The essence of restorative practices is disarmingly simple:
that human beings are happier, more productive and more likely to make positive
changes in their behaviour when those in positions of authority do things with them, rather than to them or for them.
Restorative practice at Vardon School:
Restorative approaches was originally sought as an alternative to more punitive disciplinary systems and procedures where often there was little or no links between ‘wrongdoers’ and those they have ‘harmed’, nor any real connections between the punishment and the actual offence.
The reason I am so keen on the restorative approach in my class and school is because previous measures are also often failing to meet the relational needs of teaching and learning in 21st century schools. Increasingly schools are finding restorative approaches more effective in establishing long term lasting changes in relationships, more connecting of the members of a school community, more involving and hearing of victims, and more enhancing of climates of care within schools as a whole.
I’ve been reflecting on these two questions since our TOD
when Marcus and Myra posed the following questions in relation to our work in
restorative practise:
·
Think about a student who features regularly in
our reflection book?
·
What reasons are they listed in the reflection
book?
·
What could of you done differently with this
student?
The student that I have been
reflecting on featured a number of times during 2013 (last year). Generally during the first and last two weeks
of a term. Generally this student was in
the reflection room for being off task, but occasionally for ‘bullying’ type
behaviour against one child – name calling, and fighting.
In reflection of how i dealt
with this student – i do feel that i did a great deal of things to help prepare
this student for success with his learning and behaviour – things such as
lessons durations tailored to his attention span, a behaviour smiley face book
to monitor his behaviour during blocks and break times, reflective
conversations where the student discussed how he was going with his learning
and behaviour, incentives based on his interests – (4D shark, games of rippa
rugby), consistent txt message and email contact with his parents. A great deal of this students behaviour
issues came about because of his short attention span during key learning
subjects.
There are always other things I
could have tried or done to have further success with the student. Ideas I have had since reflecting on this
student:
·
Tried some team building or relationship games
with the student who he had friction with to try and build a more positive
relationship between the two of them.
·
Included brain breaks during lessons. This student’s attention span was extremely
short – perhaps breaks within the learning sessions would have helped to
stimulate his attention further.
·
Made even more of an effort to include some of
this students ‘loves’ (sharks) into his learning tasks – read more books about
sharks, maths that includes sharks etc.
·
Tried to incorporate more art based activities
during key learning areas to hold his attention.
I’d love other suggestions you
would have handled this student. What
kind of activities or learning situations would you provide?
