Unit 3: Getting student’s Involved
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Unit overview
As noted in Unit 1, the schools where RP works are ones where there is consistent implementation and sufficient teacher by-in. Of course teacher by in is important to establishing restorative practices, but if we also want longevity in our restorative frameworks and more equitable school models overall it is also crucial students are also involved in the process. The end goal is a collaborative community with jointly established values, students as the central pillar to school communities and culture must play an active role in creating values and have mutual accountability for maintaining shared values. Given the pivotal role of students within the school community, their engagement serves as a catalyst for broader acceptance and effectiveness of restorative practice. It is important that we start teaching students restorative skills related to their peer relationships in addition to utilizing them in the classroom, thus when the time comes for maintaining their community students have the skills to do so.
Unit three focuses on teaching students restorative conflict resolution skills that can be utilized while navigating peer conflict and while building up their classroom community. You can expect to learning something new about teaching conflict resolution. Then will survey student interest in learning more about effective communication strategies, you can use the survey provided or create your own! Finally using a circle format, teach a mini-lesson to your students and reflect on the process overall.
Learning objectives
- Encourage students to be active participants in a restorative community by teaching a lesson that models restorative conflict resolution and peer community building strategies.
Activity Breakdown
Step 1: Learn something new by choosing to engage in at least one of the following:
- Read: A Guide to Teaching Conflict Resolution Skills in High School
- Listen: Teaching conflict resolution to young kids
Step 2: Survey student interest in learning about effective communication and restorative practice
Step 3: Use a circle script to teach a mini-lesson to interested students modeling affective statements for communication.
Step 4: Reflection on mini-lesson and thoughts going forward
Step 1: Learn Something New
Choose at least one of the following to engage in: Read - Listen. The reading is focuses on teaching conflict resolution to older students while the podcast is focused on teaching younger however they are both present interesting insights and approaches into teaching effective communication. You will discuss and reflect on your learning later in the unit it may be beneficial to take notes and or jot down ideas as you learn. Focus your learning on how ways to discuss conflict resolution to your students.
Read: Everyday Speech- A Guide to Teaching Conflict Resolution Skills in High School
Everyday speech is a blog and teacher resource platform specializing in Social Skills and Social-Emotional Learning curricula. Teaching conflict resolution skills in high school is essential for equipping students to handle conflicts constructively and peacefully. In the post they break down steps and strategies to teaching conflict resolution. The steps provided in demonstrate ways to integrate conflict resolution into the curriculum, such that we can empower students to cultivate vital life skills that will foster a more empathetic community. The next step in our unit is to teach students ways to use affective statements, there is a circle script provided for you, however, as you read look for steps or strategies into your mini lesson.
Listen: Teaching conflict resolution to young kids
Real talk for real teachers by conscious discipline, Episode 57- Teaching Conflict Resolution to Young Children. In this episode host Vicky Hepler, a 37 year veteran early childhood educator discusses the importance of creating positive classroom community to foster cooperation. Then discusses how to use conflict resolution as an opportunity to teach students effective means of communication by using their "big voice" and affective I statements.
The next step in our unit is to teach students ways to use affective statements, there is a circle script provided for you, however, as you listen pay attention to the ways you could incorporate Vickys approach to conflict resolution into your mini lesson. You can listen wherever you typically get your podcasts or by clicking the link:
Step 2: Survey Student interest in effective communication and restorative practices
Willingness to participate and interest are just as important for students as they are for teachers. Our long term goal is to create an entire community of students who can communicate and connect, but we need to start somewhere and forcing students who are unwilling may have inverse consequences. Use the survey linked below or create your own survey to gauge student interest in participating in an effective communication circle.
Please be sure to make a copy of the survey before giving it to students so you can see results and to maintain student privacy.
Step 3: Do a circle activity teaching effective communication
Use the circle script provided for you to run a classroom circle teaching students affective or I statements. Circles are a structured approach to conversation central to restorative practices where all participants, including facilitators, sit in a circle. Working your way around the circle the opportunity to speak is passed one at a time to all participants, often using a “talking piece” to identify the speaker. Participants are encouraged to speak only when it's their turn and to actively listen without offering comments or responses while others are speaking. If you are not ready to do a circle feel free to adapt the the activity to be a more traditional class discussion.
Not sure how to set up and run a circle click here for more info
Affective statement Sentence frames
Student activity writing affective statements
Step 4: Reflect on your learning
Complete the following reflection and discussion by clicking the link:
Reflection on mini-lesson and thoughts going forward
Whats Next?
Unit three focuses on getting students involved and teaching effective communication, looking forward in unit 4 you will conduct an analysis of practice RJ practice. Then create a realistic plan that can be built upon and carried out consistently to foster a long term restorative community.