Circle Forum: Recent Episodes
Stan Baker
With a focus on restorative leadership and engagement, Shelley, Steve and Stan reflect on how to apply the same restorative practices to students AND adults in schools. Shelley Steele as a Supervisor with the Safe Schools Team, Steve Young as an elementary principal and Stan Baker as a Safe Schools Resource Teacher. Parents, students, teachers, principals, superintendents, educational assistants, administrative assistants and anyone leading anywhere at a school or in a school district will benefit from the stories and experiences about daily work in schools.
Transitioning from classroom teaching to school administration demands a significant shift in mindset. Jason Wiks, Principal of Guthrie School, Sturgeon School Division in Alberta, advises new principals and vice-principals to embrace the unpredictable nature of school management by prioritizing students first, parents second, teachers third, and administrative tasks last. Embracing this variability and focusing on key relationships can help administrators manage their schools more effectively and improve educational outcomes. It's about adapting to the ebb and flow of the school day and making decisions that prioritize the well-being and success of our students.
Keywords Leadership, Education, Mentorship, Restorative Practices, Anti-Racism, Conflict Resolution, School Community, Student Engagement
Find out more about our work on restorative practices and leadership from stan@restorative.ca or check out our website resources www.restorative.ca
“Fifteen for two and a pair is four points!” Student attendance and crib? In this episode, our guest is Dallis Novelli , teacher and Education Officer, Literacy from Education Quality and Accountability Office (EQAO) . She talks about how integrating unique activities, like cribbage, into the curriculum can significantly boost student engagement and attendance. Strategies like this not only make learning fun but also foster a sense of community and belonging in your school. Dallis give some actionable tips on how to implement these creative approaches and see the remarkable impact on your students’ enthusiasm and attendance.
Find out more about our work on restorative practices and student attendance from stan@restorative.ca or check out our website resources www.restorative.ca
Key words: games, education, community, restorative practices, modelling, relationships, school leadership, lead learner, data collection,, student and teacher connection
As a new Principal or Vice-Principal, discover why observing and understanding your team is key to making impactful changes. Gain valuable advice on the importance of humility and reflective practice in school administration from Laurie Bachewich, Principal of Erickson Elementary and Erickson Collegiate in Erickson, Manitoba. Learn about the power of observation, humility, and effective communication in leadership. Perfect for school principals looking to enhance their leadership skills.
Keywords Principal, Vice-principal, educational leader, restorative practices, observations, learning, self-reflection, connections, relationships
“Find a mentor” is the advice for new principals from Tracy Van Stone, Principal of Ecole Arthur Meighan School in Portage La Prairie, Manitoba. The podcast includes invaluable insights on finding the right mentor, the importance of shared leadership, and her personal experiences in navigating the challenges of being a principal. Tracy offers practical advice for new principals and vice principals, highlights the significance of shared leadership, and shares candid stories about her own mentorship journey.
Keywords Leadership, Education, Mentorship, Restorative Practices, Anti-Racism, Conflict Resolution, School Community, Student Engagement
Find out more about our work on restorative practices and leadership from stan@restorative.ca or check out our website resources www.restorative.ca
Principals face internal struggles, question their impact and often wrestle with relationships.
In this podcast we talk with Rhonda Roos , author of The Deliberate and Courageous Principal: Ten Leadership Actions and Skills to Create High-Achieving Schools . With Rhonda, we explore the intricate web of challenges and triumphs in educational leadership. As Rhonda recounts her journey from assistant principal to principal, she delves into the self-doubt that often plagues administrators, particularly in schools grappling with high poverty and diverse student populations.
Find out more about our work on restorative practices and student attendance from stan@restorative.ca or check out our website resources www.restorative.ca
Key words: principal, education, community, restorative practices, modelling, relationships, vice-principal, school leadership, lead learner,data collection, parental engagement, student and teacher connection
The Deliberate and Courageous Principal: Ten Leadership Actions and Skills to Create High-Achieving Schools
Rhonda J Roos
Principals face internal struggles, question their impact and often wrestle with relationships.
In this podcast we talk with Rhonda Roos , author of The Deliberate and Courageous Principal: Ten Leadership Actions and Skills to Create High-Achieving Schools . With Rhonda, we explore the intricate web of challenges and triumphs in educational leadership. As Rhonda recounts her journey from assistant principal to principal, she delves into the self-doubt that often plagues administrators, particularly in schools grappling with high poverty and diverse student populations.
Find out more about our work on restorative practices and student attendance from stan@restorative.ca or check out our website resources www.restorative.ca
Key words: principal, education, community, restorative practices, modelling, relationships, vice-principal, school leadership, lead learner,data collection, parental engagement, student and teacher connection
The Deliberate and Courageous Principal: Ten Leadership Actions and Skills to Create High-Achieving Schools
Rhonda J Roos
Student attendance is not solely a school issue—it's a community-wide concern that calls for robust partnerships between schools, community agencies, and First Nations communities. Our podcast this week is a conversation with Lucia Reece, Director of the Algoma District School Board in Northern Ontario. The COVID-19 pandemic highlighted disparities in student engagement, with some thriving in remote learning while others struggled with isolation. By building strong relationships and integrating support systems, schools can address the underlying socio-economic and mental health issues affecting attendance, creating a more inclusive and supportive educational environment.
Find out more about our work from stan@restorative.ca or check out our website resources on restorative practices and student attendance www.restorative.ca
Key words: Student Attendance, School Absenteeism,Indigenous Education,Land-Based Learning,School Community Involvement,Education Reform,Restorative Practices,Classroom Innovation
Student attendance is a Canadian Concern. Our podcast guest this week is Jennifer Dunkley, Superintendent of Education at the Northeastern Catholic District School Board in Ontario.Attendance is complex and is often overlooked in schools. With Jennifer, we explore the underlying reasons for student absenteeism, ranging from transportation challenges to familial struggles. By shedding light on the importance of community partnerships and early intervention, our discussion emphasizes the need to shift from blame to support in addressing this pressing issue. You’ll want to hear Jennifer’s 3 wishes for student attendance in her school district.
Find out more about our work on restorative practices and student attendance from stan@restorative.ca or check out our website resources www.restorative.ca Key words: Student Attendance,Community Partners, Public Health, School Absenteeism,Restorative Practices,Data collection, Parental Engagement, Student and teacher Connection
Why is student attendance dwindling across Canada and North America? How it can be turned around? In this podcast episode, Ted Fransen, retired superintendent of Pembina Trails in Manitoba, delves into the critical role that teacher-student relationships play in keeping students engaged and in the classroom. He also discusses broader societal factors contributing to the problem and offers insights into innovative solutions. He talks about how a robust academic program, positive teacher-student connections, and consistent follow-up can transform student attendance. Find out more about our work on restorative practices and student attendance from stan@restorative.ca or check out our website resources www.restorative.ca
Key words: Student Attendance, School Absenteeism,Restorative Practices,Classroom Innovation,Teacher Engagement, Follow-up Strategies, Parent-teacher Communication
Struggling with student attendance? In our latest podcast episode, Reg Klassen, Chief Superintendent of Frontier School Division in Manitoba, discusses innovative approaches to tackling chronic absenteeism. Join us as we explore why traditional methods aren't working and discover new strategies, including land-based education, that are making a real difference in student engagement and attendance. How can Indigenous-focused education and community engagement turn the tide?This is a must-listen for school principals seeking fresh ideas to boost attendance and create a more welcoming school environment.
Find out more about our work from stan@restorative.ca or check out our website resources on restorative practices and student attendance www.restorative.ca
Key words: Student Attendance, School Absenteeism,Indigenous Education,Land-Based Learning,School Community Involvement,Education Reform,Restorative Practices,Classroom Innovation
Struggling with student attendance? In our latest podcast episode, Reg Klassen, Chief Superintendent of Frontier School Division in Manitoba, discusses innovative approaches to tackling chronic absenteeism. Join us as we explore why traditional methods aren't working and discover new strategies, including land-based education, that are making a real difference in student engagement and attendance. How can Indigenous-focused education and community engagement turn the tide?This is a must-listen for school principals seeking fresh ideas to boost attendance and create a more welcoming school environment.
Find out more about our work from stan@restorative.ca or check out our website resources on restorative practices and student attendance www.restorative.ca
Key words: Student Attendance, School Absenteeism,Indigenous Education,Land-Based Learning,School Community Involvement,Education Reform,Restorative Practices,Classroom Innovation
What’s the impact of staff absenteeism on students? The post-COVID environment has led to an increase in staff absences, affecting student learning and continuity. Our guest this week is Peter Jory, Superintendent/CEO of Qualicum School District in British Columbia.With fewer consistent adult figures, students may struggle to form stable relationships and stay engaged in their studies. This week we discuss why a stable staff presence is crucial for student well-being and how administrators can mitigate the impact of absenteeism on their schools.This episode is all about reimagining school culture to address attendance issues in a post-COVID world. We discuss how traditional punitive measures no longer serve schools well. We explore how fostering strong communication and connection between schools, families, and students can create a positive environment where students feel valued, engaged and cared for.
Find out more about our work from stan@restorative.ca or check out our website resources on restorative practices and student attendance www.restorative.ca
Key words: principal, education, community, restorative practices, relationships, vice-principal, school leadership, superintendent, attendance, absenteeism, caring
As a new principal or vice-principal, you're not just leading a school—you're guiding an entire learning community. Amy Newman, Principal of Newport Elementary in Surrey, British Columbia, talks about how educational leaders can facilitate continuous learning among staff and students. She talks about best practices for sharing knowledge, connecting educators with resources, and fostering an environment where growth and innovation thrive. From fostering a sense of belonging among students and staff to building strong relationships with families, you'll learn practical tips to cultivate a school environment that nurtures growth and respect.
Find out more about our work from stan@restorative.ca or check out our website resources on school leadership through restorative practices www.restorative.ca
Key words: principal, education, community, restorative practices, modelling, relationships, vice-principal, school leadership, lead learner
Transitioning from teaching to a leadership role like principalship is a pivotal shift, requiring a new set of skills and priorities. This week is part 2 of 3 conversations with Amy Newman, principal of Newton Elementary in Surrey, British Columbia. She explores this transition in depth, providing insights on balancing the diverse needs of students, staff, and families while fostering a positive school culture. Join us as we delve into effective leadership strategies, relationship building, and creating a collaborative environment in schools.
Find out more about our work from stan@restorative.ca or check out our website resources on school leadership through restorative practices www.restorative.ca
Key words: principal, education, community, restorative practices, modelling, relationships, vice-principal, school leadership, lead learner
- Effective school leadership involves intentional relationship building and community engagement. In our 3 part podcast, Amy Newman, principal of Newton Elementary in Surrey , British Columbia, highlights the importance of principals creating space for professional conversations and modelling community-building activities. By facilitating collaborative discussions and engaging in group activities, school leaders can foster a sense of belonging and mutual respect among staff members. Additionally, Newton emphasizes the need to lead by example, promoting a culture of continuous learning and encouraging professional growth. This approach not only enhances the sense of unity within the school but also contributes to a more supportive and effective educational environment.
Find out more about our work from stan@restorative.ca or check out our website resources on school leadership through restorative practices www.restorative.ca
Key words: principal, education, community, restorative practices, modelling, relationships, vice-principal, school leadership, lead learner
Our podcast this week features Dawn Wemigwans Principal of St. David's Catholic School in Sudbury, Ontario. In this entertaining conversation, Dawn shares invaluable advice for new principals and vice principals, shedding light on the evolving landscape of educational leadership. New school principals can learn how adopting a circular leadership style, prioritizing soft skills, and fostering inclusivity can transform your school into a thriving community hub.
Find out more about our work from stan@restorative.ca or check out our website resources on school leadership through restorative practices www.restorative.ca
Key words: principal, education, community, restorative practices, work-life balance, relationships, vice-principal, school leadership, joy
Welcome to our 10th Season of CircleForum(over 144 episodes so far) where we’re asking school leaders to share their advice for new principals and vice-principals. This episode we welcome Dave Johnson, VP of SD23 Watson Rd Elementary Kelowna, British Columbia, sharing his journey and wisdom gained from leading with empathy and humility. Dave tells the story of of a journey building an anti-racist school community as he responded in his role as VP to a situation on the yard regarding a racial slur. We explore the transformative power of building trust, fostering inclusivity, and leading with a learning mindset.
Find out more about our work from stan@restorative.ca or check out our website resources on school leadership through restorative practices www.restorative.ca
Key words: anti-racism, equity, parent engagement, restorative practices, work-life balance, relationships, vice-principal, school leadership
Principals can ease teacher stress by discovering the importance of curiosity in conversations with staff. Restorative questions can be as simple as: “What’s been happening with……?How’s that affecting you? What’s been the hardest thing for you? How can I help? What’s needed next?” Have the next staff meeting in a circle.
Find out more about some great restorative questions and resources www.restorative.ca
Keywords: school leadership, stress, principal, vice-principal, trauma informed, restorative practices, meetings, school climate
Read the Education Week article
Directors and superintendents support for school based leaders like principals and vice-principals can do a lot to ease their stress. Consider how those regular principal meetings can be a catalyst for stress relief? Restorative questions can be a simple and effective way to check in with principals. Take a trauma informed restorative practice into intentional conversations with vice-principals too.
Find out more about some great restorative questions and resources www.restorative.ca
Keywords: school leadership, stress, principal, vice-principal, trauma informed, restorative practices, meetings, school climate
Read the Education Week article
What can school leaders do to alleviate the immense stress on our educators? This episode explores the power of listening, asking great questions, and creating a space for teachers to share their experiences. Discover 3 of the HOW TOs of restorative practices and a trauma-informed approach that can transform your school
Find out more about some great restorative questions and resources www.restorative.ca
Keywords: Education, TeacherWellbeing, teacher stress, restorative practices, school climate, trauma informed, leadership, teaching
Read the Education Week article
New research and a new theory highlighting the pivotal role of independence in the mental health crisis among teenagers. The conversation revolves around the challenges adolescents face when it comes to decision-making and autonomy. Join us as we explore the impact of persistent helplessness, hopelessness and the crucial role restorative practices can play in reshaping the narrative from doing FOR to working WITH. Restorative approaches will impact the HOW TO for educators and parents as they support youth mental health.
Key terms: mental health, teens, restorative practice, learned helplessness, hopelessness, trauma informed, leadership, teaching
Read the research
Trust, compassion, stability and hope. These are 4 ways school superintendents built excitement in a recent Gallup poll of over 1,800 U.S. superintendents. Implementing these pillars is possible with the HOW TO of restorative practices. In this podcast we discuss this Gallup study, delving into the crucial elements that drive excitement, engagement and retention of staff in schools. Leaders don’t need to have the answers just the most helpful restorative questions. Find out more www.restorative.ca where superintendents go to galvanize optimism within their schools and districts!
