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Establishing Explicit Good Practices in Creating Restorative Classroom Culture
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Establishing Explicit Good Practices in Creating Restorative Classroom Culture

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LCCS had the opportunity to share our experiences of using Restorative Practices in schools at the International Institute for Restorative Practices (IIRP) 13th World Conference in Hull, United …

LCCS had the opportunity to share our experiences of using Restorative Practices in schools at the International Institute for Restorative Practices (IIRP) 13th World Conference in Hull, United Kingdom on the 14th October 2010.

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  • 1. P R E S E N T E R D A N I E L A N G K O K S E R M A E D N & H D , C C P C 1 4 O C T 2 0 1 0 Establishing Explicit Good Practices in Creating Restorative Classroom Culture
  • 2. About Students Work Services School Social Work Agency Behaviourally Challenging classes At-Risk Children Juvenile Delinquents Build practice around Solution Focus (SF) and Restorative Practice (RP) Philosophy
  • 3. Objective of the Session Using SF language to create restorative culture in the classroom within the Restorative Framework
  • 4. Principles of SF? Clip : Solution Focus Hunter The Client is the expert. If it works, do more of it. If it doesn’t work, do something different Solutions can be independent of the problem
  • 5. Characteristics of SF Language Socratic Specific and concrete Focus on exceptions and success Generous use of compliments
  • 6. Common Themes in RP and SF Language RP Themes SF What happened? Facts What happened? Who has been affected? Relationship Questions Who has been affected? What needs to happen to make things right? Preferred Future What needs to happen to make things right? Exceptions Scaling Compliments All Rights Reserved 2009
  • 7. What students want in the classroom? Random survey of a neighbourhood school in Singapore 2006 Conducive classroom Engaging Teaching Care and support Firm and Fair
  • 8. 9 Stronger Relationships - Engagement - Explanation - Expectation Clarity - What happened? - Who has been hurt? - How can we make it work? - Behaviour, not the person - Shame & Emotions TO WITH NOT FOR Practice Domains Fair Process Theory Restorative Questions
  • 9. Distinction between Class rule and class goals 1 Purpose Class Rules Safety Class Goals Culture What is your classroom management orientation?
  • 10. 11 What classroom culture does the class want?
  • 11. Distinction between Class rule and class goals 2 Focus on the Presence Class Rule Negative Behaviours Class Goal Positive Behaviours What do you give attention?
  • 12. Setting Class Culture Exercise using the Practice Domain 1 Awareness Level Pick one school value, and use 10 adjectives to describe that value in the classroom within the WITH Domain.
  • 13. Setting Class Culture Exercise using the Practice Domain 2 Observational Level Pick one of that adjectives and describe 10 likely behaviours or characteristics indicative of that adjective in the classroom within the WITH Domain
  • 14. Setting Class Culture Exercise using the Practice Domain 3 Explicit Level Pick one of that behaviour indicators, and describe 10 explicit actions for that behaviour in the classroom
  • 15. Example - CARE 10 Adjectives 10 Behaviour/ Characteristics Explicit Actions 1. Loving 1. Willing to help others 1. Helping teachers to carry books 2. Helpful 2. Concerned about friends 2. Helping friends with school work 3. Friendly 3. Willing to listen to others 3. Helping a friend up if he/she falls. 4. 4. 4. 5. 5. 5. 6. 6. 6. Awareness Level Observation Level Explicit Level
  • 16. Working With the Class Setting Class Goals (example) Supposed you are working in the WITH DOMAIN with the teacher, what will the class be doing? Class we have an issue with respect, what does respect look like in the WITH DOMAIN
  • 17. Importance of classroom goals exercise It works because… Fair Process is experienced Sets Clear Expectations
  • 18. Establishing Restorative Classroom Culture 1 When nothing happens When things go wrong Focus on efforts in working towards classroom goals Restorative Engagement
  • 19. When nothing happens Focus on positive efforts Compliments Scaling
  • 20. Restorative Engagement Story of Jason Continuum of RP Exception
  • 21. Story of Jason Jason is an unmotivated pupil who is disinterested in school work. He comes to school because his parents persuade him to complete secondary education. He often sleeps during lessons and does not hand in assignments until he is chased after by teachers. He feels that some of his teachers who dislike him are picking on him all the time as there are other students in the class doing similar things but are not reprimanded. Thus often he is angry and rude to his teachers. He does not have respect for many of his teachers. No form of advice or punishment is working on him and the teachers are “flustered” as a lot of their time and energy is spent on Jason and there is no improvement neither in his attitude nor behaviour.
  • 22. Restorative Practice Continuum Affective Statements Affective Interactions Small Impromptu Meeting Circle or Group Formal Conference
  • 23. Restorative Engagement Looking For Exceptions Relationship with parents What keeps him awake in other classes? When were the times he had handed in homework on his own? Seems like issue of fairness and firmness is important to him Who are the teachers he respected and has good relationship with? When were those times he wasn’t angry and rude? What does a good day look like for Jason?
  • 24. Using RP principles in an SF way Look for Exception I noticed you are not always angry and rude, what happened? In what ways do you find it helpful? What difference would it make if you had reacted in this manner? What needs to happen to make things right?
  • 25. Outcome Studies Class of similar ability in different years Compared across two classes of different years 2008-2010 2007-2009 Behaviourally more responsive Higher academic achievements Greater class bonding
  • 26. Contact Details Daniel Ang Kok Ser Executive Director Lutheran Community Care Services Ltd 485 Bedok South Ave Singapore 469315 Tel: +65 64413906 (office) Mobile: +65 98524934 Email: daniel.ang@lccs.org.sg
  • 27. Resources Berg, I S & Shilts, L (2005) Classroom Solutions: WOWW approach, Milwaukee: Brief Family Therapy Centre Terry O Connell, Ben Watchel and Ted Watch Watchel: Conferencing Handbook: The New Real Justice Training Manual
  • 28. Thank You

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