Restorative Justice Practices

Dominique Smith, Douglas Fisher, & Nancy Frey BETTER THAN CARROTS OR STICKS — Restorative Practices for Positive Classroom Management 

This is technically my fifth year as a building principal. I feel grateful every day for the experiences that continue to teach me the effective practices of a learning leader. By far the most important understandings I am beginning to develop and implement are the restorative practices needed for students to truly be stewards of their own behavior. 

Dominque Smith, Douglas Fisher, and Nancy Frey have outlined a clear positive approach to creating a respectful learning environment in their book Better Than Carrots and Sticks, Restorative Practices for Positive Classroom Management. They outline two critical components of an effective learning environment, interpersonal skills to maintain healthy relationships, and high quality instruction for each student (p. 2). 

Focusing how the student has violated school rules and is now answerable for punishment has often been the traditional approach to discipline. A restorative approach focuses on the people and relationships that have been violated. Students are accountable for their actions in a more reflective way. Trained staff now approaches the offender with strategic questioning strategies to support their understanding the effects their actions had on others and how they can begin to repair any harm that has been done to their victims. Opportunities are given to the offenders to express their remorse and begin to make amends. "We believe that students should have a chance to learn from their mistakes and to restore any damaged relationships with others" (p. 3).

The big ah-ha for me was learning how does this Restorative Justice approach (RJ) work with our already successful School-Wide Positive Behavior Interventions and Supports (SWPBIS) system. What I learned is RJ practices and SWPBIS protocols are not "mutually exclusive initiatives" but complimentary.  Our PBIS team collects data and analyzes student behaviors to identify the stuck points that trigger problematic actions.  This data provides discussion topics for the whole class to problem solve in weekly community justice circles. Students and their teachers examine these problematic behaviors. Together they problem solve on how they can build a classroom culture of care and accountability where they can keep things right without harming others. 

The RJ approach supports the SWPBIS practices through ownership. Students are brought into the conversation and given a voice in the problem solving process. "Restorative practices represent a positive step forward in helping all students learn to resolve disagreements, take ownership of their behavior, and engage in acts of empathy and forgiveness" (p. 19). We have merged the SWPBIS and RJ and established SWPRD School Wide Positive Restorative Discipline practices to work towards a positive learning outcome for each of our students. 

Bottom line—we are working WITH our students to create and build a positive school climate by problem solving together behavioral issues that bring and cause harm to others. Each staff member carries with them a list of questions we ask students as conflicts occur. The purpose of these questions is to support student ownerships of the choices they make that can negatively impact others. Not to problem solve FOR them, but WITH them.  

It is without a doubt the most impactful practice for me to date on how to create a positive learning environment WITH our students. They become responsible for the actions that have hurt or harmed others.  “Rather than focus on punishment and isolation from the community, restorative justices focuses on meaningful accountability, which includes actively engaging in understanding what harms have been done, how to repair those harms, and identifying supports needed to make things right” (Sprague, J., 2012). 

Self-Directed Learners

Douglas Fisher & Nancy Frey BETTER LEARNING Through Structured Teaching --  A Framework for the Gradual Release of Responsibility

                                              

I was reluctant to re-read Douglas Fisher and Nancy Frey’s updated version of Better Learning Through Structured Teaching. I was already a huge advocate of the Framework for the Gradual Release of Responsibility; “I do it. We do it. You do it together. You do it alone.” Improving on this framework seemed highly unlikely in my opinion, but I caught myself demonstrating a fixed mindset with this rationale and plunged on. 

Until recently, I have always envisioned Fisher and Frey as such a stoic pair. They are focused, bring a sense of urgency, and are relentless about teaching and learning. Little did I know they have a tremendous sense of humor!  Just pages into the book, Nancy narrates an event that many of us who are newer to technology might recognize in ourselves.

In short, while out of town speaking at an important event, Doug loses his flip style cell phone. The two of them take a cab to the nearest Sprint store, where the savvy sales tech weaves his magic and talks Doug into the buying the latest Smart phone. The clerk assures him a busy person like himself will not only need the ability to make and take calls, but email, text, search the web, take photos, etc.

Although on the way back to the hotel, the phone rings and Nancy nor Doug knows how to answer their new Smart phone. No matter what button they select, Doug’s phone calls goes unanswered and his frustration mounts. “I think it’s broken.” Back in the cab they both go to the Sprint store, where the young sales tech proceeds to show them once more how to operate the device. 

Here is where the Framework for the Gradual Release of Responsibility ‘clicks’ for both Douglas and Nancy. “When learners experience difficulty and confusion, they need guided instruction, not more modeling.” Doug then turned to the sales tech and said, “I really don’t need another model, I need some guided instruction. Can I hold the phone while you talk me through the operation?” (p. 16). 

That is the whole point. Gradually releasing the responsibility for learning from the teacher to the student. We need to pass the baton from the teacher to the students so they can become self-directed owners of their own learning sooner rather than later. The updated version of Better Learning Through Structured Teaching emphasizes the need to prepare students all the way through the four essential and interrelated instructional phrases to be owners of their own learning. 

Fisher and Frey assure the reader this structured teaching process is not only engaging for our students, it expands their capacity for learning. Nancy couldn’t agree more. She also purchased a Smart phone that day. Together they learned to navigate the ‘newness’ of this technology and collaboratively mastered the device and practiced texting and calling each other.  I do it. You do it. We do it together. You do it alone.

"Constructing the Highway in Segments"

Larry Ainsworth COMMON FORMATIVE ASSESSMENTS 2.0 —How Teacher 

Teams Intentionally Align Standards, Instruction, and Assessment

                                                                       

Just recently, I was the on the other end of the classroom learning environment. As a student, I was expected to come prepared, listen, take notes, and assimilate the content. The subject was important and vital to the next steps in my learning trajectory. As I am nearing my end goal in education, I wanted this experience to be meaningful. It was not.

Week after week, the lectures continued with power point after power point. It was, and still is, a blur. What they wanted me to know and be able to do is still unknown to me. I thrive on being engaged in the learning process. I will read closely, talk to colleagues, and process through note taking, and reflect what I do, and can do better. I will forever be a leader who learns. 

Throughout the class, I continued to be frustrated, mad, and frankly didn’t do my best work week after week. As a near straight A student, to receive a B for my coursework was embarrassing. I know better, and take full responsibility. What I do matters, as John Hattie would say, and I didn’t do much of anything during these weeks of instruction. I also wondered how many students in our classrooms were having the same experiences.

I just recently completed Common Formative Assessments 2.0 by Larry Ainsworth. It reminded me of what a unit of instruction could look like and, even more important, feel like. When educators collaboratively implement the recommended design steps to “intentionally align standards, instruction, and assessment” one of the by-products is students demonstrating ownership of their own learning. It is no longer mystery learning to them, but meaningful experiences to support students reaching their outcome goals.

Another important outcome of this process is the teacher’s experience. No longer is their planning and preparation a solitary task but an on-going collaborative conversation they have with like colleagues. Together teachers become the scholars as they refine their student focused learning practices. This experience allows them to collectively “make more accurate inferences about student understanding so they can adjust instruction to improve student learning” (back cover). 

My next class starts in a few weeks. As a student, I WILL put forth better effort to be a better learner. As a building leader, I will also be mindful of creating a positive school culture where a deep understanding of this process is continually revisited. Our outcome goal will be to provide an equitable learning environment where ALL of our students have the opportunity to be engaged in their own learning. 

Learn more about Ainsworth Common Formative Assessment 2.0 at:     http://www.corwin.com/pd/common-formative-assessment-2.0.html