Restorative Practices in Classroom Management

Описание: The sources describe Restorative Practices (RP) as the third component of the comprehensive Five-Component Framework for 21st-century classroom management. This approach signifies a crucial shift from relying on punitive discipline toward *relationship-focused strategies* that build community, promote student accountability, and ensure the repair of harm. RP aims to help students take responsibility for their actions and learn from their mistakes.

The sources detail four key restorative strategies for classroom implementation:

1. Community Building Circles
Community Building Circles are proactive, structured meetings designed to *establish trust, build relationships, and create a strong sense of belonging* before conflicts even arise.

*Structure:* Participants sit in a circle without barriers. A designated Talking Piece ensures that only the person holding it speaks, guaranteeing equal voice and preventing interruptions.
*Values:* The process emphasizes shared values such as respect, honesty, and confidentiality.
*Purpose:* Circles can serve various functions, including emotional check-ins, academic connection, relationship building, and collaborative problem-solving.

2. Restorative Conversations
When behavioral issues occur, restorative conversations are *structured dialogues* that move beyond simple punishment by focusing on the *impact* of the harm and the *responsibility* for repair.

*Key Focus:* These conversations use specific restorative questions tailored to the participants.
*For the person who caused harm:* Questions focus on what happened, who was affected, and what needs to happen to make things right.
*For the person who experienced harm:* Questions focus on how they were affected and what resolution would help make things right.
*Outcome:* These dialogues guide students toward a resolution, often resulting in a written agreement detailing steps for moving forward positively.

3. Collaborative Problem-Solving
This strategy involves engaging students directly in addressing conflicts or whole-class issues, fostering their *ownership and accountability* for the solutions.

*Process:* The teacher facilitates a six-step process: identifying the concern in neutral terms, gathering perspectives, brainstorming possible solutions without judgment, evaluating the pros and cons of those solutions, selecting and implementing an agreed-upon plan, and following up to assess its effectiveness.
*Application:* This approach is suitable for resolving interpersonal conflicts or addressing broad issues like chronic off-task technology behavior by allowing students to contribute to the classroom norms.

4. Affective Statements
Affective statements are personal expressions used by the teacher to communicate the effect of a student's behavior on others, thereby building emotional awareness and empathy.

*Formula:* The standard formula is: *"When you [behavior], I feel [emotion] because [reason]."*
*Goal:* This technique shifts the focus away from judging the student's character to expressing the consequence of the specific action, helping the student understand the real-world impact of their choices on the community.
*Example:* "When you interrupt while I'm giving directions, I feel frustrated because it makes it harder for everyone to understand what to do."