. Evaluating the Plan
Review
1. E-course: Problem Solving using restorative practice/group discussion
2. E-course: Civility in your school/group discussion
Questions and Close
3
Fair Process
When students don’t trust adults to make good decisions or to behave with integrity, their motivation is seriously compromised. Their distrust and its consequent lack of engagement is a huge, unrecognized problem in most schools. This issue has always mattered, but it matters
now more than ever, because district’s with open enrollment and schools of choice are totally dependent on the commitment of the communities they serve.
Unfortunately, neither integrity nor good judgment can be wonderfully conferred on all
the adults in a school building. But it is possible for an administration to create processes that
help keep adults honest and build trust in relationships. Research shows that students
will commit to adults’ decision—even one they disagree with—if they believe that the process the adult used to make the decision was fair. Sounds simple, but most school districts don’t practice fair process consistently.
Example: Developing Grading Criteria
1. Engagement—In order to do my job as a teacher I must grade work and enter grades. (Student input on what type of grading system: curve or points, homework, deadlines.)
2. Explanation—Based on some of the input from students as to what our system will look like.
3. Expectation Clarity—The consequences for not meeting expectations are re-iterated to ensure all understand and agree to hold themselves accountable to the grading policy they collaborated on.