1. A restorative approach informs the lens
through which we communicate, interpret
and engage.
This model seeks to establish a structured
framework and an explicit language in the
development of positive relationships, and
to cultivate a sense of community.
Restorative Practices offer teachers skills,
language, and reflective practices that cre-
ate a healthy school environment and pro-
mote the well-being of the whole school and
the community it serves.
The Paradigm Shift
Restorative Practices
A collaborative and proactive way of
being that aims to build community and
manage conflict by modelling positive
behaviour.
Michelle Stowe M.Ed.
Training & Consultancy
Cultivating
Relationships
through
Positive
Communication
A Whole School Approach
The Power of Relationships
Phone: 0876979859
mstowerp.wordpress.com
michellestowerp@gmail.com

2. Looking to improve relationships and
well-being?
Looking to build on staff collegiality?
Looking for a whole-school positive
approach to student behaviour?
Looking for a proactive way to prevent
bullying and build empathy?
Looking to promote reflection to sup-
port school self-evaluation?
Looking to gain skills that support
school improvement?
I am passionate about RP as a teacher and as a human
being in the world. I feel that it has so much to offer us all
and I would love to share this with others.
I have been championing, modelling, implementing and
co-ordinating Restorative Practices in St. Mark’s Commu-
nity School since 2010. This included:
 Establishing and facilitating a professional learning
community (PLC)
 Leading a whole-school distributed leadership
model guiding each PLC member to facilitate their
own PLC
 Creating a student-mentor programme where sen-
ior students worked with junior students and sup-
ported tutors
 Developing a peer-teaching model for class cap-
tains and student council to raise awareness
throughout the school
 Training TY students to deliver an RP teacher-
refresher initiative and promote an RP anti-bullying
campaign
 Promoting proactive initiatives to build community
I have also:
 Developed and facilitated RP teacher training for
the Childhood Development Initiative (CDI),
 Created and delivered workshops in the Dublin
West Education Centre,
 Completed an RP Implementation Action Research
Project for my thesis.
Restorative Language/Questions
(conversations/ meetings/ conferences)
Fair Process
(explain/ engage/ expectation)
Circles
(relationship building/ problem-solving/
educational)
Reflective Practice
(empathy/unmet needs/solution-focused lens)
Implementation/Training
full days/ cycles/ 8x 2hr workshops for Croke Park/
Haddington Road/ CPD hours
 Staff—whole staff/ pastoral care team/
year heads/ interested volunteers/
identified champions)
 Student Programme—Class Captains/
Student Council/TY
Module/Senior Peer
Mentor Programme
Michelle’s RP Experience:
Motivation
Mechanics
Observation
RP’s MOM
Motivation
Observation
Mechanics