Awe. I was just looking at your Twitter site in preparation for #bcedchat. I love this @brynmw ❤️❤️❤️ My #EDUC471D100 will be reading the “Heart of a Teacher” for this Friday’s class. #nice
Christine from the Sunshine Coast. Math educator, sessional instructor, and school trustee. Whoa... Just realized that I have 280 characters in Tweetdeck. NICE. Looking forward to tonight's #bcedchat on restitution.
A1. Restorative practices is about LEARNING... not about punishing or shaming. It's an opportunity for someone to learn & redeem themselves to make things better (for everyone). #bcedchat
Agreed. Restorative practices is about learning and how to make things better... understanding what to do the next time this happens. Dignity restored. #bcedchat
Agreed. We become active contributors to the community. Restitution reminds me of "Assessment for Learning." It's all FORMATIVE (not summative... no judging, just learning). #bcedchat
Well, time to share what this is about. I use it when there are issues between students. Using 1st Nations Principles of learning to create a greater understanding on what we do has impact. #bcedchat
I had first learned about restorative practices and restitution almost 15 years ago from Diane Gossen. https://t.co/ciRuZW3EdU I just love it. An opportunity to learn. #bcedchat
Q2: Research from the US shows that if a student is suspended once, it doubles the chances they will drop out. How does this connect with our context? #bcedchat
I had just mentioned to Blake that I first learned about Restorative Practices from Diane Gossen about 15 years ago. Check this out. https://t.co/ciRuZW3EdU It's much like Assessment For Learning and Self-Regulation rolled into one. Love it. #bcedchat
A2. Suspension... or punishment, in general... does not help the student (or whomever made the mistake or wrong doing) to understand what they did wrong, who it effects, and how they could do better the next time. No learning. Only shaming. Not worth it. #bcedchat
A3. Much like formative assessment... it's more like a conversation. A dialogue. It's not meant to alarm the other that I'm in the midst of punishing them, but more of an opportunity to discuss what happened, what would be preferred behaviour, and what to do next time. #bcedchat
A2: I think by keeping the S in school we have a greater opportunity to connect and build a relationship with the S through the #restorativeprocess#bcedchat
Q2: Research from the US shows that if a student is suspended once, it doubles the chances they will drop out. How does this connect with our context? #bcedchat
And removes the teacher's role, if they are giving the power to the admin. That is always an issue with me. If you send a student to the office, then you have given me the power and lost the relationship. #bcedchat
For me, suspension assumes compliance and presumes an imbalance of power. This does not build trust or mutual respect. Yes, competence must be a given... like everyone can learn. #bcedchat
A3: we use restitution in our school. We talk about how we are going to make things right, how we are going to fix the problem. We model that it is okay to make a mistake and we talk about the person you want to be. We talk about needs...#bcedchat
A2: Students who have been suspended often don't know where to go during suspension. They are lost and their safe place is usually the school community which they are then told they are not allowed to enter.
Yes. Love this response. Love the modelling and love the idea of creating a learning environment that making mistakes is NORMAL. And it is, when you are learning. #bcedchat
A3: we use restitution in our school. We talk about how we are going to make things right, how we are going to fix the problem. We model that it is okay to make a mistake and we talk about the person you want to be. We talk about needs...#bcedchat
A3: community circle, explicit lessons throughout year re. Making it right with others, analyzing situations as they come out through experience, story, etc. #bcedchat
A3: community circle, explicit lessons throughout year re. Making it right with others, analyzing situations as they come out through experience, story, etc. #bcedchat
Q4: Often, administrators must balance the needs of the student with the needs of the teacher, class and school. How do you address this complex balance with Restorative Practices? #bcedchat
Furthermore, it removes them from learning and the learning environment. That's should be non-negotiable. Learning is at the heart of what we do and with everything we do. Removing them is a short term consequence. #bcedchat
Q1 A1 #restorativepractices focuses on reparations in which the offender must acknowledge the wrong they've done. It involves all those hurt (offender, peers, staff and parents), giving each a voice to share their hurt, ask questions, and suggest ways to make amends. #bcedchat
A4: admin are integral to restorative practice. Clear criteria, school-wide agreement, have foundational understanding re. safety, time needed, and common understanding of engaging admin. #bcedchat#ihavegreatadminteam
I love you have a great team. I am wondering about how admin can get teachers onside, if they are looking for punitive in place of restorative? #bcedchat
A4. Diane Gossen had this awesome framework called "my job/your job." If we had a shared vision for students and student learning, I believe this can be negotiated to meet everyone's needs. If not, it's restitution for EVERYONE. #bcedchathttps://t.co/ciRuZW3EdU
Q4: Often, administrators must balance the needs of the student with the needs of the teacher, class and school. How do you address this complex balance with Restorative Practices? #bcedchat
A4b. This is an ongoing learning process and it only gets better for all those involved. It's all about building trust as we are doing. Need to take the risk to be vulnerable and have the tough conversation. This should be normal, not awkward. #bcedchat
A4: teachers are doing great work in classrooms all over our province and building rapport with students is crucial. As a P., I support the efforts of teachers and model the relationship piece with challenging students...it is an ongoing and sometimes daily conversation #bcedchat
A2 I school I once worked for gave an in-school #suspension as admin realized some Ss were exhibiting behaviour hoping to miss school. Admin saw this method as a loss of learning and social opportunity #bcedchat
A4b: trust is huge for teachers and we must build that relationship so that teachers feel supported when learning about and trying restorative practices...supporting them with “bottom lines” for students is really important. #bcedchat
Q2 Ss who face frequent #detentions and #suspensions have difficulty forming trusting relationships with both staff and students. Their poor choices separate themselves from their peers and the consequences futher alienate them #bcedchat
Coming from an inclusive ed lens, restorative practices are necessary for all Ss to be included in the community. It is a chance for them to share their voice and their story and hear other perspectives #restorativepractices#bcedchat
Coming from an inclusive ed lens, restorative practices are necessary for all Ss to be included in the community. It is a chance for them to share their voice and their story and hear other perspectives #restorativepractices#bcedchat
A5. Any change or introduction of new ideas will attempt to shift a culture. Culture can be challenging and slow to shift so it would be ideal if the entire staff sees eye-to-eye on embedding restorative practice as a way of being versus a short-term intervention. #bcedchat
A5: some obstacles are when we are not using common and consistent language of restitution. communicating our beliefs to students and school community is crucial and before we do that, we need to be able to articulate this as a staff. We believe this because... #bcedchat
A3 In primary, our teachers have Ss face the peer they've hurt, apologize, and state what they will do in the future. Some Ss have written letters to peers and parents as part of #restorativepractices. #bcedchat
Can you tell me the difference between restitution and restorative practices? I think i'm using the terms interchangeably. I love the concept, in general, but wonder what the differences are? Do you have links to her papers?
