Page 45 - EdViewptsSpring2020

What RSP Does to Help 6. Monthly meetings are held to re- and succeed. The connection is
Reverse the Discipline Cycle view these with administration and powerful and the neutral ground
we play on allows the opportunity
to make recommended revisions.
RSP, The Restorative Service Program, and choice to excel where they
engages a trained faculty member to Convincing the Doubters previously didn’t have this choice.
work one-on-one with the child to talk One challenge almost every school fac- Here is what some of the kids had to
about constructive ways to deal with es is trying to implement this logic in a say about RSP as an alternative to
issues that are causing them to get in manner than persuades your doubters. discipline:
trouble. An activity is used to guide the Remember that there is far more power
student through the issue, and teachers in persuasion than in force, or pushing • Getting to talk to the teacher
are encouraged to seize on teachable an idea as an educational leader. This is who I don’t know and just wants
moments. Teachers spend the first few why you need to be patient and realize to help me makes me feel like I
minutes building relationships as they such a cultural shift takes time. Most have someone who really cares. I
are intentionally unfamiliar with the kids adapt quickly. Some of your faculty didn’t think anybody cared before,
student. This prevents accountability may resist, caught in their own silo of and I’m not always good but
bias, such as a teacher who grades a seeking that punishment, as justice now I want to try because I know
student. The adult serves exclusively must be served in order to equalize for someone expects me to.
in a mentoring type role that is non- accountability. What they fail to under- • Being in this program was fun. I
punitive. The relationship is fostered as stand is that discipline has not worked got to talk to him about my side,
the child sees the adult in the hall and for our most at-risk children. Why do we and hear what I can do next time,
positive interactions flourish. Best of all, continue down this unproductive path? instead of keep getting lectured
colleagues see this teacher publicly in- Why not try something innovative, dif- about what I did wrong.
teracting positively with the child, helping ferent? We should consider if you could • It’s nice to have an adult to talk
to further reverse the perceptions of a do it a better way and it worked, would to that doesn’t judge me. She just
troubled child. This has met with tremen- you? Why wouldn’t you? wanted to help. It made me think
dous success in my building. Here is the Several RSP trained teachers had this about how to fix my problems.
process: to say about their experience with this Armed with patience and time, you’ll get
1. A student exhibits misbehavior. different approach: strong teachers to buy in, and the rest
This may result in a bullying (HIB) • This initiative has given students will eventually join. Just remember to be
investigation, due to disrespect the unique opportunity to reflect patient, at all costs. It will pay you and
toward authority, or other inappro- on their actions empowering them your school community big dividends.
priate action that is referred to the to identify how they can positively More can be found on RSP at my in-
school administration. modify their behavior in the future depth “how to” guide, and presentation
2. The administrator issues the nec- for a better outcome. that can be adapted for your school
essary (if applicable) disciplinary • I meet kids I would not know community. For now, it is important to
consequences and separately, otherwise, and afterward, they recognize how valuable this resource
recommends a non-punitive RSP. have a connection with an adult, program is, how it offers at-risk children
3. A faculty member who does not possibly for the first time in school a chance. Still better, if offers the entire
teach the identified student is that is not biased by grades or school an opportunity for a cultural
assigned to meet with the child other areas they struggle in. They shift. Earlier, we looked at statistics.
during the available/duty period. continue to seek me out as a While they are impressive, what they
4. The faculty member is given a brief guide, a coach. It is powerful! don’t show you is the respectful, toler-
summary of the infraction and uses • Before we did restorative service, ant culture of this community. That
the sample guide and one of the I didn’t know who they were, changed over time. It is not a perfect
corresponding activities in a period and I just saw them in the hall community, and it shouldn’t be. Rather,
the student has a on-core subject wreaking havoc. I admittedly made it is a place, safe for children to learn,
that the teacher is available. assumptions about them. Now to make errors and to recover with sup-
5. The teacher files the documents I’m building relationships and see port. These are critical steps in revers-
ing the discipline cycle.
the student worked on in an them not as a child in the hall but
archive. instead someone I can help adjust

About the Author

Dr. Michael S. Gaskell is the Principal of Hammarskjold Middle School in East Brunswick, NJ.
Recently published in eSchool News, MiddleWeb, NASSP and ASCD Smartbrief, he continues
to model the pursuit of lifelong learning as he serves as a mentor to new principals in other
schools and districts through the NJPSA Leaders to Leaders program, working tirelessly to
support instructional excellence, his faculty, the district, and most importantly, the children as
benefactors of idea sharing.

Educational Viewpoints -43- Spring 2020