Keyterms: school leadership, restorative practices, trust, compassion, stability, hope, staff engagement, staff retention
Read the Gallup article https://news.gallup.com/opinion/gallup/185318/four-ways-superintendents-build-excitement-future.aspx
Watch the video “It’s not about the nail”
Tune in to our podcast as we delve into the top concerns capturing district leaders' attention in 2024. The challenges are undoubtedly familiar:
- student well-being
- teacher turnover,
- Student academic recovery and educational data interpretation
There is transformative potential in restorative practices as it amplifies student voices and addresses teacher retention concerns, shaping a more inclusive and responsive educational environment.
Visit www.restorative.ca for more information on actionable insights to reimagine school district leadership!
Keyterms: district school leader concerns, student mental health, restorative practices, teacher burnout, teacher retention, school leadership
Read the article https://www.hanoverresearch.com/insights-blog/the-top-3-concerns-on-district-leaders-minds-in-2023-24/?org=k-12-education
When secondary principals identify some high yield actions to address student attendance, it’s worth a second and even a third look. The National Association of Secondary School Principals article is called “10 High-yield actions to improve student attendance”. These actions are doable. The top 4 of the 10 are highlighted in our conversation starting with a school climate that shows you care. Setting up a mentor program, monitoring attendance data and minimizing obstacles to attendance are also recommended actions. Restorative practice questions and a mindset of curiousity provide a HOW TO when addressing secondary absenteeism. Check out our website www.restorative.ca for more information on restorative questions.Student Attendance Improvement
Key terms: Developing Relationships in Schools
Building Relationships with Students
Creating a Culture of Care
Mentorship Programs in Education
Monitoring Student Attendance
Minimizing Attendance Obstacles
Restorative Approach in Education
Read the full article
https://www.nassp.org/publication/principal-leadership/volume-17-2016-2017/principal-leadership-december-2016/10-high-yield-actions-to-improve-student-attendance/
Educators tell me regularly that they went into education to make a difference for students. This week’s podcasts discusses the article HOW INFORMAL MENTORING BY TEACHERS, COUNSELORS, AND COACHES SUPPORTS STUDENTS’ LONG-RUN ACADEMIC SUCCESS talks about how much adults can impact academics just by doing the little things of connecting with kids. If informal mentors can make this big of a difference, imagine the possibilities if every school was more intentional about building the trusted, caring adult to student connection with those at risk of absenteeism, of academic struggles or of not graduating. Restorative practices along with a TWO by TEN (2 minutes times 10 days) can build the connections formally and less formally. Find out more about our work from stan@restorative.ca or check out our website www.restorative.ca
Keywords Relationships,Informal,Students,Teacher,School,Connections,Mentoring,Class, Trusted Caring Adult, Restorative practices
Secondary student absenteeism is a concern in all school districts. We’re working with one district to use restorative conferences for student attendance. It takes courage to be open and vulnerable to something new and something that is scripted. And it works! The restorative conference for attendance moves the conversation from compliance - we expect you to be here and here’s the consequence for not attending - to a collaborative problem solving approach - each one of us has a role to play in student attendance and a responsibility for a plan of action to address absenteeism. It takes preparation and planning, a scripted restorative conference then a follow up to the agreed upon actions.
Find out more about our work from stan@restorative.ca or check out our website www.restorative.ca
Keywords Chronic Absenteeism,Secondary school attendance, Restorative Conferences,Restorative Practices,Collaborative problem solving, School-Parent Relationships,Student Attendance,Teacher-Parent Collaboration
Educators know the importance of parental involvement in student success. What if we started with parents in primary grades with the intention of addressing student attendance? We are involved in just that. It’s important to make intentional connections with parents, specifically those of at-risk students facing chronic absenteeism. Understanding these early patterns in a child's attendance is key and we’re looking at the pivotal role parents play from kindergarten to grade three student attendance. Find out more about our work from stan@restorative.ca or check out our website www.restorative.ca
Keywords Chronic Absenteeism,Early Education, Parental Engagement,Restorative Practices,School-Parent Relationships,Student Attendance,Teacher-Parent Collaboration
Attendance data drives the changes. With the data we were given, our research did not show a statistical difference between students engaged in the intervention ATSA:TWO by TEN and the control group. And yet we heard some terrific stories of collaboration behind the data. One participant said ‘very early in our learning, we had talked about the checklist for absenteeism and the protective and risk factors. So we had brought that to our staff meeting We had shared that as part of a resource that we would want to incorporate into our attendance folders (in order) to help us for those targeted students identify, what are the risk factors and the protective factors that those kids are struggling with? And then that allowed us to better understand those particular students and their needs and how we could support them.” And there are many more stories worth reading!
Read research report here
KeywordsEducation, Student success, Data-driven, Academic growth, Attendance tracking, Restorative Practices, Innovative strategies,Collaborative approaches
Recent Canadian attendance research unpacks the transformative journey of educators in enhancing student attendance and the intentional impact on adults. Educators share their experiences in fostering meaningful connections with adults, leveraging data insights, and redefining their role in motivating students. Be sure to read the stories of impact and change from the research participant and the small yet significant steps that educators are taking to make a lasting difference. Visit our website www.restorative.ca.
Read the Research Report here.
https://restorative.ca/resources/addressing-absenteeism/attendance-research-projectattending-to-student-absenteeism-two-by-ten/
Keywords Educator impact, Data analysis in education, Relationship building in schools, Student attendance strategies, Educator-student connections, Intentional interactions in education, Parental engagement in schools, Building meaningful school connections
“The one student in grade7 that…had no connection, behaviour problem,… moved around from school to school and he said that he had no connection to anyone at this school …And you see that person walking around the hall today and the amount of growth that person has shown is tremendous.” That’s how one participant in our Attendance Research Project described the impact of building a connection with a student at risk of absenteeism. Our research showed us some unexpected statistics and highlights the pivotal role of genuine connections in shaping students' school experiences. From heartwarming success stories to insightful reflections on the complex factors influencing attendance, this podcast gives another perspective on student-teacher relationships. We explore how relationships serve as the cornerstone for a thriving school environment and the intricate ways in which they impact student attendance. Read the research report Part 2 here.
Keywords: Education, student success, building relationships, absenteeism, student attendance, restorative practices, attendance matters
Educational research on attendance in Northwestern Ontario provides school administrators with an understanding of the multifaceted challenges surrounding the implementation of educational research and restorative practices. Emphasizing the critical need for flexibility in timing and the integration of research initiatives within annual school plans, this podcast navigates the complexities of technology utilization and data reporting, underlining the pivotal role of fostering meaningful connections within educational communities. The first of a four part research report is a valuable resource for educators seeking to address student absenteeism and cultivate a nurturing learning environment using restorative practices.
Link to research
https://restorative.ca/resources/addressing-absenteeism/attendance-research-project-attending-to-student-absenteeism-two-by-ten/
Keywords: restorative practices, addressing absenteeism, attendance research project, student absenteeism, two by ten, educational research, student attendance
Are outdated attendance data challenges slowing down our schools’ post-pandemic recovery? In this podcast, we unravel the critical intersection of attendance data and recovery. Obsolete attendance data has repercussions according to the article Outdated Data on Chronic Absenteeism is Slowing Pandemic School Recovery. From the struggles of accessing real-time attendance data to fostering transparent conversations around the numbers, we need a transformative approach to data sharing. The HOW TO lies in restorative practices which can pave the way for meaningful discussions without blaming. Check out our website for more information on restorative practices www.restorative.ca
Keywords: Absenteeism, Learning Loss, School Recovery, Outdated Data, COVID Impact, Transparency, Real-time Data, Accountability, Restorative Practices
Most educational administrators we’ve met are passionate about fostering a nurturing learning environment. Our latest podcast episode delves into the pressing issue of the silent crisis of student mental health and absenteeism. From the intricate dynamics of chronic absenteeism to the pivotal role of multi-agency collaboration, our conversation sheds light on some crucial steps needed to redefine the landscape of student well-being. Discover actionable insights and transformative strategies to empower your educational community through restorative practices. Visit our website www.restorative.ca
Read the full article here entitled Virginia’s silent crisis: Student mental health: State study finds half of all middle school students and two-thirds of high school students are nervous, anxious, or on edge. Ten percent of middle school students and thirteen percent of high school students indicated that they had seriously considered suicide in the last twelve months.
Keywords: StudentWellBeing, MentalHealthMatters, EducationalSupport,RestorativeApproach, MultiAgencyCollaboration, SchoolCommunity, EmpoweringChange, EducationalInnovation, BuildingConnections, TransformingEducation,
There’s an important and fascinating shift in parental perceptions on school attendance post-COVID. This podcast conversation touches on crucial questions about the evolving educational landscape and its impact on our children's future based on the article Parents in England no longer see daily school attendance as vital, report finds:Research finds breakdown in parents’ social contract with schools since Covid lockdowns and cost of living crisis
Engage with us to explore the dynamics of absenteeism, the need for rethinking traditional school structures, and the crucial role of collaborative conversations. For more information, check out our website www.restorative.ca
Let’s reshape the narrative together!
Keywords: Education, ParentalPerspectives, FutureReady,school attendance and absence, schools, children parents of student 16 and under, parents and parenting, England, news
Read the full article herehttps://www.theguardian.com/education/2023/sep/21/parents-in-england-no-longer-see-daily-school-attendance-as-vital-report-finds#:~:text=Overall%20absence%20in%20schools%20in,range%20of%20interventions%20by%20ministers.
It's time to shatter the chains of old-school thinking in education. Take a listen to a paradigm shift that's been making waves—schools adopting a non-punitive approach to tackle chronic absenteeism. The journey from punitive measures to fostering genuine connections is rife with insights, and our hosts, Stan, Steve, and Shelley, are your guides. They explore the transformative power of restorative practices, trauma-informed responses, and the art of asking questions that can truly change lives. If you're ready to challenge the norms and embark on a journey towards a more compassionate and effective education system, you're in the right place! For more information on trauma-informed restorative practices, visit our website www.restorative.ca
Read the full article Schools using nonpunitive approaches to tackle chronic absenteeism: Compliance-driven attendance policies are being replaced by trauma-informed practices and family engagement activities.
Keywords: Non-punitive approach, Chronic absenteeism, Trauma-informed response, Restorative practices, Compliance mindset, Parent engagement, School community, Student success, Education paradigm shift, Absenteeism solutions
Considering a potential investment? How about investing in high school adolescents' growth and well-being? In this podcast episode, we're unraveling high school dynamics and the powerful impact of social and emotional learning. Can you believe the title of the research paper that sparked this conversation? "Investing in Adolescent High School Climate and Organizational Context Shapes Student Development and Educational Attainment" – a mouthful, right? But it's chock-full of insights from the University of Chicago that highlight the importance of intentionally nurturing the social and emotional development of adolescents. Stan, Shelley, and Steve share their experiences, anecdotes, and a sprinkle of humor to uncover the transformative potential of restorative practices in high schools. It's time to rethink the way we approach education and adolescent well-being! For more restorative information be sure to visit our website www.restorative.ca
Keywords:Adolescents, High School Climate, Student Development, Student Achievement, Social and Emotional Learning, Secondary, High School Transition, Graduation Rates, Restorative Practices, Teacher-Student Communication
Welcome to another episode of our podcast, where we unravel the pressing concerns within the realm of education. In today's installment, we shine a spotlight on a topic that's sending shockwaves across the continent: the mysterious disappearance of students from classrooms. This isn't just an US phenomenon; Canadians are grappling with it too.
We kick off with a poignant story of an 11-year-old boy who felt so unsafe at school that he stopped attending altogether, leaving his mother feeling powerless. Join us as we delve into the crucial matter of school safety and its role in bringing students back. Moreover, we explore the lingering effects of the COVID-19 pandemic, where students were taught that learning from home was not only viable but sometimes preferable. How do we now convince them that returning to school is the better way? It's a conundrum that affects not only students but parents, teachers, and entire communities. Stay tuned as we unpack the layers of this complex issue.
Here’s a link to the Toronto Star article
https://www.thestar.com/news/world/united-states/millions-of-kids-are-missing-weeks-of-school-as-attendance-tanks-across-the-us/article_d01d35b2-c794-586d-ada2-9d1f92ec4f5d.html
Find out more about how a restorative questions can help resolve the mystery of student absenteeism. Send me a note to stan@restorative.ca
Check out our free resources at www.restorative.ca
Get ready to explore the pressing issue of kindergarten absenteeism in our latest podcast episode. Shelley,Steve, and Stan are your guides on this educational journey, as they discuss the challenges and solutions surrounding kindergarten attendance post-COVID-19. Discover why some families are hesitating to send their kids to school and how a shift from a punitive approach to a collaborative, restorative one is making a difference. Don't miss this engaging conversation that sheds light on the importance of building connections and fostering a sense of belonging in early education. Tune in now for insights that can reshape the future of education!
Read the full article “Reaching kindergarten parents is key to addressing dramatic post-pandemic rise in chronic absenteeism, panel says”
Check out restorative resources at www.restorative.ca
Keywords: Senior Kindergarten,Absenteeism,Pandemic,Early Education,Equity,Preschool,Restorative Practices,Parents,Community, Attendance
Welcome to another episode of our podcast. I'm Stan, joined by Shelley and Steve, and today we're delving into a topic that's been making headlines recently: chronic absenteeism among students. In Season 8, Episode 5, we tackle the critical issue of too many kids missing school and explore how schools can bring them back into the fold.
It's a problem that touches the heart of education, and we're here to dissect it. We'll be unraveling the suggestions from a recent news article on how to address this issue effectively. From talking directly to families to avoiding punitive responses, there's a lot to discuss. So, whether you're an educator, a parent, or simply someone interested in the dynamics of the education system, this episode is packed with insights you won't want to miss.
Here’s the link to the news article
https://news.yahoo.com/too-many-kids-are-chronically-absent-how-can-schools-bring-them-back-153547903.html?guccounter=1
Find out more about how a restorative approach to student absenteeism can help solve the attendance puzzle. Send me a note to stan@restorative.ca
Check out our free resources at www.restorative.ca
It’s tough to have conversations in schools today when it often feels like it’s not safe to do so. Yet we need to be able to talk together, share opinions and give each other opportunities to consider challenges to our way of thinking. The article from Education Week “Why can’t we talk with each other any more?” evokes our conversation this week about how restorative practices can create safe spaces for a school culture which can hold opposing views. Restorative practices encourages us to slow down our thinking, to ask questions that makes one think, to discern information and to adopt an attitude of curiosity
Read the article here
https://www.edweek.org/leadership/why-cant-we-talk-to-each-other-anymore/2022/09
Find out more about how to use restorative questions to build connections with the adults on your school staff. Send me a note to stan@restorative.ca
Check out our free resources at www.restorative.ca
Welcome to a thought-provoking episode of our podcast, where we dive deep into the intricate web of relationships within the world of education. In this episode, How Not Having a Teacher Contract Affects Relationships in School," we're exploring a topic that's been making waves in Ontario and beyond – the absence of teacher contracts.
