Circle Forum

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.