Restorative Reminder - 9/1/2021
I hope all is well and that your 2021-2022 school year is off to a good start. Today’s Restorative Reminder is the first of this school year and a change of pace from our previous reminders. This Restorative Reminder is from the Q&A sections in the Premium Membership portal on our website.?
One of the most common resistance points to Restoratives Practices is the belief that students can no longer receive consequences when they violate school rules. While some Restorative Practices practitioners do go to that extreme, I don’t share that philosophy because I don’t think it’s practical or sustainable in a traditional school setting. There are circumstances, particularly when safety is a concern, where the most appropriate strategy for a student is to temporarily remove them from the classroom environment or school building for a short period of time. With that said, suspension alone has been proven to be ineffective when it comes to correcting inappropriate behavior because time doesn’t heal all wounds. Sometimes, time away is necessary for some students but it’s imperative to figure out the cause of the behavior too. If you have a better understanding of what is causing a behavior, it will give you the opportunity to change the adverse behavior long term.
The intention of the Restorative Reminders is to provide you with content and resources to support your Restorative Practices initiative. My goal is to provide you with a weekly Restorative Reminder every Wednesday for the foreseeable future. Feel free to share this email with your staff, colleagues and friends.
About The Presenter
KELVIN OLIVER is an Educational Consultant specializing in implementing Restorative Practices in Schools. As a campus administrator he played an instrumental role in the development, implementation, and support of Restorative Practices. Kelvin is credited for creating a Restorative Practices campus-based support model that included weekly professional development and an implementation support team. Since 2007, he has worked in education as a special education teacher, classroom teacher, campus math specialist, district curriculum specialist, assistant principal, campus principal and consultant.
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3 年I respect your opinion, Quentin... However, the research and practice is clear. All of the objective, empirically sound RP evaluations find no efficacy. A major study in the Pittsburgh School District actually found the middle schools with RP had worse behavior after. Thr Programs are expensive, unsustainable, poorly received by teachers, and scientifically incomplete. Schools should start with an evidence-based school discipline model (not SEL or PBIS framework) based on the psychological science-to-practice of social, emotional, and behavioral self-management.... not RP. Time to get off the bandwagon.... how many more years need to go by before schools stop listening to testimonials and realize there is no silver bullet... and the RP emperor has no clothes?
Education
3 年Restorative Practices certainly provides the language tools and processes to address incidents and hurt& it is certainly not an absence of consequences. However, when consequences are applied we should be mindful of what is the intention behind the consequences. Is it an opportunity for replacement of behaviour through positive learning relationship? Is it a teachable moment. These are just two things to consider in my view.
Educational Consultant at Dr Q Consulting, LLC
3 年When the negative consequences are the opposite of the function of behavior, then we start to see real change in a students behavior. So many times, suspension is an adult convenience and sometimes unintentionally rewards the student for misbehavior. Thank you for promoting the restorative movement!