Imagine a school where the rules of engagement between teachers, administrators, parents, and students are in flux, where uncertainty hangs in the air, and where relationships are put to the test. Our hosts, Stan, Steve, and Shelley, share their experiences from both sides of the teacher-administrator divide, shedding light on how contract disputes can cast a shadow on the school community. They discuss the innate adversarial nature that often emerges in such situations and the profound impact it has on everyone involved. So, if you've ever wondered about the ripple effect of labor disputes in education, buckle up for an eye-opening conversation that explores the importance of fostering resilient relationships, even when times get tough.
Find out more about how to use restorative practices to foster those resilient relationships on your school staff. Send me a note to stan@restorative.ca
Check out our free resources at www.restorative.ca
“1. What do you look forward to when you come to work each day?
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If you were to consider leaving this position, why would that be?
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What factors may trigger a departure?” (Elizabeth Heubeck in EducationWeek) These are terrific questions to initiate meaningful conversations with staff in September and October.
Intentionally investing time in your teachers and your staff can help to retain them in their positions. Recruitment and retention of teaching staff after Covid-19 pandemic has become increasingly challenging. Where we vary from the author’s article is in our recommendation for an inclusive rather than exclusive Stay Interview process. Using a Fair Process of Engagement, Explanation and Expectation Clarity (Kim and Maugborgne) builds connections around why people stay working with you in school and helps to plan for ways to increase staff retention.
Read the article here
https://www.edweek.org/leadership/the-stay-interview-how-it-can-help-schools-hold-onto-valued-staff/2022/06
Find out more about how to use restorative questions to build connections with the adults on your school staff. Send me a note to stan@restorative.ca
Check out our free resources at www.restorative.ca
Many schools and districts initially involved in restorative practices have let it slide. Here’s a discussion of research which underscores the value of a relational approach to education by fostering belonging and transforming schools. The 6 year study of 485 California middle schools shows increased student achievement, reduces suspensions and reduced disparities between groups. The recommendations include:
- Incorporate indicators of exclusion, restorative practices, and school climate into continuous improvement and accountability systems
- Secure buy-in from school staff and community members.
- Invest in ongoing education and support for all staff to develop restorative mastery and to expand access to restorative practices among all students.
- Provide long-term investment and support for restorative practice implementation.
- Replace zero-tolerance policies and punitive discipline frameworks with relational approaches.
Read the research here
https://learningpolicyinstitute.org/product/impact-restorative-practices-brief
Find out more about how to use restorative practices to do just that. Send me a note to stan@restorative.ca
Check out our free resources at www.restorative.ca
“Wake up!” Steve tells a story about how a school responded to a student with special behaviour needs. She fell asleep in class every day. It took staff who had made a connection with her to figure out the “why” behind the behaviour. Many staff thought that there should be punishment because “we can’t have kids sleeping in class!” Steve took the time to use a Fair Process to engage, explain and set the expectation clarity for the staff with a helpful amount of information. That led to greater understanding and acceptance of what this student needed. When faced with unusual behaviour or situations it helps to :
Slow down
Be Curious
Ask great questions.
Find out more about how to use restorative practices to do just that. Send me a note to stan@restorative.ca
Check out our free resources at www.restorative.ca
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It strikes us in a way that sets off a hot button reaction. There are adults in schools, parents in the community and students in class that can set off the reaction. Knowing and recognizing this for what it is, our reaction, can help make connections with others. Use restorative questions as a response. Ask something like “what do you need right now?” Consider whether it’s the timing or the location that’s setting you or someone else off. The better the relationship with the people you work with the better your reaction to others can be.
Find out more about how to use restorative practices to build connections with community agencies. Send me a note to stan@restorative.ca
Check out our free resources at www.restorative.ca
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The complexity of student needs underlying attendance concerns requires new responses from schools and community agencies.
- Agency work is done in silos
- Absenteeism is a symptom of deeper issues and concerns
- Government mandated collaboration can bring various agencies to a common table
- Schools often do things TO other agencies
- School district level interventions needed
- Telling other agencies what their job is does not create good partnerships
- Student meeting formate change - Figure out what the student needs from your agency perspective THEN decide who can help with what
Find out more about how to use restorative practices to build connections with community agencies. Send me a note to stan@restorative.ca
Check out our free resources at www.restorative.ca
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Every school is a busy place all the time! It’s true that there’s no month of the year that isn’t busy with something. Instead of just reacting, proactive changes can be made in small increments.
- One teacher started restorative circles in March
- Another teacher increased talking time with students as the spring time got busier
- Ask “what happened?” Instead of “Why did you do that?”
- Pressure builds on everyone to get work done and assessed
- Anxiety rises for students facing a summer without the stability of school
- For educational assistants, take the small step of changing a question
- For teachers, go outside and have a circle in the shade
- For Ps and VPs, get outside and meet the students, teachers and parents
Find out more about how to use restorative practices in busy times. Send me a note to stan@restorative.ca
Check out our free resources at www.restorative.ca
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When educators discover some of the reasons behind student absenteeism, it can seem like the problems are insurmountable. One of the best things to do is recognize your own role in support student attendance since everyone at school plays a role.
2:46 You never know the impact you’re having
3:34 Listening makes a difference and is more than “just” listening
4:43 They won’t care what you know till they know that you care
6:10. Maya Angelou - “People will forget what you said. People will forget what you did bu people will never forget how you made them feel.”
7:11 story of a teacher who drew a Y to illustrate the turning point for a student
8:15 Little things can make a big difference
9:01 Story of an unknown impact on a student until years later
Find out more about how to use restorative practices listen and to do the little things for students. Send me a note to stan@restorative.ca
Check out our free resources at www.restorative.ca
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Talking about student attendance requires regular reminders to staff. How about using your current memos or newsletters to make it a monthly discussion in the staffroom? In this podcast we discuss some simple attendance tips that can be part of your conversations.
1:23 Greet students at the door of the classroom.
2:18 Address students by name
2:33 Have a weekly attendance update for staff.
3:36 Welcome students back after absences
4:03 Set the tone of welcome in your classroom.
7:22 Set an intention to make a sunshine call to each parent in your classroom.
7:46 Find out 2 new things about each student.
9:11 Use an attitude of curiosity when teaching.
9:50 Ask good questions that don’t blame or shame.
Find out more about how to use restorative practices for attendance tips at school. Send me a note to stan@restorative.ca
Check out our free resources at www.restorative.ca
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Parent voice needs to be included through a variety of channels that are formal and less formal.
1:44 School climate surveys
4:00 Parents will come to meetings about topics that are important to them
5:34 Proactively design the questions for consideration.
7:57 Plan time for conversations with parents
9:06 Ask open ended questions like “What are 3 stars and a wish that you have for our school?”
Find out more about how to use restorative practices to build the questions about topics that matter for parents. Send me a note to stan@restorative.ca
Check out our free resources at www.restorative.ca
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There are a lot of people at school who have information about a student or family that’s not connected or engaged. It’s important to make connecting the dots of information a priority.
0:23 Starts with a school leader asking the question about who’s NOT connected
2:33 Involve the staff in addressing the question
4:46 Redraft staff meeting agendas to include topics like families that aren’t connected
6:30 Set up the question for the staff meeting beforehand, for example, “how might we best engage families that are not connected to our school?”
9:01 Shape the conversation by making family connections to school a priority for everyone
Find out more about how to use restorative practices when building relationships and connecting with families.
Send me a note to stan@restorative.ca
Check out our free resources at www.restorative.ca
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Dealing with parents in difficult circumstances takes skill and practice. The good news is that everyone can learn to get better at being firm and fair.
2:02 Start by de-escalating the situation
2:50 Acknowledge the upset parent with head nods and eye contact
6:10 Check your tone of voice and body language
6:51 Model and practice, model and practice again.
7:20 Fair process starts with Engaging parents, giving them an opportunity to have a say.
Find out more about how to use restorative practices to be firm and fair with upset parents. Send me a note to stan@restorative.ca
Check out our free resources at www.restorative.ca
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Protective factors are those things that mitigate concerns regarding student attendance and help promote coming to school. It starts with identifying the protective factors with which parents are most engaged. Here are a few:
- Academic support for learning at home
- Motivational support for learning
- Availability of educational resources
- Parental monitoring
4:03 Parents may not know how to do this so educate and inform.
5:35 Parents have varieties of priorities to consider for their children.
10:38 Provide messaging to support parents in their parenting
11:15 Promote family and parenting workshops that are of interest to the families.
12:13 Principals are leaders in facilitating the conversations that include protective factors.
Find out more about how to use restorative practices to build protective factors with parents.
Here’s the Checklist of Attendance Protective and Risk Factors.
Send me a note to stan@restorative.ca
Check out our free resources at www.restorative.ca
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Conversations about student attendance issues are filled with complexity and it all starts with attendance data. How do you get attendance to be part of the discussions in schools? How does attendance impact achievement? What are the changes we can measure? Who’s the point person for attendance at school or in the school district? Sharing attendance data with school and district staff each have a role to play in student attendance. What’s been shared with the community agencies to get their participation to address the underlying causes of absenteeism?
Find out more about how to use restorative practices when looking at student attendance data. Send me a note to stan@restorative.ca
Check out our free resources at www.restorative.ca
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Talking with parents can be challenging especially when the topic is their child’s absenteeism. Don’t make attendance your first or only contacts with parents! Get to know them and ask questions that are open and curious. Restorative questions don’t judge others and lead to conversations not conclusions. It’s not always easy and we may feel judged as educators! Change your questions to build relationships rather than confront about an issue.
Questions like “What happened? What do you think? Who’s impacted by this and how? What’s the hardest thing for you in all of this? What do you think needs to happen next?”
Find out more about how to use restorative questions when talking with parents. Send me a note to stan@restorative.ca
Check out our free resources at www.restorative.ca
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“I am so busy that I don’t have time for this! Besides, how can I use restorative questions during my busy day?” It’s one of the questions we often hear from educators. And schools are very busy places so setting an intention to make some small changes in your language and questions can make a big difference. Integrating questions like “What’s happening?” Or “What do you think?” can invite better conversations. Simple.Practical.Effective. That’s what we like in a busy school!
Find out more about how to use restorative practices in lots of busy school settings. Send me a note to stan@restorative.ca
Check out our free resources at www.restorative.ca
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The most severe and chronically absent students need a community surrounding them to address the issues that impact their attendance. It’s not an easy thing to do yet is essential and can benefit from a restorative approach as you’ll hear in this week’s podcast CircleForum.
“To best meet the needs of students and families, some of the recipients have adjusted the tiers and processes for attendance improvement as a way to provide students and families the individual and needed support to ensure they are successful, feel valued and are connected to their school community. Communications and interventions at the school and district levels provide education to families via newsletters and attendance presentations to inform and empower parents and/or guardians. Community resources and partnerships further help mitigate the many barriers to attendance faced by students and families.” This program identifies and recognizes school attendance improvement programs that review chronic absentee data at the district or county level—outstanding and innovative programs that will serve as models for other SARBs in the state. For more information on effective practices, see the 2015 SARB Handbook".California Student Attendance Review Board recognition program
“graduation from TCP(Truancy Court Program) was associated with improved attendance. Approximately half of 2008-2009 TCP participants graduated from the program after one or two semesters of participation. Thus, the program can be described as effective for about half the participants. Graduation from TCP appears to be the key to achieving improved attendance as 7 well as some behavioral benefits, but analysis of participant characteristics provided limited insight into factors affecting whether a participant graduated. Further study may lead to a better understanding of the participant characteristics and program ingredients that enable participants to succeed within and outside TCP. "Evaluation of the Truancy Court Program in Baltimore City
Find out more about how to use restorative practices in a community response to absenteeism. Send me a note to stan@restorative.ca
Check out our free resources at www.restorative.ca
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By itself, restorative practices does not do it all! The research shows some positive change in reducing suspensions. The recommendations coming out of this research are worth a second look. Shelley, Steve and Stan discuss how the complexity involved with attendance, suspensions and achievement require complex responses.
“The authors examined a specific restorative practices program — the International Institute for Restorative Practices' SaferSanerSchools™ Whole-School Change program — implemented in a selected group of PPS schools under a program called Pursuing Equitable and Restorative Communities, or PERC. The researchers found that PERC achieved several positive effects, including an improvement in overall school climates (as rated by teachers), a reduction in overall suspension rates, and a reduction in the disparities in suspension rates between African American and white students and between low- and higher-income students.” Can Restorative Practices Improve School Climate and Curb Suspensions?
Find out more about how to use restorative practices in a whole school approach. Send me a note to stan@restorative.ca
Check out our free resources at www.restorative.ca
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Student achievement and attendance are improved by the non-academics of social emotional learning and character education. Using a restorative lens, Shelley, Steve and Stan discuss the many positive in this program, things like interactive discussions.
“Using school-level archival data, analyses comparing change from baseline (2002) to one-year post trial (2007) revealed that intervention schools scored 9.8% better on the TerraNova (2nd ed.) test for reading and 8.8% on math; 20.7% better in Hawai‘i Content and Performance Standards scores for reading and 51.4% better in math; and that intervention schools reported 15.2% lower absenteeism and fewer suspensions (72.6%) and retentions (72.7%). “
Impact of a social-emotional and character development program on school-level indicators of academic achievement, absenteeism, and disciplinary outcomes: A matched-pair, cluster randomized, controlled trial
Find out more about how to build a Tier 2 interventions for student social-emotional learning. Send me a note to stan@restorative.ca
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To say that attendance is complex is to state the obvious. Shelley , Steve and Stan discuss how a restorative process can develop student voice, parent voice and a fair process in addressing student attendance. One size does not fit all so it’s important to determine the reasons behind the attendance behaviour. A circle process which has great questions and focusses on listening goes a long way.
“School absenteeism (SA) is associated with anxiety, depression, and disruptive behavior. It is a risk factor for academic difficulties and school dropout, which predict problems in adulthood such as social, work-related, and health problems. The main goal of this study is to examine the initial effectiveness of a modular transdiagnostic cognitive behavioral therapy (CBT) intervention (Back2School) for increasing school attendance and decreasing psychological problems, relative to a comparator control arm (treatment as usual [TAU]).”
The Back2School modular cognitive behavioral intervention for youths with problematic school absenteeism: study protocol for a randomized controlled trial
Find out more about how to build the Tier 2 interventions for students at risk and reduce chronic absenteeism . Send me a note to stan@restorative.ca
Check out our free resources at www.restorative.ca
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Using Restorative Practices, communication with middle school and high school parents is all about building a partnership relationship with school and home. The research on these early and timely ALERTS shows improvement in student attendance. From our perspective, it adds to good conversations and connections.