#bcedchat
It is something I see in elementary more than when I was in secondary.....it is as if we move beyond the 'person' to isolated academics in secondary...#bcedchat
A5: moving from a “rules” based school to a “belief” based school is a huge shift in thinking and acting... instead of a rule that says do not hit...we talk about treating everyone with respect...respect being the belief and respectful people do not hit one another... #bcedchat
A3 we use class meetings, restorative circles with students and sometimes families, restorative questions when students are referred to the office https://t.co/exsOoci4XM#bcedchat
A5: moving from a “rules” based school to a “belief” based school is a huge shift in thinking and acting... instead of a rule that says do not hit...we talk about treating everyone with respect...respect being the belief and respectful people do not hit one another... #bcedchat
In secondary, I'm always surprised most students don't know the names of other students. Very difficult to build concepts of community & inclusion then. #bcedchat
I agree. Having moved to elementary, it is amazing how every student knows every student. At secondary, that doesn't happen. Not just about size of school. About 'cliches' #bcedchat
A6. I have shared this link https://t.co/ciRuZW3EdU but recently asked @hopkinsjeff what the differences were between restorative practices and restitution. I love the idea of community and use of circles. Learning is at the heart of it. #bcedchat
A4b earlyon in my journey with RJE an Aboriginal Liaison modeled how to introduce ourselves - where we are from, who we are, and our role. I would say I grew up in Surrey, live in Maple Ridge, I am a daughter, sister, aunt, educator and sit in the circle as a VP #bcedchat
This is so interesting. Could we develop mini-communities within the school community? I wonder if this would reflect what we do in the "real world" too. #bcedchat
In secondary, I'm always surprised most students don't know the names of other students. Very difficult to build concepts of community & inclusion then. #bcedchat
A6: my school is looking at talking circles and ways of dealing with some of the issues around disagreements on the playground (elementary). Love the learning from students and staff. #bcedchat
A6. I have shared this link https://t.co/ciRuZW3EdU but recently asked @hopkinsjeff what the differences were between restorative practices and restitution. I love the idea of community and use of circles. Learning is at the heart of it. #bcedchat
A7. No. It's a lot easier to shame and punish with a consequence that is unrelated to the behaviour. Restorative practices/restitution requires us to get to the heart of the situation, looking at the why and viable resolutions. Takes time, care, heart & courage. #bcedchat
A7. No. It's a lot easier to shame and punish with a consequence that is unrelated to the behaviour. Restorative practices/restitution requires us to get to the heart of the situation, looking at the why and viable resolutions. Takes time, care, heart & courage. #bcedchat
Absolutely. This gives students a voice. To be heard. Sometimes we make assumptions and have no idea why something happened the way it did. We assume without knowing. We need to understand. #bcedchat#buildingcommunity
A6: my school is looking at talking circles and ways of dealing with some of the issues around disagreements on the playground (elementary). Love the learning from students and staff. #bcedchat
Q7: restorative practices are kinder, but more powerful. They allow the child to think about what has happened, what their role was, how it has affected those involved as well as those around them. it encourages them to think about what they could have done differently #bcedchat
Q7: restorative practices are kinder, but more powerful. They allow the child to think about what has happened, what their role was, how it has affected those involved as well as those around them. it encourages them to think about what they could have done differently #bcedchat
A8: absolutely this will work with adults...I have seen it and have used it at many levels...we are modeling this all the time as adults in our building because we value the power of it! #bcedchat
Talking circles are great. I’ve only used them in my classroom. I often have students give other students advice. Ss leave names out of their problems to avoid singling someone out. Ss also have a chance to give apologies weekly #bcedchat
A6: my school is looking at talking circles and ways of dealing with some of the issues around disagreements on the playground (elementary). Love the learning from students and staff. #bcedchat
