This mini-course explores the idea of promoting an inclusive classroom environment. In order to promote an inclusive classroom environment, teachers have to create a welcoming and affirming environment for their students. Creating a welcoming and affirming environment based on students' wants, needs, and interests is the key to building a safe and brave space for students to learn. Building strong relationships gives teachers the autonomy to personalize learning for each student and cater to each student's interests. The course also explores ways to restore relationships with students who have become a closed book. I chose to research and create this course because building relationships and having a classroom environment where everyone feels safe and comfortable are some of the keys to creating a successful learning outcome. I also rely on my inclusive classroom approaches because it leads to mutual respect between myself and my students. Both my students and I acknowledge that we come from different backgrounds, thus bringing various assets to the classroom.
Needs Assessment
Educational Opportunity:
Current research on restorative practices repeatedly emphasizes the need to validate and focus on relationship-building within the classroom. Dr. Beverly Title outlines the five "R's" of restorative justice: Relationships, Respect, Responsibility, Repair, and Reintegration (ReSolutionaries, 2024). These practices encompass the ability to prevent, resolve, and transform conflicts that have arisen within the classroom or other educational settings. A study conducted by the University of Chicago's Education Lab (2023) showed a staggering 35% reduction in student arrests in schools, a 15% reduction in out-of-school arrests, a decreased number of out-of-school suspensions by 18%, and improved student perception of school environments (p. 2). Schools are still in the process of replacing punitive policies with those of restorative practices. The majority of teachers do not have formal training in conducting restorative justice approaches and will continue to need assistance with establishing the proper ways to conduct interventions within the classroom.
Current Learning Gap:
Teachers are beginning to transition their punitive forms of punishment to those of restorative forms that promote resolution. Some aspects of the transition that might be particularly challenging include inadequate institutional support, imbalance of power, and incomplete participation (Hutchinson, 2023). Inadequate institutional support is a challenge because many schools do not have the funding nor staff to complete the professional development needed to follow the restorative justice approach. Critics argue that this approach to punishment leads to an imbalance of power between the victim and offender because it may undermine the severity of the encounter. The process of conducting the restorative practice is also undergoing scrutiny because full participation is needed to complete the restorative process. Without full participation from the victim, offender, and community, the problem may not be fully addressed, thus limiting the truth. Despite these challenges, modern research suggests that restorative approaches are the new way to transform student behavior and relationship-building.
Existing Efforts:
Many district and building leaders have begun to transition their original punitive forms of punishment to those of restorative forms that promote resolution. The Warner School of Education at the University of Rochester (2017), for example, analyzes the transformation of three urban school districts that transitioned from a punitive approach to punishment to a restorative approach. Another example, conducted by Adukia et al. (2023), analyzes the implementation of restorative justice practices in Chicago Public High School. Both of these examples show a decrease in out-of-school suspensions and out-of-school arrests. These resources are prime examples of the time and effort school leaders are putting in to help revolutionize the education system in various schools across the nation.
The intent of this course is to support educators in developing and promoting inclusivity, relationships, and restoration within the classroom environment.
Performance Objectives
Define inclusive classroom environment, relationship building, and restorative justice as terms in the context of education
Recognize the benefits of having an inclusive classroom environment
Recognize how restorative practices help shape the culture of schools - specifically with students and staff
Explain the processes and principles for creating inclusive classroom environments through relationship building and restorative practices
Create an effective plan that promotes the practice of restorative justice for their own classroom
Course Units
This mini-course includes the following units. Click the title of a unit to go to its page.