“ABSTRACT We partnered a low-cost communication technology with school information systems to automate the gathering and provision of information on students’ academic progress to parents of middle and high school students. We sent weekly automated alerts to parents about their child’s missed assignments, grades, and class absences. The alerts reduced course failures by 27 percent, increased class attendance by 12 percent, and increased student retention, though there was no impact on state test scores. There were larger effects for below-median GPA students and high school students. More than 32,000 text messages were sent at a variable cost of $63.
Find out more about how to build the partnership connections with parents and reduce chronic absenteeism . Send me a note to stan@restorative.ca
Check out our free resources at www.restorative.ca
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Each person in a school plays a role in student attendance. Teachers can do something by connecting the curriculum to relevant issues and topics in the lives of their students. Research says that students feel more confident in their learning when the curriculum is frequently connected to their lives which in turn IMPROVES ACHIEVEMENT AND ATTENDANCE!
“The results indicated that students randomly assigned to either utility value intervention, compared to the control condition, subsequently became more confident that they could learn the material, which led to increased course performance. The utility value interventions were particularly effective for the lowest-performing students. Compared to those in the control condition who showed a steady decline in performance across the semester, low-performing male students randomly assigned to the utility value conditions increased their performance across the semester. “ Making Connections: Replicating and Extending the Utility Value Intervention in the Classroom
Find out more about how to connect the curriculum to students’ lives and to reduce chronic absenteeism and send me a note to stan@restorative.ca
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“No way my child has missed that much school already!” Parents underestimate the number of days missed by a factor of 2. A relational approach to communicating with parents is firm and fair not punitive. Provide parents with the data AND with the support is part of the conversation this episode with Shelley, Steve and Stan
“Parents of 28,080 high-risk Kindergarten through 12th grade students received one of three personalized information treatments repeatedly throughout the school year or received no additional communication (control). The most effective versions reduced chronic absenteeism by 10% or more, partly by correcting parents’ biased beliefs about their students’ total accumulated absences. The intervention reduced student absences comparably across grade levels, and reduced absences among untreated cohabiting students in treated households.” Reducing Student Absences at Scale by Targeting Parents’ Misbeliefs
Find our more about how to build in relational connections with parents to reduce chronic absenteeism and send me a note to stan@restorative.ca
Check out our free resources at www.restorative.ca
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Simple and proactive and doable! These are things we appreciate about the research on positive greetings at the door(PGD) “Results revealed that the PGD strategy produced significant improvements in academic engaged time and reductions in disruptive behavior. Moreover, results from a social validity questionnaire indicated that teachers found the PGD strategy to be feasible, reasonable, and acceptable. “Positive Greetings at the Door: Evaluation of a Low-Cost, High-Yield Proactive Classroom Management Strategy It works AND teachers could fit this into their day! Our restorative reflections in this episode resonate with the proactive welcoming, the building of a sense of belonging and the relational importance of affirming our students.
Find our more about how restorative circles and relationship building in your school can affirm students and impact their attendance, send me a note to stan@restorative.ca
Check out our free resources at www.restorative.ca
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We love research and data that supports initiatives to reduce student absenteeism. In this episode we do some restorative reflections on this Tier 1 intervention that is good for all. Moving a breakfast program into the school day promotes conversations and community for students and staff.
“The study found that Breakfast After the Bell programs can help reduce chronic absenteeism and improve other student outcomes. This research reinforces that school breakfast can very much be intertwined with student success in schools” A Study on Chronic Absenteeism and. Breakfast After the Bell
Find our more about how restorative practices and relationship building in your school can impact student attendance and send me a note to stan@restorative.ca
Check out our free resources at www.restorative.ca
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For Season 6 of CircleForum, we’re going to be taking a closer look at the research on things that work to improve student attendance and how that fits with restorative practices.
“Students reporting "moderate" and "negative" climate in their schools were more likely to attend schools with higher chronic absence rates than students reporting that their school had "positive" climate. Likewise, "climate challenged" schools had significantly higher chronic absence rates than "marginal climate" schools. These results suggest that school climate shares an important relation with chronic absence among adolescent students attending urban schools.” Journal of School Psychology, 2017, “How school climate relates to chronic absence: A multi–level latent profile analysis”
Using restorative circles all over the school classrooms, staffrooms,and boardrooms is an effective way to develop the positive relationships needed to improve school climate and student attendance.
Find our more about how circles in your school can impact student attendance and send me a note to stan@restorative.ca
Check out our free resources at www.restorative.ca
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In this fourth of 4 conversations about the complex solutions required to address student attendance issues, Shelley, Steve and Stan end where schools need to start, with the attendance data. The article published in October 2022 by Dr. Jess Whitley of the University of Ottawa and Dr. Beth Saggers Queensland University of Technology is called“School attendance problems are complex, and our solutions need to be as well.”
1:48 Look for patterns in the data.
2:48 Story of a group of students who were always late first period of the day.
4:05 Flag the concerns early.
4:15 A call about attendance leads to a conversation.
5:55 Each person in school plays a role in student attendance..
6:51 Decide who has a connection with a family in order to make the call.
8:02 “My kid won’t come out of their bedroom!”
8:35 Communication within school important when dealing with data.
9:45 Look at suspension data too.
10:04 There’s research showing indicators by Grade 4 of which students will graduate
10:56 Set an intention to focus on students at risk of not attending.
Need a consult on ways to use your attendance data, send me a note to stan@restorative.ca
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Link to the full article “School attendance problems are complex, and our solutions need to be as well
Canadian Research referenced Redefining Risk: Human Rights and Elementary School Factors Predicting Post-Secondary Access
Music by DaddysMusic from Pixabay
Shelley, Steve and Stan continue part 3 of their discussion about an article published in October 2022 by Dr. Jess Whitley of the University of Ottawa and Dr. Beth Saggers Queensland University of Technology. It’s called“School attendance problems are complex, and our solutions need to be as well.” Restorative leadership is the lens through which we see and discuss this complex concern. School climate impacts attendance and this is something school staff can work on.
School climate is about the staff and the families
Parents’ experiences of school can be a challenging factor
Parents are a tremendous resource for schools
Parents as ambassadors for the school
When you meet with families, consider starting with the parents
Think about the kinds of questions you ask in meetings and then listen openly
Shelley checks out of Parent Council - a story
Circles allow every student a voice in setting the climate
Schools can do something about school climate that impacts attendance
Parents included and started a cartooning club - a story
Need a consult on relational approaches to academics and well-being, send me a note to stan@restorative.ca
Check out our free resources at www.restorative.ca
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Link to the full article “School attendance problems are complex, and our solutions need to be as well
Music by DaddysMusic from Pixabay
Shelley, Steve and Stan continue part 2 of their discussion about an article published in October 2022 by Dr. Jess Whitley of the University of Ottawa and Dr. Beth Saggers Queensland University of Technology. It’s called“School attendance problems are complex, and our solutions need to be as well.” Restorative leadership is the lens through which we see and discuss this complex concern. We are starting this week with “Building Relationships”
1:12 Students need someone to welcome them to school daily
1:44 Purposeful relationship building is part of restorative practices
2:03 Learn how to support intentional conversations
2:38 Make opportunities for relationship building
3:04 Mentors will select students like themselves not necessarily students on the margins
3:55 CYW will often seek out kids on the margins
4:43 Students immersed in restorative practices will develop relationships with adults
5:10 Doesn’t have to be the homeroom teacher to build connections
6:24 Ask the students who they feel most connected to
Need a consult on relational approaches to academics and well-being, send me a note to stan@restorative.ca
Check out our free resources at www.restorative.ca
Subscribe to our podcast on Youtube Circleforum
Link to the full article “School attendance problems are complex, and our solutions need to be as well
Music by DaddysMusic from Pixabay
Shelley, Steve and Stan discuss an article published in October 2022 by Dr. Jess Whitley of the University of Ottawa and Dr. Beth Saggers Queensland University of Technology. It’s called“School attendance problems are complex, and our solutions need to be as well.” Restorative leadership is the lens through which we see and discuss this complex concern. We are starting this week with “Academics and Well-Being.”
2:09 Differentiate student well being in activities like extra curricular
3:12 It’s not JUST academics or JUST well-being
4:10 Math as a social activity (see video link below)
5:08 Circles in Grade 3/4 classroom built community well-being
6:04 Needs of whole child informs small group formation by teacher
7:10 How to build a healthy team
7:19 Employers are looking for individuals who can work in teams
7:44 Creative groupings of students helps academics and well-bing
Need a consult on relational approaches to academics and well-being, send me a note to stan@restorative.ca
Check out our free resources at www.restorative.ca
Subscribe to our podcast on Youtube Circleforum
Link to the full article “School attendance problems are complex, and our solutions need to be as well
Article referenced in podcast How to teach Math as a social activity
Music by DaddysMusic from Pixabay
“Knowing your WHY makes your HOW more impactful as you work in your purpose”Michael Jr. With the busyness of day to day work in schools, educators seldom take much time to consider and reflect on their WHY. Knowing your WHY fits well into a restorative mindset.
2:58 My WHY makes my job my calling
4:39 People looking for purpose and meaning
5:27 An example of WHY “I know people can change”
6:37 Example of WHY “There’s more to school than academics”
7:43 Whole child developed in restorative practices
9:27 Take a moment to reflect on your WHY
11:05 Teachers feel a high level of control without the corresponding support needed to be working WITH others
12:24 Fear of making mistakes prevents realization of your WHY
13:18 Start with strengths and ask “What made you get into this business?”
15:20 Staff agenda topic - why did you get into education?
16:45 Check in go around questions - What’s something you’re planning? Celebrating? Have learned?
18:31 Ask others “When you were a kid, what did you used to say you wanted to be when you grew up?”
Need a consult on restorative leadership, send me a note to stan@restorative.ca
Check out our free resources at www.restorative.ca
Subscribe to our podcast on Youtube Circleforum
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Connections between students and the adults at school has a big impact on school safety particularly on the trust levels needed to report a concern. Safety also depends on the adult to adult trust in the building.
2:35Create a community culture of caring
3:08Kids can build empathy through restorative practices skills
3:49Build rapport with students
4:43Be present with students to build trust
5:49Clear expectations up front builds trust
7:03Learn about the hobbies and interests of students AND adults
9:04Listen without blame or judgment
9:34Staff to staff connections impacts school safety
10:43Each person can have a helpful bit of information to contribute
11:13The stronger the relational connections, the more likely there’ll be reporting of a safety concern
12:08Restorative leaders create opportunities for conversations
12:49A story - principal sets up intentional time for staff connections
13:49End of the day provides for casual staff connections
15:25Light questions in group conversation at end of the day builds relationships between the adults
16:39Everyone needs a best friend at school
Need a consult on restorative leadership, send me a note to stan@restorative.ca
Check out our free resources at www.restorative.ca
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A settler bias and a colonial attitude are so much a part of white educators’ lives that even the questions asked can illustrate the ongoing nature of colonialism. It’s important for us as white educators to think through or be reminded of how our language can impact others.
2:22 the question itself shows white educator bias
3:33 It’s about learning not about education
4:44 System pressure to get indigenous students to school
5:41 Need to be trauma informed
6:00 No single response to any trauma
7:00 Trauma informed question like “what’s happened to you?” Is a restorative question
7:35 White educators will make mistakes and need to learn from the mistakes
8:50 Trigger warnings can inform possible responses to topics in meetings or in class study
9:54 Supporters of the stories about residential schools remain open and vulnerable to listening
12:19 school structure isn’t working so what can we do
17:04 Late starting meeting upsets white superintendent
18:24 That’s not how we (settlers) do business!
19:58 Ease into the reason for the meeting of the conversation by focusing on relationships first
20:18 Biggest gift you can give is your time and attention
Need a consult on restorative leadership, send me a note to stan@restorative.ca
Check out our free resources at www.restorative.ca
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Leaders can learn from staff or students who miss the mark and fail at a new endeavour. Seeing the patterns of behaviour creates the opportunity to ask great questions and listen for staff and student strengths.
Awareness of something not working right is a restorative moment and can improve a student's experience of school.
2:17 Kids just weren’t showing up after lunch.
2:57 discipline referrals just keep coming
6:04 Enthusiasm is contagious when tapping into staff strengths
8:36 Just ask the kids and their parents
12:02 Don’t comment on everything you hear as if it’s another life lesson
13:48 Choice within boundaries
14:40 Give staff chance to fail
16:57 Student refused to participate in track and field
18:32 Listen for the possibilities
Need a consult on restorative leadership, send me a note to stan@restorative.ca
Check out our free resources at www.restorative.ca
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Leaders are regularly involved in resolving conflicts and neglect the connected social justice aspects. Each situation presents leaders with the opportunity to listen for understanding and the opportunity to deal with a structure or policy that is unfair or unjust. It’s not easy yet it starts with listening.
2:02 What is social justice anyway?
4:49 Hold a mirror up to yourself.
5:13 On speed dial just to fix the conflict
5:40 Student just stopped coming to school
7:25 Restorative leadership is participatory
8:29 NIMBY story
10:06. Fair process
11:08.Do you have permission to even raise the social justice issue?
12:26 Duck and wear beige
17:42 Help me to understand what you mean by…
Need a consult on restorative leadership, send me a note to stan@restorative.ca
Check out our free resources at www.restorative.ca
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“My principal doesn’t support me in my restorative practices.” How do you get others in your class or school or district interested in restorative practices? Shelley, Steve and Stan share some very practical advice from their experiences of leading restorative practices in whole school district.
2:14 Whole school involvement
3:29 Model the learning for others
5:27 “No office referrals from Mrs. X? What’s going on?”
6:37 Flatten the hierarchy using a fair process
7:21 Restorative leadership is about belonging, voice and agency
10:23 Everybody has a role in restorative work
11:21 Invite colleagues in to observe
12:39 Ask for permission to try something in a different way
13:37 Steve story:get support from the positional leader in your workplace
14:47 Lead from where you stand
15:43 Focus on the students you can impact - starfish story
16:38 Celebrate your successes with a colleague
Need a consult on restorative leadership, send me a note to stan@restorative.ca
Check out our free resources at www.restorative.ca
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Changing expectations in schools has impacted staff and teacher well-being long before Covid-19. Covid sure amplified the need to attend to our staff more closely. Distinguishing between burn-out and demoralization can help leaders help others.
2:23. changing demands of teaching and expectations
3:31. Burn out vs demoralization
5:23. no more surveys, talk face to face
10:18 School story of 7 support staff conflict when each person had a lot going on away from school
13:01. Differentiate your approach with staff
14:37 Look for shared interests and hobbies
16:59. Social time with a drinking game (or not)
23:40. Take a small step into dealing with staff well-being
Article EdResearch for Recovery STRUCTURAL SUPPORTS TO PROMOTE TEACHER WELL-BEING
Visit our website www.restorative.ca for more information on supporting teacher well being as a restorative leader.
