Use of student voice in restorative justice behaviour for learning and a research model
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Use of Student Voice in Restorative Justice & Behaviour for Learning and a Research Model . Comberton Village College, Cambridge Mary Martin. PEOPLE people. Pupils’ Equal Opportunity Policy means Learning for Everyone Induction of Year 7 2 key strands of activity:

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Use of student voice in restorative justice behaviour for learning and a research model

Use of Student Voice in Restorative Justice & Behaviour for Learning and a Research Model

Comberton Village College, Cambridge

MaryMartin


People people

PEOPLE people

  • Pupils’ Equal Opportunity Policy means Learning for Everyone

  • Induction of Year 7

  • 2 key strands of activity:

  • Restorative justice anti-bullying strategies

  • Behaviour for Learning


Year 7 recruitment

Year 7 Recruitment

  • Applications by letter endorsed by peers + tutor

  • Qualities made explicit: capacity to reach out/act as spokesperson

  • Tasks/attitudes/collaborative action made explicit

  • Progress path for leadership recognition: badges, awards series


People activities re peer relationships

PEOPLE Activities re peer relationships

  • Dispute solving

  • Exploring causes of bullying

  • Support networks – “duties”, drop-in club, follow-up with individuals

  • Assemblies

  • Pic-lits campaign

  • CPD sessions for trainees and new staff


People activities re behaviour in lessons

PEOPLE activities re Behaviour in lessons

  • Focused Lesson Observations

  • Analysis of problem seminars

  • Identity workshops – goal setting

  • Voice (assertiveness) workshops

  • Sharing/team building workshops


Human resources

Human Resources

  • Year 7 new recruits

  • Trained pupils from Years 8-10 (mostly 8 &9)

  • Prefect leaders from Year 11

  • Year 12s from Enrichment curriculum

  • Heads of Year and Interested staff

  • NQTs & new staff + visiting staff

  • Trainees

  • Researchers


Research methods

Research Methods

  • Master’s researchers dissertation methodologies

  • Lesson observations

  • Focus groups

  • Well-being Questionnaires e.g. “OK survey”

  • 1:1 interviews with pupils and teachers

  • Observations of workshops

  • Workshop logs


Literature background

Literature background

  • Emotional Intelligence ...

  • ‘Mindset’ Carol Dweck - Random House 2006

  • Peter Salovey- Yale and John D Mayer – Univ. Of New Hampshire

  • ‘Frames of Mind’ – H Gardner – 1983

  • ‘Academic and Social Emotional Learning’ – IAE - Maurice Elias


Interested parties

Interested parties ...

  • Pupils: ideas of ‘fixed mindset’ versus ‘growth mindset’, capacity to self-regulate for individual or group, opportunity to develop/regain self-esteem etc.

  • Trainees, new teachers, open outlook teachers

  • School in Peterborough – 45% ethnic minority

  • Girls’ School in Oxford

  • South African, Chinese, Australian visiting colleagues + Ian McKellan and Stonewall


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