"There is a direct link between success in school and the school environment in which student learning takes place. Students are more motivated to do well and achieve their full potential in schools that have a positive school culture and one in which they feel safe and supported."
Caring and safe schools in ontario
Restorative practices naturally occur in my classroom through my love for reflection and open discussion. I believe the first step in teaching students how to embrace and strive towards positive, caring behaviours is to model these practices ourselves. Paired with modelling, explicit and consistent teaching and reinforcement of positive social skills sets the stage for students who have challenges with self-control, respect for others, and taking responsibilities for their own actions.
I teach students how to respectfully participate in restorative practices through combining community circles with accountable talk strategies and growth mindset, in addition to my regular classroom & behaviour management strategies outlined here.
I teach students how to respectfully participate in restorative practices through combining community circles with accountable talk strategies and growth mindset, in addition to my regular classroom & behaviour management strategies outlined here.
I use restorative practices as a tool for students to solve conflicts and problem solve through dialogue. During these discussions I am not the leader, but the facilitator and the students involved take the lead. All members of the classroom community who have been affected by the conflict are welcome and encouraged to participate. Students who misbehaved are learning to make things right and are able to re-build rapport with their peers opposed to feeling othered or excluded. Their peers learn how to advocate for themselves and express concerns in a respectful way. Together, we aim to generate a deeper understanding of others and develop agreements or solutions to make things right.
Everyone is learning that the responsibility of safety and well-being of the class is within each person who is apart of the class.
Everyone is learning that the responsibility of safety and well-being of the class is within each person who is apart of the class.
I have used yarning circles in a classroom where there was a lot of disrespect towards teachers, peers, and the learning environment. This was shown through calling out, interrupting, negative talk, and materials being lost, broken, or stolen, which resulted in many students feeling frustrated and not valued.
Yarning circles are an Indigenous oral language tradition that values deep listening and watching. Similar to community circles, it allows each member of the classroom to have an opportunity to speak without being interrupted through using a message stick or tool.
When I first introduced the yarning circle to this class, it was HARD. There was a lot of interrupting, blaming, and frustration. Students even broke some of our talking pieces. It wasn’t easy and it wasn’t perfect. BUT, I began to see some positive changes in other parts of our day. During instructional time, interruptions became fewer. I noticed some more accountable talk during discussions. Patience grew.
Yarning circles are an Indigenous oral language tradition that values deep listening and watching. Similar to community circles, it allows each member of the classroom to have an opportunity to speak without being interrupted through using a message stick or tool.
When I first introduced the yarning circle to this class, it was HARD. There was a lot of interrupting, blaming, and frustration. Students even broke some of our talking pieces. It wasn’t easy and it wasn’t perfect. BUT, I began to see some positive changes in other parts of our day. During instructional time, interruptions became fewer. I noticed some more accountable talk during discussions. Patience grew.
Although not easy, uncomfortable, and often emotional, the integration of yarning circles to address classroom conflicts provided students with a concrete tool to practice respectful conflict resolution that transcends to other parts of the learning environment.