Where does a leader find the time to be restorative? “I just don’t have time for this in my busy busy day” is something we hear a lot. The podcast this week is focused on some practical things you can do or which you may already be doing:
1:40. “Change your mindset”
3:06. “But don’t circles take away from curriculum time?”
4:42. “Leadership focuses on relationships with the people”
6:24. “Building others’ leadership skills is part of the job”
7:05 “Ask a basic restorative question like “what’s happening?” Then listen to the answers”
8:35. “Prioritize your day for relationships like greeting students before school starts”
9:47. “What? No A/C for the Principal’s office?”
11:30. “Model the skills and use them with staff”
13:09 “Superintendent remarks on changed school climate”
15:19. “Others hear restorative language indicating you listened”
Need a consult on restorative leadership, send me a note to stan@restorative.ca
Check out our free resources at www.restorative.ca
Subscribe to our podcast on Youtube Circleforum
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Staff behaviours and misbehaviours are up in schools. Stress from the pandemic amplify concerns between the adults in a school be that staff to staff or parent to staff. Restorative leadership offers some practical ways to deal with staff conduct.
2:25 “teacher away every Friday impacts other staff’s prep time.
4:21 “coachable restorative moment”
5:49 “difficult conversations and restorative practices”
7:14 “everybody wants someone else to talk to the other person”
9:32 “restorative steps early in the process de-escalate situations”
10:54 “restorative responses often as last resort”
11:22 “learning from restorative justice and first time offenders”
12:27 “2 secretaries in conflict nearly go off on stress leave”
17:43 “consider restorative responses first”
22:22 “are you open to another way of approaching this?”
23:11 “2 teachers yelling in the hallway and a restorative response”
Article “Redesigning Restorative Justice for Criminal Justice Reform”
Need a consult on restorative leadership, send me a note to stan@restorative.ca
Check out our free resources at www.restorative.ca
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There are a lot of upset parents coming into our schools lately. Using a restorative approach, any leader in a school can work WITH parents. “People are happier when those in authority positions do things with them not to them or for them.”(IIRP) Restorative leadership engages the ADULTS in the building using some of the same approaches used for students,
3:54 “Angry parent story from Steve”
6:42 “restorative leadership sounds like..”
7:55 “invite parents in to a conversation”
9:20 “attacks can get personal”
10:36 “attacking others is an unhelpful response to shame”
13:22 “restorative questions for parents”
14:39 “don’t take the bait and get all defensive”
17:29 “then I heard ‘tell them to make an appointment, I’m busy’”
20:06 “acknowledge the person and their concern”
21:20 “set the stage for the next conversation with the parents”
22:53 “butt heads or Butthead - a story from Steve”
26:40 “who actually gets the last word?”
Need a consult on restorative leadership, send me a note to stan@restorative.ca
Check out our free resources at www.restorative.ca
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If staffing is a revolving door at your workplace, consider this week’s podcast on how to keep staff engaged with restorative leadership. We reflect on the research recommendation from the Rand Corporation: ”Leaders who have not made adult relationships a priority could consider transferring the strategies they use to build positive student-staff relationships to focus on adults.“
1:30 “staffing problems are misunderstood”
2:33 “it’s not about the money”
3:54 “a supply teacher who kept coming back to the same school”
6:20 “micro level watch how you speak with staff”
7:03 “macro level stop moving principals around so much”
9:10 “small things you can do to build relationships”
11:35 “intentionally block time every day to build connections with adults in your workplace”
12:20 “do for adults what you’d do for students”
Restoring Teacher and Principal Well-Being Is an Essential Step for Rebuilding Schools :Findings from the State of the American Teacher and State of the American Principal Surveys
Need a consult on leadership and restorative practices, send me a note to stan@restorative.ca
Check out our free resources at www.restorative.ca
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The biggest source of burnout in the workplace is, according to Gallup, “unfair treatment at work.” Schools are no exception and staff are leaving in droves. In our new season, we will be focusing on restorative leadership and engagement…of adults. This week’s podcast features a story from Shelley where the leadership was NOT restorative and how it could have been by using a fair process.
1:47 "burnout caused by unfair treatment at work"
3:50 "management/leadership style matters"
4:48 "Shelley shares an example of unfair treatment from her work"
7:58 "here's what a restorative leader might have done"
10:58 "how do leaders manage change restoratively"
13:04 "lead from where you stand"
13:48 "lead with a fair process"
16:13 "ask questions, listen to the answers and lead from where you stand"
Gallup article “The World’s workplace is broken—Here’s how to fix it”
Need a consult on collaboration and restorative practices, send me a note to stan@restorative.ca
Check out our free resources at www.restorative.ca
Here’s another episode of Summer Shorts on CircleForum where we’re telling stories about situations where things did not go well or things weren’t working right. In a conversation earlier this year with Perry Smith from Abbotsford Schools in BC, we talk about what it takes to make a change in schools.
:37 “need the resources for schools according to the needs at the school”
2:17 “system leaders don’t get what’s happening at the schools’
3:54 “the symmetry of learning for students AND for adults is key”
5:32. “Question the school structures”
6:02 “ ask ‘who is this structure serving?’”
Need a consult on collaboration and restorative practices, send me a note to stan@restorative.ca
Check out our free resources at www.restorative.ca
This episode of Summer Shorts on CircleForum is a story we recorded earlier this year about a student who refused to participate in the daily classroom circle for 6 whole months. Participation in the circle just wasn’t happening until the teacher, Dane Ellis, found out the reason why.
:29. “Getting a student to physically join the circle’
2:32 “Is there something wrong with the circle?”
3:55 “treat the student as defiant and then he does become defiant”
5:08 “Just because somebody isn’t participating, don’t give up”
6:05 “reluctant student actually put circle questions in suggestion box”
Need a consult with one of our experts in restorative practices, send me a note to stan@restorative.ca
Check out our free resources at www.restorative.ca
Summer Shorts on CircleForum are stories where things did not go well and how that changed our practice. In this podcast, we go back to a story we heard earlier this year from Brooke Monks, an experienced teacher who was very apprehensive about doing her first circle until...Steve coached her through it.
:50 "Loved the circle but lots of panic"
1:16. "even did student presentations in the circle"
1:47 "students asked for another circle"
2:03 "feedback from students"
3:54 "quiet students speak up in circle"
4:32 "how do you feel when someone interrupts you or talks over you?"
4:55 "it feels like what I'm saying doesn't matter"
Need a consult with one of our experts in restorative practices, send me a note to stan@restorative.ca
Check out our free resources at www.restorative.ca
Summer Shorts on Circle Forum is a collection of stories about where things did not go well and how it changed our practice. This week is a short highlight of a story told by Brooke Monks. She's an experienced teacher it was not going well with her class. She was fearful about starting circles in April and grateful for Steve's coaching support.
Need a consult with one of our experts in restorative practices, send me a note to stan@restorative.ca
Check out our free resources at www.restorative.ca
Toilet talk in a circle? Welcome to another podcast of Summer Shorts on Circle Forum, stories where things went wrong and what we learned from it. Stan tells a story about getting ready for a field trip with a grade 5/6 class and the conversation stinks. He had to make a change quickly in order to keep the conversation going.
Need a consult with one of our experts in restorative practices, send me a note to stan@restorative.ca
Check out our free resources at www.restorative.ca
Restorative practices is not therapy yet here’s a story about how the two can work together. ummer Short on Circle Forum are stories where our practice changed because something restorative did not work out well. This eeek Stan tells a story about how he had to call in an expert facilitator and a grief counsellor to deal with the impact of a student’s tragic death.
Need a consult with one of our experts in restorative practices, send me a note to stan@restorative.ca
Check out our free resources at www.restorative.ca
Teens as teachers? You betcha. Adults can learn a lot from teen. It does take asking the right questions and takes really listening. Shelley tells a story of how initiating restorative practices in a Grade 7 & 8 classroom backfired until she backed up and asked what’s happening now. Summer Short on Circle Forum are stories where our practice changed because something restorative did not work out well.
To learn more about restorative practices, send me a note to stan@restorative.ca
Check out our free resources at www.restorative.ca
Summer Short on Circle Forum are stories where our practice changed because something restorative did not work out well. That’s how Steve changed his practice after running a staff circle with the best of intentions. It was WAY too big a group for an important conversation on racism.
To learn more about restorative practices, send me a note to stan@restorative.ca
Check out our free resources at www.restorative.ca
Summer Short on Circle Forum are stories where our practice changed because something restorative did not work out well. We are often asked if we’ve run circles that have crashed and burned. The answer is a big YES. Stan tells a story about a Grade 8 class that was already struggling with relationships and how he went in to save the day. It flopped.
To learn more about restorative practices, send me a note to stan@restorative.ca
Check out our free resources at www.restorative.ca
Summer Shorts on Circle Forum is a series of short stories with a difference. These are mistakes we made in our restorative practices AND how that changed our practice. Steve describes a circle he did in a classroom, what he learned and 3 things he's changed in his practice with students and colleagues, namely, don't rush the circle conversation, learn to take turns and learn how to listen to each other.
Visit CircleForum for more information about our podcasts
Check out the terrific resources at www.restorative.ca
Music by ZakharValaha from Pixabay
Summer Shorts on Circle Forum is a series of short stories with a difference. These are mistakes we made in our restorative practices AND how that changed our practice. Shelley describes how a harmful comment from one staff member impacted a second staffer. Using restorative practices with adults changed Shelley's practice .
Visit CircleForum for more information about our podcasts
Check out the terrific resources at www.restorative.ca
Music by ZakharValaha from Pixabay
Summer Shorts, our new season of podcasts, are just that, short and for the summer. Each podcast has a story with a difference! The story is about mistakes we made with restorative practices and how it changed our practice. This week Stan talks about a family feud that spilled over into school conflict.
At the end of our Season 3 Podcast on Student Engagement, we go back to our very first podcast in May 2021 and our discussion of our WHY with restorative practices. Our WHY informs HOW we do things and WHAT we do.
You'll hear phrases like :
seen it work,
part of bigger society restorative work
wisdom in quiet voices
healing
part of community,
having a voice
making things right
Order Steve’s book The Restorative Principal Leading in Education with Restorative Practices
Visit CircleForum or www.restoraitve.ca for more information about the HOW and the WHAT of restorative practices.
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Changing the lens of how we see students with special needs can lead to different responses to the behaviours. Students on the autism spectrum benefit from the predictability and consistency of the restorative questions. We are often called on as adults to translate and simplify the questions for students. Varying these same questions can help adults in difficult conversations about how adult behaviour is triggering students.
Restorative practices suggestions:
- Restorative questions are effective with students who have special needs.
- “Seek first to understand then to be understood.” (Stephen Covey)
- Modify the basic restorative questions in order to promote understanding to and from students on the autism spectrum.
See www.circleforum.ca for live online restorative practices awareness sessions.
Visit www.restorative.ca for more information about the HOWTO of asking questions.
Order Steve’s book The Restorative Principal Leading in Education with Restorative Practices
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The end of the school year is filled with the stresses of wrapping up the year and gearing up for September. Restorative leadership can address staff concerns like next year’s teaching assignment, room assignments and class lists. Stan shares an example where a conversation did not go so well. Join us this week as Shelley, Steve and Stan talk about building relationships by walking around.
Restorative practice suggestions:
- Building positive supportive relationships with the adults in the school benefits students too.
- Ask open-ended questions like “what’s happening for you?” In stressful times at school.
- Make the check-ins short and simple.
- Build relationships with staff and students during breaks by walking around and being present.
See www.circleforum.ca for live online restorative practices awareness sessions.
Visit www.restorative.ca for more information about the HOWTO of check in questions.
Order Steve’s book The Restorative Principal Leading in Education with Restorative Practices
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Integrating restorative practices into the curriculum can actually save time with stories from the recent experiences of Brooke Monks, a grade 6 teacher with the York Region District School Board in Ontario. She just started with circles in April of this school year and already she’s noticed that students were able to present projects in classroom circles. Prior to this, there was a lot of anxiety about standing up in front of class.
Restorative practice suggestions:
- Get a restorative coach or someone who can model circles with you in class.
- Get the restorative questions and resources from www.restorative.ca
- Take the next step and try circles in your classroom.
See www.circleforum.ca for live online trainings in using circles.
Visit www.restorative.ca for more information about the HOWTO of using talking pieces.
Order Steve’s book The Restorative Principal Leading in Education with Restorative Practices
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Quiet students need to have talking space according to our guest this week, Brooke Monks, a grade 6 teacher with the York Region District School Board in Ontario. She speaks from the experiences of her students when they answered her question about how they felt when someone talks over them. It’s the second of 3 parts of our conversation with Brooke.
Restorative practice suggestions:
- restorative practice helps with classroom management with techniques using talking pieces.
- Start restorative circles at any time of the school year.
- Start small steps with circles in September every Monday morning and every Friday afternoon for starters.
See www.circleforum.ca for live online trainings in using circles.
Visit www.restorative.ca for more information about the HOWTO of using circles.
Order Steve’s book The Restorative Principal Leading in Education with Restorative Practices
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Every teacher needs to try restorative practices in class according to our guest this week, Brooke Monks, a grade 6 teacher with the York Region District School Board in Ontario. Brooke had Steve as someone who could model circles in the classroom and coach her. Brooke reflects this week on starting with restorative circles late in the school year this April. It’s doable and she has some great insights into how to get started.
Restorative practice suggestions:
- Get a coach or someone to model circles in the classroom.
- Try out restorative practices
- Be explicit and teach the language and procedures of circles to students and adults.
See www.circleforum.ca for live online trainings in using circles.
Visit www.restorative.ca for more information about the HOWTO of using talking pieces.
Order Steve’s book The Restorative Principal Leading in Education with Restorative Practices
Music by ZakharValaha from Pixabay
Community involvement and participation in restorative circles can positively impact all people involved according to Belinda Dulin in her chapter “Restorative Practices in Community” in the book Colorizing Restorative Justice: Voicing our Realities. Shelley, Steve and Stan discuss a terrific story about 2 families at risk of eviction due to conflict who resolve the issues with the involvement of a community member. Schools have set up many structural barriers to community members getting involved in restorative circles.
Restorative practice suggestions:
- Seek to break down the barriers and structures in schools which prevent community involvement in restorative circles.
- Challenge the idea that “we can’t do that here” with restorative alternatives.
- Educate the community about restorative practices.
- Be invitational in order to reduce individual isolation and to reduce the isolation of schools from their communities.
Colorizing Restorative Justice: Voicing our Realities
Visit www.restorative.ca for more information about the HOWTO of using talking pieces.
See www.circleforum.ca for live online trainings in using circles.
