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Restoring Community & Teaching Peace: Igniting our Passion

Restorative Practices Initiative. Restoring Community & Teaching Peace: Igniting our Passion Jan L. Petersen, EdD , School Psychologist. We Get It Society’s Challenges Are GREAT!.

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Restoring Community & Teaching Peace: Igniting our Passion

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  1. Restorative Practices Initiative Restoring Community & Teaching Peace: Igniting our Passion Jan L. Petersen, EdD, School Psychologist

  2. We Get ItSociety’s Challenges Are GREAT! “We, the willing, led by the unknowing, are doing the impossible for the ungrateful. We have done so much, for so long, with so little, we are now qualified to do anything with nothing.” Konstantin Josef Jireček Dec 13, 1881- Czech Historian, Diplomat and Slavist

  3. Goals: Brief Overview RestorativePractices Definition, Framework, Theory Strategies you can use today Rationale

  4. RP Definition: Social science that studies Social capital Social discipline

  5. Important Distinction • Restorative Practices Proactive • Restorative Justice Reactive

  6. Restorative Practices What IS the framework? • Positive School Climate • Safe and Civil Schools • Connected Relationships • Nonviolent Communication • Trauma Informed Schools • Repairing Harm • More Accountability for Students • More Tools for Admin & Staff

  7. FAIR PROCESS Engagement: Everyone affected by a decision is given a chance to provide input. Explanation: After a leader has made a decision, that decision has been made clear to stakeholders. Expectation Clarity: Everyone involved understands the implications of the decision, the specific expectations, and the consequences. It’s ALL about RESPECT and OPEN communication!!

  8. Compass of Shame: When positive affect has been interrupted ...

  9. Escaping the Compass of Shame: Finding Your Center Expressing authentic emotion without finger pointing, blaming, or shaming Accepting ownership for one’s part in the dilemma 1.Maximize positive affect 2.Minimize negative affect 3.Minimize the inhibition of affect 4.Maximize the power to do all three

  10. Restorative Questions(SIMPLIFIED) What happened? Who was harmed? How do we make things right?

  11. Strategies & Practices Ongoing growth: Systematic school-wide infrastructure and empowered culture

  12. WHYRestorative Practices • INCLUSIVE approach to ... • TOOLS to not only LISTEN, but to encourage everyone to have a VOICEand make valued contributions

  13. Rethinking School Discipline Traditional Approach RP Approach Proactive and expected Teaches appropriate ways for needs to be met Opportunity to repair harm • Reactionary and unexpected • Often alienates the individual • No opportunity to redress wrong

  14. WHY Restorative Practices • Ineffectiveness and disproportionality of suspensions and expulsions • Inner city children experience the greatest exposure to trauma • Effects of trauma • DO NO HARM!

  15. Avoiding Escalation • Adults often misinterpret student actions as misbehaviors and administer punishment • Children experience further rejection, insecurity, stress • Children unravel, adults unravel – ESCALATION!!

  16. The Function of the Brain and Emotion • Neocortex: Executive skills, rational thought • Limbic System: Home of the emotions.Learning is difficult when highly emotionally aroused! • Reptilian or Primitive Brain: Reacting without thinking, flight or fight. Learning is especially difficult in this mode!

  17. Trauma Informed Responses • (A)– Attachments--caring relationships among adults and peers • (R)Regulating emotions and behaviors • (C)Competency--focusing on strengths to develop academic skills

  18. Supported by Research • Reduction in suspensions and expulsions • Improved graduation rates • Fewer PBRs • More alternatives

  19. S&CS and RP Do not depend on the hope of results. In the end, it is the reality of personal relationships that saves everything. - Thomas Merton

  20. Considering the concepts shared, what possibilities resonate with you the most?

  21. Concluding Thought As educators, we possess tremendous power to make a child’s life miserable or joyous. We can humiliate or humor, hurt or heal… it is our responses that decide whether a crisis will be escalated or de-escalated and a child humanized or dehumanized. ― Haim Ginott

  22. Joel HudsonPrincipal at West High School PRAGMATICS and APPLICATION

  23. Why Do This Stuff? • S & CS provides all staff with tools to help PREVENT inappropriate behavior. • RP extends this by adding leverage and tools to help prevent AND repair. • The nature of our work is getting more complex and we need additional and BETTER tools in our tool box. • Getting good with tools takes time, effort, practice and persistence.

  24. WhatDoes the Data Show? • PBR’s have decreased 60%. • Expulsions decreased 25% • Survey Data from Students and Parents show their main concern is profanity. • Enrollment has increased 26%. • We have lots more kiddos but our discipline stuff is going down!

  25. Tips for Getting Started • Leadership has to commit to using tools. • Leaders have to display public support and use of tools. • Organic approach- find the willing and start there. • Persist • Use Data

  26. Tools to Help Flow Chart Incident Statement Form Restorative Questions ID Cases that “fit” Tier 3 Success is a great tool and motivator!

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