Order Steve’s book The Restorative Principal Leading in Education with Restorative Practices
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Intentional use of a talking piece in restorative circles can begin to undo what Edward Valandra calls “the First Harm” in his chapter “Undoing the First Harm: Settlers in Restorative Justice” in the book Colorizing Restorative Justice: Voicing our Realities. Land acknowledgments are good and require a next step of action to undo the harm. Valandra asks what’s blocking settlers from recognizing how the harm is perpetuated. It’s a powerful chapter which goes to the heart of repairing harm in our practice restorative justice or restorative practices.
Restorative practices suggestion:
- Use a talking piece with a handful of earth and the inscription “The land on which you stand rightfully belongs to (INSERT NAME OF INDIGENOUS PEOPLES).”
Colorizing Restorative Justice: Voicing our Realities
Visit www.restorative.ca for more information about the HOWTO of using talking pieces.
See www.circleforum.ca for live online trainings in using circles.
Order Steve’s book The Restorative Principal Leading in Education with Restorative Practices
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Student voices from black and brown boys describe adults as not caring and having the attitude that “you’re not worth it!” This is the powerful and helpful language from Abdul-Malik Muhammad in his chapter contribution “The Cipher, Circle and Restorative Practices with Black and Brown Boys” in the book Colorizing Restorative Justice: Voicing our Realities. Shelley, Steve and Stan talk about the Social Discipline Window as seen through the experiences of black and brown boys in schools. It’s a powerful chapter which highlights the passive violence of NOT caring (neglectful box), the trauma inducing control of the TO box (authoritarian) and how educators cripple motivation and drive in students by doing things FOR students(permissive). A restorative approach WITH students is intentional in teaching the language of affect and emotion while recognizing that behaviours are a form of expression.
Restorative practices suggestions:
- Revisit the Social Discipline Window in order to reflect on your practice.
- Student connections or the lack of connections can be clarified using the Social Discipline Window.
- Look at the experiences and voices of black and brown boys through the Social Discipline Window.
Social Discipline Window as pdf
Social Discipline Window explained (5 min video)
Colorizing Restorative Justice: Voicing our Realities
Visit www.CircleForum.ca for more information about the HOWTO of facilitating circle conversations.
Download the free practical tools and restorative resources for teachers on www.restorative.ca
Order Steve’s book The Restorative Principal Leading in Education with Restorative Practices
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Privileged folks can be activated through the telling of stories and the listening to stories according to Gilbert Salazar in his chapter contribution “Passing the cup of vulnerability: offering vulnerability as a challenge to white fragility through elements of circle” in the book Colorizing Restorative Justice: Voicing our Realities. Shelley, Steve and Stan discuss how skillful questioning, intentional listening within the structure of a circle can activate privileged folks. Salazar tells some terrific stories including one in which participants went from joking around to meaningful participation through the use of Salazar’s Golden Question.
Restorative practice suggestions:
- Be aware of emotional detractors that can promote white fragility.
- Facilitator preparation for difficult conversations in circles is essential.
- Circles can be places to demonstrate the power of story.
Colorizing Restorative Justice: Voicing our Realities
Visit CircleForum for more information about the HOWTO of facilitating circle conversations.
Download the free practical tools and restorative resources for teachers on restorative.ca
Order Steve’s book The Restorative Principal Leading in Education with Restorative Practices
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“Hiding the ball” is the way restorative approaches are introduced in schools, according to Anita Wadhwa, contributor to the book Colorizing Restorative Justice: Voicing our Realities. In her chapter “‘What do you want, reparations? Racial microaggressions and restorative justice” , she describes oppression as “behaviours, practices, laws, beliefs, systems that privilege some groups and demean and subjugate others physically, mentally, materially or otherwise.” Introducing restorative practices in schools is often promoted as a way to reduce suspensions (which it does) and improve school climate (which it also does). Wadhwa challenges readers to generate dialogue about the structures that support racism and white privilege.
Restorative practice suggestions:
- Be open to correction in conversations about oppression.
- Receive correction as a gift.
- Listen closely to the stories you hear in a circle.
- Restore yourself as a practitioner through regular reflection on your practice.
Colorizing Restorative Justice: Voicing our Realities
Visit CircleForum for more information about the HOWTO of entering into challenging dialogues.
Download the free practical tools and restorative resources for teachers on restorative.ca
Order Steve’s book The Restorative Principal Leading in Education with Restorative Practices
Music by ZakharValaha from Pixabay
Whether it’s in a classroom circle or a conversation with parents, pay attention when participants are silent. In the book Colorizing Restorative Justice: Voicing our Realities, one of the contributors, Christina Parker, writes that “power and privilege act to silence divergent and alternative perspectives, with the result that these perspectives remain unexamined.” Steve tells a story about the teacher who didn’t think she was having a circle meeting since it was around a carpet square.
Restorative practice suggestions:
- Learn restorative structures then adapt them to your classroom.
- Know your group - class or staff - and know what they need.
- Practice circle related skills.
- Pay attention to the silences in circles and restorative conversations.
Colorizing Restorative Justice: Voicing our Realities
Visit CircleForum for more information about the HOWTO paying attention to silences .
Download the free practical tools and restorative resources for teachers on restorative.ca
Order Steve’s book The Restorative Principal Leading in Education with Restorative Practices
Music by ZakharValaha from Pixabay
The title is a quote from Barbara Sherrod, one of the contributors to the book Colorizing Restorative Justice: Voicing our Realities. Sherrod’s writing prompted us to talk more about what it’s going to take to change the narrative of stories like “these parents don’t care” when referring to black or indigenous families. And Sherrod is exhausted with all the battles along the way to create safe spaces and places for conversations about educational structures that inhibit student engagement. You’ll want to hear Steve’s story too about how systems dealt with his dissenting opinion.
Restorative suggestions:
- Be intentional about inviting parents into circle conversations.
- Restorative facilitators and practicioners must check themselves for bias.
- Whites cannot be silent if the educational narrative is going to change in schools.
Visit CircleForum for more information about the HOWTO of inviting parents into conversation .
Download the free practical tools and restorative resources for teachers on restorative.ca
Order Steve’s book The Restorative Principal Leading in Education with Restorative Practices
Music by ZakharValaha from Pixabay
Whether you support the use of masks or not, conversations about masks in schools have been very polarized. In this podcast, Shelley, Steve and Stan start with what’s happening as schools transition away from mandatory masks and end up talking about RESPECT. How do we treat others who look different that we do because of a mask or not? How can we engage parents again in respectful conversations?
Restorative practice suggestions:
- Address the issue of wearing masks using a circle process in the classroom as you would any other topic.
- Know your students and the best approach to this topic.
- Prepare for conversations about masks with students and with the adults in your building.
- Use a fair process for the conversation which Engages, Explains and had Expectation clarity.
Visit CircleForum for more information about the HOWTO of asking great questions .
Free practical tools and restorative resources for teachers on restorative.ca
Order Steve’s book The Restorative Principal Leading in Education with Restorative Practices
Music by ZakharValaha from Pixabay
A restorative approach to students with special needs can help teachers get to know their students and their special needs. Our guest this week is Dane Ellis from the Hastings Prince Edward District School Board in Ontario. He persisted from September to February and was successful in having a reluctant student participate in daily community circles. Listen to this terrific story of great questions, listening and teacher persistence.
Restorative practice suggestions:
- Know your students. It helps you as a teacher to understand the how and why of students behaviours.
- Persevere when implementing circles in your classroom.
- Never assume that students can’t do circles.
- Asking the same predictable questions helps de-escalate student behaviours.
- As the teacher and leader of a classroom circle, set the expectation that everyone participates.
Visit CircleForum for more information about the HOWTO of asking great questions .
Free practical tools and restorative resources for teachers on restorative.ca
Order Steve’s book The Restorative Principal Leading in Education with Restorative Practices
Music by ZakharValaha from Pixabay
Teachers are central to building students’ sense of belonging in school and there are a lot of structures that gets in the way. Listen in for a story of one secondary teacher who invited the Gay-Straight alliance students into her classroom and created a safe space at lunch.
Restorative practice suggestions:
- Draw on your own interests as a teacher to build connections with kids.
- Build belonging in your classroom.
- Learn students’ names and how to pronounce them.
- Valuing people as part of the school team builds connections with adults.
Altered Destinies: Making life better for schoolchildren in need by Gene I. Maeroff 1999.
Visit CircleForum for more information about the HOWTO of building belonging .
Free practical tools and restorative resources for teachers on restorative.ca
Order Steve’s book The Restorative Principal Leading in Education with Restorative Practices
Music by ZakharValaha from Pixabay
It’s an understatement to say the pandemic has been stressful for everyone. This new research from the Rand Corp points out some very interesting findings (see below). Steve and Stan discuss these findings using a restorative lens. Restorative practice suggestions:
- Restorative practices offers the HOWTO of building and maintaining relationships in the stress filled pandemic.
- Be intentional about talking with principals regarding their stressors.
- Look for inequities in the structures and provide more support for those principals disadvantaged by gender, race or socioeconomics.
Key Findings of Rand Research Report
- Four out of five secondary principals experienced frequent job-related stress during the 2020–2021 school year.
- Secondary principals of color, female principals, principals serving high-poverty schools, and principals serving schools with high enrollment of students of color were especially likely to experience constant job-related stress.
- Secondary principals' top job-related stressors included supporting teachers' well-being and students' social and emotional learning, as well as navigating pandemic-related challenges.
- Secondary principals whose schools provided fully remote instruction were more likely to experience constant job-related stress than principals whose schools provided hybrid or in-person instruction; sources of job-related stressors varied by mode of instruction.
Recommendations of Rand Research Report
- Support the well-being and mental health of principals, especially principals from historically marginalized groups and principals who lead schools with large proportions of students of color and students living in poverty.
- Help principals support and improve teachers' and students' well-being.
- Provide guidance and resources to help principals manage the operational aspects of their jobs.
Read the full Rand Research Report The Well-Being of Secondary School Principals One Year into the COVID-19 pandemic
Visit CircleForum for more information about the HOWTO asking questions about well-being .
Free practical tools and restorative resources for teachers on restorative.ca
Order Steve’s book The Restorative Principal Leading in Education with Restorative Practices
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What’s happening for a student who sleeps in class all the time and what should you do? Steve and Stan discuss this question from an online forum. Whatever educators do in this situation, we ask “Who’s being helped or served by this action or response?” Schools are like an early warning system where changes in behaviour are noticed very early so it’s important to find out what’s happening (a very restorative first question, by the way).
Restorative practice suggestions:
- Ask the question about what’s happening first before going to a punitive response.
- Be curious.
- Listen to what the student has to say even if you don’t like what you hear.
- Consider whether a school response to the student would be the same one for an adult or not.
Visit CircleForum for more information about the HOWTO asking questions to students using restorative practices.
Free practical tools and restorative resources for teachers on restorative.ca
Order Steve’s book The Restorative Principal Leading in Education with Restorative Practices
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This week we continue our discussion with Soukaine Berri, a high school teacher in Windsor, Ontario. Student engagement starts with learning about student interests and listening to students’ voices. Soukaine has a terrific example of how listening to students made a change in her content subjects. Things that get in the way of engagement include:
-hunger
-mental health concerns
-transportation
-student jobs to support their families
-lack of a trusted caring adult
Restorative practice suggestions:
- Student engagement is enhanced by a whole school approach where staff intentionally talk with each other about the impact of restorative practices in class.
- Engage students by talking in circles about their likes and interests.
- As adults, be reflective and take the student voice seriously.
- Listen to student voice and be prepared to implement a change in your curriculum.
Get some sample questions for circles in the Restorative Practice Resource Project (search “circles sample check in questions” in Chapter 4)
Visit CircleForum for more information about the HOWTO of classroom circles and check ins using restorative practices.
Free practical tools and restorative resources for teachers on restorative.ca
Order Steve’s book The Restorative Principal Leading in Education with Restorative Practices
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Our return guest this week is Soukaine Berri, a high school teacher in Windsor, Ontario. Her classroom stories illustrate how taking 5 to 10 minutes per class can help you as a teacher to know your students in the content subjects. Soukaine has 2 great questions for her Community Discussion time every day. She reflects on how much a teacher can and should share about themselves with students. You’ll want to hear her story about how she listened to the student’s voice and implemented a walking break at the mid point of the long class time. Gotta love what happened to the walk in colder weather when students advocated for a change.
Visit CircleForum for more information about the HOWTO of classroom circles and check ins using restorative practices.
Free practical tools and restorative resources for teachers on restorative.ca
Order Steve’s book The Restorative Principal Leading in Education with Restorative Practices
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“In the middle, everything can look like a failure.” (Kanter’s law) Rosabeth Moss Kanter of the Harvard Business School says that “everyone feels motivated by the beginnings…we love happy endings, but it is in the middle where the hard work happens.” Shelley, Steve and Stan continue the conversation about change and guess where they end up?
Fair Process and the 3 E’s: Engagement, Explanation and Expectation Clarity
Restorative practice suggestions:
- Recognize that restorative practice involves change.
- Consider the pace of change and that change takes time.
- Use good questions to implement change.
- Get voice from everyone impacted by the change.
- When things go wrong or just aren’t working right, ask the restorative questions:
- What’s happening? What do you think about this? Who’s been affected by this and how? What’s the hardest thing about this for you? What do you think needs to happen next/What to you need so that things can be put right and everyone can move on?
“New principal suspends half of all students, sends parents a “wake-up” call SNPost
The Real Reason people won’t change Harvard Business Review
Link to more info on Fair Process 3 E’s - Engagement, Explanation, Expectation Clarity
Order Steve’s book The Restorative Principal Leading in Education with Restorative Practices
Visit CircleForum for more information about the HOWTO of change using restorative practices.
Free practical tools and restorative resources for teachers on restorative.ca
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If learning in a school or district is symmetrical for students and adults, then you’ll want to hear more about that from our guest this week, Perry Smith is the Director of Instruction for Curriculum with the Abbotsford School District in British Columbia. Implementation and embedding indigenous worldview, content and competencies is best done by address the heart, then the head of the educators. The silos and structures set up for adults in our schools and districts need the same level of differentiation that we apply to meeting diverse learning needs in the classroom.
Restorative practice suggestions:
- The opportunity to experience something new like an indigenous worldview leads a change in practice.
- Look at the structures in schools and districts no matter how benign these appear to leaders.
- Who does the structure serve?
- Since relationships are the foundation for collaboration, look at the relationships that need to be built between the adults in school, between the students in the school and between the adults and the students in school.
How deeper learning can Transform Schools a project with Harvard Graduate School of Education
Order Steve’s book The Restorative Principal Leading in Education with Restorative Practices
Visit CircleForum for more information about attending to student absenteeism.
Free practical tools and restorative resources for teachers on restorative.ca
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The gap between a school’s vision and the implementation of that vision is the problem of practice being studied by our guest this week, Perry Smith, Director of Instruction for Curriculum at the Abbotsford School District. Our conversation is led by how to implement and embed indigenous worldview, content and competencies. Teacher practice is impeded by concerns about time needed to change, adequate resources, lack of knowledge, felt need to have indigenous persons lead class conversations and a fear of making a mistake and getting into trouble. We are reminded again this week that educators can make changes when things are done with a good mind, a good heart and common sense. Equity and inequity is structural and schools and student benefit when leaders look at even the most benign things like school calendars, bell schedules and school days. Asking who is served by the structure can lead to undoing and change that engages students. We had such a great conversation that we have to continue with Part 2 in next week’s podcast.
How deeper learning can Transform Schools a project with Harvard Graduate School of Education
Order Steve’s book The Restorative Principal Leading in Education with Restorative Practices
Visit CircleForum for more information about attending to student absenteeism.
Free practical tools and restorative resources for teachers on restorative.ca
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In these traumatic and pandemic times, there are many conversations to be had with frustrated parents. How school leaders structure the conversations can make all the difference. A restorative mindset allows leaders and school staff to prepare for the inevitable difficult conversations with parents, ask non-blaming questions during the conversation and follow up on any actions arising from the conversation.
Restorative practice suggestions:
- As a school leader, give yourself the grace to see that you don’t have to have all the answers.
- Know when to step back from a conversation with parents in order to manage your own stress levels.
- Check in with staff to find out how they are coping.
- Prepare for the conversations beforehand with the restorative questions.
- Reflect on the conversations afterwards by asking yourself things like:
How did that conversation go?
What was I thinking at the time? And since then?
How did that impact me and the parents?
What was the hardest thing for me? For the parents?
What do I think I need to do to have the most successful conversation possible?
Order Steve’s book The Restorative Principal Leading in Education with Restorative Practices
Visit CircleForum for more information about attending to student absenteeism.
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Know your students and let them know you care. Sound advice whether it in-person or remote learning according to our guest this week, Cathy Abrahams, President of the Ontario Public School Board Association and Trustee with the Kawartha Pine Ridge District School Board. Language matters and can inhibit student engagement. Cathy share a story that has stuck with her about the impact of her teacher telling her “girls have a hard time doing math.” The Pandemic has impacted the mental health of students and teachers and that will inhibit student engagement.
Restorative practice suggestions:
- Find a way to meet kids where they are at and talk with them.
- Use technology to connect with students on the margins.
- Take a step back and listen when confronted with the impact of our actions or words.
- Ask open ended questions in situations where someone’s been harmed or impacted by decisions.
Order Steve’s book The Restorative Principal Leading in Education with Restorative Practices
Visit CircleForum for more information about attending to student absenteeism.
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A new year and a new season of Circle Forum starts with our guest, Amina Abdulle , teacher consultant for equity and Co-Founder:Black Staff Equity Alliance with the Greater Essex County District School Board in Ontario. This season’s focus will be on structures that enhance or inhibit student engagement in our districts, schools and classrooms. Our discussion this week points out that rigid structures at any level inhibit student engagement. Transparency about values at every level is essential to students engaging.
Restorative practice suggestions:
- Give yourself some grace when dealing with the hurt that comes with thinking about things differently.
- Care for you own mental health as a teacher.
- A culturally responsive approach needs to start not be debated.
- Value the identity of the students who show up and engage at school.
Order Steve’s book The Restorative Principal Leading in Education with Restorative Practices
Visit CircleForum for more information about attending to student absenteeism.
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Our guest this week is Robert Brown, a researcher on the Canadian study Redefining Risk: Human rights and elementary school factors predicting post-secondary access. Look for these risk indicators early:
- A single year of elementary education with 10% absenteeism rate or higher.
- A suspension for an elementary student
- Attending an aggregated special needs classroom.
Restorative practices suggestions:
- Look at student absenteeism data as an indicator.
- The earlier you look at this data the better.
- Using the attendance data as an indicator, look into the story behind the data to address the reasons for absenteeism.
Redefining Risk: Human rights and elementary school factors predicting post-secondary access Brown, Robert and Kelly Gallagher-Mckay and Gillian Parekh Feb. 2020
Order Steve’s book The Restorative Principal Leading in Education with Restorative Practices
Visit CircleForum for more information about attending to student absenteeism.
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Risk factors can predict concerns with chronic absenteeism. Educators can connect the dots between risk factors like mobility, history of absenteeism, student behaviours, declining student achievement or health. Noticing a change is one thing. Acting on it by telling someone else is another.
Restorative suggestions:
- Know that there are many little things that you can do as a teacher when observing risk factors related to absenteeism.
- Know that you can talk to others in schools, districts and communities who can help.
- Establish a connection base through the relationships with students and families in order to be able to make a caring response to students.
Order Steve’s book The Restorative Principal Leading in Education with Restorative Practices
Visit CircleForum for more information about attending to student absenteeism.
Music - Scott Holmes Music - Upbeat Party
Taking a strengths-based approach, individual educators can make a difference in the lives of students at risk of chronic absenteeism. There are so many protective factors that educators can control and influence in order to improve student attendance and engagement.
Restorative suggestions:
- Reflect on your practice regularly using the restorative questions.
- Adults who are firm and fair give students structure and support to attend school.
- Ask questions to parents that build up strengths rather than blame parents.
Checklist of Attendance Protective Factors
Some of the protective factors that can mitigate and address absenteeism:
(Adapted from CHECK & CONNECT Protective Factors associated with school dropout, Regents of University of Minnesota, 2017)
student completes homework
student comes to class prepared
student has high locus of control
student has good self-concept
student has expectations for school completion
family- academic support for learning(e.g. help with homework)
family - motivational support for learning(e.g. high expectations for learning)
family - availability of educational resources
family - parental monitoring
school - orderly school environment
school - committed, caring teachers
school - fair discipline policies
school - relationship with one caring adult
school - opportunities for participation
Order Steve’s book The Restorative Principal Leading in Education with Restorative Practices
Visit CircleForum for more information about attending to student absenteeism.
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Our guest this week is Nathan Ngieng, Assistant Superintendent of Abbotsford School District in British Columbia. Heading into the pandemic, the leadership decided to make student health and well-being a priority along with staff health and well-being. That vision helped to create safe spaces and hold space for belonging and connection.
Restorative suggestions:
- Take the opportunity to listen in order to understand not to respond regardless of your role in the school district.
- Every person has a role to play in implementing a common goal like health and well-being.
- Give yourself permission to check and connect with students and colleagues and find out how they’re doing.
- Participation in circles can develop the symmetry of adult learning and student learning.
How deeper learning can Transform Schools a project with Harvard Graduate School of Education
Street Data by Shane Safir and Jamila Dugan
Order Steve’s book The Restorative Principal Leading in Education with Restorative Practices
Visit CircleForum for more information about attending to student absenteeism.
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Our guest this week is Jared Baker, a grade 5/6 French Immersion teacher, who talks about his daily practice. He has some great stories to share about how circles work in his classroom in French. Jared makes some excellent connections between restorative practices, Treaties of Peace and Friendship and setting up his classroom norms.
Restorative suggestions:
- Incorporate restorative practices into your daily practice, the way you teach.
- Don’t be afraid to pause a conversation and get back to it later.
- Give circles a try and keep at it.
Order Steve’s book The Restorative Principal Leading in Education with Restorative Practices
Visit CircleForum for more information about our online trainings in restorative practices
Music - Scott Holmes Music - Upbeat Party
Fair process requires three E’s - Engagement, Explanation and Expectation clarity. Looking back on the process of indigenous land treaties, the fair process did not happen. It’s important to educate ourselves in order to have a better understanding of the treaties. Expectation clarity helps us move into actions of reconciliation in schools and in society.
Restorative practice suggestions:
- Get to know what the 3 E’s of Fair Process stand for (see link below)
- Make Fair Process part of your classroom pedagogy.
- Be prepared for the discomfort of Fair Process.
- Don’t think that as a teacher you need to have all the answers for the big questions that arise in a Fair Process conversation. It’s an opportunity to model this for students.
The 3 E’s of Fair Process
Link to book by Kevin Lamoureux and Jennifer Katz Ensouling our Schools: a universally designed framework for mental health, well-being and reconciliation. 2018
Order Steve’s book The Restorative Principal Leading in Education with Restorative Practices
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Join our guest this week,Barbara Coloroso,. Part 2 continues the conversation with what is described as adult conflict when it’s really bullying, utter disregard for another human being. “Every adult can model caring deeply, sharing generously and helping willingly.” Barbara Coloroso
Restorative suggestions:
- All students need TAO - Time, Affection, Optimism
- Adults in schools can’t ignore things that aren’t right.
- Reflect on the fact that “it’s my place to speak up about it.”
- Bullying situations present opportunities to learn for adults and for students.
- Let your responses to bullying be guided by the perspective of the victim.
Free Resource from Barbara Coloroso An Essential Guide for Educators on Bullying
Check out Barbara’s website www.kidsareworthit.com for books, articles and resources
Order Steve’s book The Restorative Principal Leading in Education with Restorative Practices
Visit CircleForum for more information about our online trainings in restorative practices
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Join our guest this week,Barbara Coloroso, as we discuss where NOT to use restorative practices. We consider an excellent response to an in-class bullying situation. Part 2 continues the conversation with what is described as adult conflict when it’s really bullying, utter disregard for another human being. “It’s a short walk from bullying to violence to genocide” says Coloroso. In her study of genocide, the numbers of indigenous people killed in North America and South America are numbers 1 and 2 ahead of the total deaths in the Holocaust.
Restorative suggestions:
- All students need TAO - Time, Affection, Optimism.
- Adults in schools can’t ignore things that aren’t right.
- Reflect on the fact that “it’s my place to speak up about it.”
- Bullying situations present opportunities to learn for adults and for students.
- Let your responses to bullying be guided by the perspective of the victim.
Free Resource from Barbara Coloroso An Essential Guide for Educators on Bullying
Check out Barbara’s website www.kidsareworthit.com for books, articles and resources
Order Steve’s book The Restorative Principal Leading in Education with Restorative Practices
Visit CircleForum for more information about our online trainings in restorative practices
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Our guest this week is Dr. Edward Valandra who encouraged us to keep challenging our thinking and perspectives in restorative practices. As white facilitators, we need to consider our cultural baggage before even entering a circle conversation and listen to the perspectives of participants who are black, indigenous and persons of colour. It was such a great conversation that we had to break it into 2 separate episodes.
Restorative practice suggestions:
- Chunk your learning about BIPOC perspectives in restorative practices and restorative justice.
- Question the status quo and structures you find yourself in with circles.
- Read the book Colorizing Restorative Justice. (Dr. Edward Valandra is one of the editors)
- Go to those spaces that are uncomfortable and you may well be surprised by the relationships you are able to develop.
- Find someone you can trust who can be a goto person for the challenging questions which arise from books like Colorizing Restorative Justice.
Order the book Colorizing Restorative Justice, Voicing our Realities
Order Steve’s book The Restorative Principal Leading in Education with Restorative Practices
Visit CircleForum for more information about our online trainings in restorative practices
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Educators who know their students’ stories will understand the risk factors that can lead to student absenteeism. A trusted caring adult can make a difference in the lives of students. The lived experience of Indigenous students and their families impacts students’ behaviours and is important for educators to learn and to know. The story of a missing and murdered Indigenous girl is referenced below ( Tina Fontaine).
Restorative practice suggestions:
- Use the restorative questions.
- Relationships between schools and the families of students are important for everyone and especially for Indigenous students.
- Get to know the stories of your students and you will get to know their voices.
What is the Gladue Act in the Canadian Criminal Code?
The Restorative Practice Questions
Manitoba Advocate for Children and Youth A place where it feels like home: the story of Tina Fontaine March 2019
Order the book Colorizing Restorative Justice, Voicing our Realities
Order Steve’s book The Restorative Principal Leading in Education with Restorative Practices
Visit CircleForum for more information about our online trainings in restorative practices
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Our guest this week is Dr. Kelly Gallagher-McKay who was a leading researcher in a study of 700,000 Toronto area school boards which showed extreme absenteeism, students missing over 50% of school days, increased 6 fold over the pandemic last school year. Dr. Gallagher-Mckay co-authored a longitudinal study which showed 3 reliable elementary school predictors or indicators that students would not continue on to post-secondary studies: a. 10% absenteeism in even 1 year in elementary school. b. 1 suspension during elementary school. c. participating in a congregated special education services class. Student connection to school builds a sense of belonging which positively impacts attendance. Restorative practice suggestions:
- Ask questions about absenteeism early and don’t wait for 15 days of consecutive absence to act.
- Look carefully at elementary school attendance data as a predictor of secondary school attendance and completion.
- Ask yourself “Am I denying someone the ‘opportunity to learn” by not knowing and not acting on the predictive factors in marginalized student groups?”
- Focus on data that includes total absences.
- Student absenteeism presents opportunities for inter-agency cooperation between schools and public health.
Learning through Covid-19 Report #1: Enrollment and Absenteeism (August 2021)Research Collaboration with Greater Toronto Area school boards in which Dr. Kelly Gallagher-Mckay was a writer.
Redefining Risk: Human rights and elementary school factors predicting post-secondary access Brown, Robert and Kelly Gallagher-Mckay and Gillian Parekh Feb. 2020.
Order Steve’s book The Restorative Principal Leading in Education with Restorative Practices
Visit CircleForum for more information about our online trainings in restorative practices
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Our guest this week is Dr. Edward Valandra who encouraged us to keep challenging our thinking and perspectives in restorative practices. As white facilitators, we need to consider our cultural baggage before even entering a circle conversation and listen to the perspectives of participants who are black, indigenous and persons of colour. It was such a great conversation that we had to break it into 2 separate episodes.
Restorative practice suggestions:
- Chunk your learning about BIPOC perspectives in restorative practices and restorative justice.
- Question the status quo and structures you find yourself in with circles.
- Read the book Colorizing Restorative Justice. (Dr. Edward Valandra is one of the editors)
- Go to those spaces that are uncomfortable and you may well be surprised by the relationships you are able to develop.
- Find someone you can trust who can be a goto person for the challenging questions which arise from books like Colorizing Restorative Justice.
Order the book Colorizing Restorative Justice, Voicing our Realities
Order Steve’s book The Restorative Principal Leading in Education with Restorative Practices
Visit CircleForum for more information about our online trainings in restorative practices
Music - Scott Holmes Music - Upbeat Party
Steve tells a compelling story about what it’s like in the pandemic when leadership is NOT firm or fair. Leaders who avoid conflict or confrontation risk harm to their staff and to their students. Restorative Practices suggestions:
- Build your relationships with your staff early.
- Listen to understand staff strengths from previous years under previous leaders.
- Use a fair process which has engagement, explanation and expectation clarity.
Link to more info on Fair Process 3 E’s - Engagement, Explanation, Expectation Clarity
Order Steve’s book The Restorative Principal Leading in Education with Restorative Practices
Visit CircleForum for more information about our online trainings in restorative practices
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Join our guest this week, Brendan Hyatt, Director of The Northwest Catholic District School Board in Ontario as we discuss how the pandemic has amplified student absenteeism. Restorative practices suggestions:
- Get to know your learners before you take any actions.
- Start with your attendance data and get to know the story there.
- Be open to listening to what families and students are saying.
- Then listen to families.
- Give the staff the tools and support they need to deal with attendance in the pandemic.
Here’s a link to the Social Discipline Window - TO-FOR-NOT-WITH
Order Steve’s book The Restorative Principal Leading in Education with Restorative Practices
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Circle conversations are essential student attendance and engagement and need to involve everyone impacted by student absenteeism. Looking for patterns in student tardiness can help address student engagement by simply asking the students.
Restorative practices suggestions:
- When in doubt about student engagement, have a circle and ask the students themselves.
- Is the lack of student engagement due to a difference in what is valued?
- Be open to the possibility that students perceive things differently than the adults.
Order Steve’s book The Restorative Principal Leading in Education with Restorative Practices
Visit CircleForum for more information about our online trainings in restorative practices
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The article below by Lyubansky & Shpungin really challenged us in our practices. It’s not an easy read nor is the topic comfortable. It is important to reflect on the power dynamics in our classrooms, meeting rooms and school districts.
Restorative practices suggestions:
- Reflect on your practice by asking who has been impacted and invite them in.
- Prepare for every restorative conversation by considering the power dynamics.
- Ask the same question to everyone in a circle in classrooms, staffroom or boardroom.
Of course, we recommend that you order Steve’s book The Restorative Principal Leading in Education with Restorative Practices
Read the article Challenging Power Dynamics in Restorative Justice by Mikhail Lyubansky and Elaine Shpungin University of Illinois
Visit CircleForum for more information about our online trainings in restorative practices
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Season 2 Restorative Practice conversations about student attendance and engagement
Teaching students with developmental delays and mild intellectual disabilities, Soukaine Berri, a teacher in Windsor, Ontario, uses daily circles to engage her class. In our podcast this week she says that before circles there were “lots of instances where they were getting in trouble . When we started this (daily circle), the attendance on a daily basis we almost had perfect attendance almost on a regular basis, because they were invested in our classroom.”
Restorative practice suggestions:
- Start small with circles and don’t give up.
- Reflect on what worked or not.
- Teach the skills needed to be in a circle.
- Invite other staff into your circle.
Soukaine referenced 2 books that we’d also highly recommend:
Hacking School Discipline: 9 Ways to Create a Culture of Empathy and Responsibility Using Restorative Justice
Restorative Circles in Schools: A Practical Guide for Educators - Second Edition
Of course, we recommend that you order Steve’s book The Restorative Principal Leading in Education with Restorative Practices
Visit CircleForum for more information about our online trainings in restorative practices
Music - Scott Holmes Music - Upbeat Party
Season 2 Restorative Practice conversations about student attendance and engagement
As a teacher of English as a Second Language in Windsor, Ontario, Amina Abdulle views the needs of newcomer students holistically. It’s vital for educators to create a safe space for students to be themselves, to help students build connections and to empower them to make mistakes in learning a new language. As educators who know how to learn, many will need to unlearn things which marginalize and stereotype BIPOC communities which may unintentionally be pushing students out of school.
Restorative practice suggestions:
- Embed restorative circles into the curriculum so that it doesn’t become a sidebar to instruction.
- Don’t expect perfection of student or yourself in circles.
- Use circles to understand the needs of BIPOC students in your class.
- Live with and in the discomfort that come with conversations about make space for BIPOC student voices.
Order Steve’s book The Restorative Principal Leading in Education with Restorative Practices
Visit CircleForum for more information about our online trainings in restorative practices
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BIPOC students are absent from school at higher rates than white students. As one high school student recounted “I feel like a ghost at school. I don’t even know if the teacher knows my name.” (Shelley) According to Attendance Works (see link below), “it requires
- nurturing feelings of belonging to school in the spring for current and prospective students,
- building bridges to school in the summer, and
- creating a welcoming, restorative community at school in the fall.”
When re-engaging students in the fall, restorative practices provides the HOW of building relationships that are often missing from activities in the first weeks of school as we discuss in an Edutopia article.
Three takeaways from our discussion of these 2 articles are:
- be intentional in your approach to the attendance of marginalized students.
- take the time to re-establish connections with kids and their families
- look at your attendance data in order to address students’ needs
Attendance Works Pathway to Engagement: A toolkit for Covid-19 recovery through attendance
Edutopia Rekindling a Sense of Connection in the New School Year
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The problem presented in the Education Week article (see link below) is that white teachers don’t set up informal mentoring with black or Latino students. BIPOC students are missing out on trusted caring adult relationships. “It isn’t that you have to have all the answers. It was the fact that they (students) trusted that they could ask questions.” (Shelley) In this podcast, we discuss specific and practical suggestions including the importance of being intentional in setting up informal mentoring with marginalized students.
Education Week article “When Teachers and School Counselors Become Informal Mentors, Students Thrive”
Order Steve’s book The Restorative Principal Leading in Education with Restorative Practices
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In a recent Gallup article, Jim Clifton writes that based on over 100 million employee interviews, the most engaged teams find the difference is “just the manager.” In school terms, we talk about how principals as managers can make a difference by being a restorative coach with weekly coaching conversations. It takes an intentional casual approach to conversations, connections and relationships with each employee. Practical restorative practice suggestions keep on coming. It’s about:
- working from strengths
- building relationships
- making connections
Link to the article Gallup finds the silver bullet: Coach me once per week
Our guest, Sue Howard, discusses what she’s learned from using a whole school approach. Practical suggestions include:
- listen to the teacher’s issues and concerns for the classroom,
- be patient with the restorative process, it takes some time
- be consistent
- look for your own support network to keep up your practice
Yes, we’re talking about snow in the summertime. Steve’s Story Time has a cupcake solution to a snow throwing situation which illustrates the potential of restorative practices to build relationships within our broader community and within a classroom community. A change in the traditional more punitive approach can be helped by support from senior leadership. And just when should you have a restorative conversation with a person who’s caused harm and a person who’s been harmed? It depends. The timing of the conversation should be led by the needs of the person harmed. It can include the need for safety, a person who is sitting beside or just an opportunity for someone else to listen to the stories about the impact of actions.
Conversations in schools are a key to reconciliation with First Peoples. As Hon. Justice Murray Sinclair said "Education has gotten us into this mess, and education will get us out” in response to the Truth and Reconciliation Commission. What role can restorative practices have? Listen in to this conversation with Shelley, Steve and Stan that contains some simple things that can be done to work towards reconciliation. The scenario discussed this week focusses on an adult to adult conflict in which the power dynamics plays a role. Restorative conversations require safety when addressing the person who is our boss and presents the opportunity to grow the relationship.
Steve’s story time discusses a conflict between 2 teachers who ended up with shouting matches in the hallway. The structure of the restorative conversation allowed both staff members to listen and ultimately to repair the harm to their relationships as colleagues and friends. Finding the time to fix the relationships requires a restorative lens and saves administrator time in the end. What’s an apology worth? It depends. Is it naturally occurring or forced? Is it accepted by the person harmed? An apology is not the end of the discussion but rather an indication that there is still work to be done. Saying sorry means you’re not going to repeat whatever has caused the harm.
Whatever the district plan for remote, in person or hybrid learning, it’s important to plan especially for the adults to have time to talk together. Teachers need the permission to take the time needed to re-build relationships with students who have been impacted by Covid for the past 2 school years. Craft the questions for the conversations to build on what’s been learned through the pandemic. Reflecting on leadership or management in schools, acknowledging that we’ve all been in situations where things have been done TO us or we’ve fallen into the chaos of NOT having clear expectations nor support. Consider how the re-set of the school year can set the intention to move to learning WITH one another.
Listen in for examples of fair process from business, from a community and from schools. Students, staff and parents all benefit from a fair process. For example, when setting classroom rules, engage the students in the conversation, explain the reasons for certain rules and set the expectation clarity around how the classroom will be. It’s important to go into a fair process with an open mind not a set agenda. Steve’s Story Time gets down and dirty with a couple of students, a staff member and a mud puddle. It’s important not to start conversations with the WHY question as the responses will likely be defensive. Restorative questions like “what happened?”, “what were you thinking at the time?”, “what have you thought about since?”, "who’s been affected and how?”, and “what do you think needs to happen to make things right?” will all help arrive at an understanding of the reasons behind an action or situation without ever asking “Why did you do that?”.
Although being quick to act is often seen as a sign of authority, rushing to judgment or punishment can be harmful. Think of the movie Breakfast Club and the hilarious conversation around “not another word!” and “But I..” and “that’s another week of detention”. Over time, students, parents and teachers will see that a restorative approach does manage conflict and does deal with the harm. That builds relationships in the school community. The scenario deals with teachers in Covid times feeling like the oxygen mask has just dropped from above the airplane seat (remember airplanes?) with directions to put your own mask on before you help someone else. There is an excellent example of addressing teacher support with a weekly virtual drop in for teachers to talk about how they are doing with the pandemic. How has it affected you? Your family?
And when was the last time your principal or superintendent asked you how you’ve been impacted by the pandemic instead of some school related data?
The first guest on Circle Forum, Larry Hope, join in a conversation about affecting restorative practices from his role as Director of 2 Ontario school districts. Indigenous communities need our gratitude for the path and the 7 Grandfather Teachings which can bring a shift and change in attitude for all, settlers and indigenous peoples. Restorative practice is a way of being with each other in community not just a problem solving alternative to suspensions. Succession planning for restorative practice is an ongoing concern in schools and districts with retirements and job changes. New staff need to be brought along through induction training. Youth in schools has responded positively to the shift in schools which gives them a voice, a sense of belonging and agency to act on their own ideas. For schools and districts, it takes time, learning together about indigenous practices, commitment to doing it right and dedicated staff to support truth and reconciliation.
Steve’s Story Time describes bullying on the yard with primary students. The initial circle meetings were modelled by the principal then later run by teachers. The initial time invested paid off in less time spent dealing with yard situations throughout the school year. Secondary students discussed cell phone use in class using a circle. In the feature “Have your say,” talk focuses on how to fit restorative circles into the curriculum. Examples are shared from Math and Literacy classes. Relationship development can positively impact student attendance, engagement and achievement.
Student perceptions of teachers has an impact on student achievement. Distinguishing between the person and the behaviour can shape restorative conversations to clarify what is happening for teachers, parents and students. The power of a restorative conversation lies in the potential clarity of communication and language used by students and by adults. In the feature “Have your say!”, an online bullying situation involving Snapchat is discussed. The situation didn’t happen at school so should or can a school address the impact and the harm? Circle conversations in class can develop the student voice not just form part of an investigation.
Steve’s Story Time illustrates how restorative many teachers and staff are already without knowing it. All adults in the building can learn the simple restorative questions which helps everyone in the building become more purposeful in addressing the impact of behaviours and actions on others. The scenario discussed deals with student misbehaviour in class. The adults’ language can escalate or de-escalate a situation quickly. It’s important to be curious without judgment in order to really hear the student voice.
How can the adults in schools respond to students who “push our hot buttons” with behaviours or comments? The seemingly simple scenario has many layers for restorative conversations with students and with staff. In the feature called “Have your say”, the discussion turns to students on the autism spectrum. With a restorative approach, students can begin to understand the predictability, consistency and structure of questions and conversations. For students who often see the world in monochromatic black and white, restorative practices can help navigate the grey areas of social situations.
Students with special needs require additional connection, guidance, direction and modelling in order to learn the language of social interactions. A trusted caring adult can ask questions which give students time to think and reflect on the impact of actions. Adults are powerful models for students when they own up to their mistakes. Adults are people too, and don’t lose power when being a human with students. Adults can demonstrate how they are impacted by actions of others, and their connections with students matter.
Everyone in a school has the opportunity to lead change right where they stand. One simple and basic way to do this is to talk with others in a way that values the relationship. Every staff member can build a bridge of connection between parents and schools. Building those person to person connections allows for respectful challenges and growth. Relational bullying can be addressed with a facilitated process which allows for everyone’s voice regardless of positional or social power.
When every adult in the building gets on the same page, the school culture shifts. This includes how people talk with students and with each other as staff. Teachers, custodians and administrative assistants all can be part of creating a welcoming climate at school by understanding students with questions like “What’s happening?” Restorative questions can even be used at home for family meetings and for meetings with parents and teachers. In the feature “Have Your Say”, the scenario deals with what happened when a teacher was injured in class by a student running around the classroom.
Steve’s Story Time deals with a conflict between two girls that escalated to threats on the internet. Using restorative practices, he talks about how he offered alternatives to suspension. Parents, students and staff are not always aware of how to stop harmful behaviours. As a way to build relationships, schools can help everyone take responsibility for their actions. In the feature “Have Your Say”, the scenario deals with the perception that students get off easy when sent to the office for a conversation and return to class within 30 minutes. Consequences are very much a part of a restorative conversations.
Starting with Steve’s Story time, the conversation considers classroom circles that work or not, along with some very practical suggestions for how to start doing circles in classrooms. Clear expectations are essential; clear questions and gradual introduction of circle processes sets up students and teachers for success. Listen for the top tips for starting circles in classrooms.
It is tough to make connections with others at school when everyone needs to keep a 2 meter distance, wear masks and stay in a cohort all day. Students want to socialize together and have to stay apart. Shelley, Steve and Stan discuss some of the impacts of Covid on our schools and classrooms. When we can’t connect with people face to face, building and maintaining relationships in school really does matter, a lot! In the feature “What do you say?”, they discuss a scenario in which students going from remote learning to in person learning and back again. This greatly impacts learning and a sense of belonging at school. Everyone in the building is affected by the pandemic and a quick check-in can help like “How are you dealing with the isolation at school?”
The pandemic has impacted every school and none more so than remote instruction. Shelley, Steve and Stan discuss a scenario and the impact of having the cameras off when teaching. Shelley describes her first circle dealing with school dance promo that included a homophobic skit. Steve discusses his first circle about a male who sexually abused a female student. Stan talks about the yard conflict which took a circle shape in resolving the situation. None of these were easy first circles yet with persistence and a “don’t give up” attitude, the harm was addressed and individuals were able to better understand the impact of their actions on others.
Shelley, Steve and Stan introduce themselves and why they’re starting up this podcast in their retirement. They just can’t stop talking about restorative practices. With over 80 years of experience working in schools between them, Shelley, Steve and Stan have seen the power of restorative conversations from less formal to more formal. Each of them has learned so much and continues to learn as the restorative practice movement grows across Canada and around the world. They continue to hear back from workshop participants that the stories and the experiences ground the principles into daily practice. If you have a story to share, let them know in order to keep the conversations going.