This document discusses the use of restorative practices in school settings to address behavioral issues and repair relationships. It provides two case studies of students where restorative practices were successfully used. In the first case, a student labeled a troublemaker was able to repair relationships with teachers and experienced a turnaround through a mediated contract process. In the second case, analysis of a teacher's high removal rates of a student revealed an underlying issue that was addressed through respectful discussion, which improved the student's behavior and relationship with that teacher. The document advocates for using restorative approaches like listening, identifying underlying issues, and facilitating respectful dialogue to understand situations fully and restore relationships.
Asking for, and getting help for child neglect:children, young people and par...BASPCAN
Brigid Daniel
Professor of Social Work
University of Stirling
with thanks to:
Cheryl Burgess, University of Stirling
Jane Scott, With Scotland
Julie Taylor, University of Edinburgh
and to Action for Children
Short Answer 1Q1.You are the director of Fun Start Day Car.docxmanningchassidy
Short Answer 1
Q1.
You are the director of Fun Start Day Care, a culturally and socioeconomically diverse early childhood care center in an urban area. You observe John, an early childhood professional in one of your classrooms. John is a young, white, Christian, and a recent college graduate from a small town. One of the white children in John’s classroom asks one of the black children why his skin is so dirty for the whole class to hear. John does not answer the question. Instead he replies, “People may look different, but everyone has a mommy and daddy at home who love them no matter what they look like.”
You are concerned by this and begin to visit his classroom more often. You recognize over time that the majority of the material John presents to the children reflects only mainstream cultural practices and identities. The children in the classroom begin to behave in ways that reflect this bias as well. John never discusses racial discrimination or sensitivity, and instead, chooses to ignore the diverse nature of his classroom in favor of a model that assumes that all the children are the same and have the same needs.
Explain how the following key concepts apply to the classroom situation described in the scenario: in-group bias, racial socialization, and culturally-responsive teaching.
Short Answer 2
Q2.
A 4-year-old girl named Wadja, who is a recent immigrant from Afghanistan, recently enrolled in the early childhood care center near a U.S. military base. Wadja will be placed in Miss Shauna’s class. Miss Shauna has read about Afghanistani culture, has seen many acts of violence on the news taking place in Afghanistan, and is worried about the class accepting Wadja and how she will adjust to her new environment.
Upon meeting the family and Wadja, Miss Shauna realized that she was very well adjusted, a bit shy, but was becoming more curious about the other children. After a few weeks, Miss Shauna noticed that Wadja started to take her headscarf off after her parents dropped her off in the morning. Wadja also seemed a bit self-conscious about the food her parents packed for her, resulting in Wadja sitting alone or sometimes saying she was not hungry and did not want to eat.
Many of the children in Miss Shauna’s classroom have relatives who are serving in the military, with some stationed in Afghanistan. One boy in class told Wadja that his uncle killed people in Afghanistan. One of the other children recently made a comment directed toward Wadja that “all Muslims are bad.” He later revealed that he had heard his grandfather say this a few times recently.
Explain how the following key concepts apply to the classroom situation described in the scenario: acceptance; discrimination based on race, religion, or gender; acculturation; and privilege and power.
Short Answer 3
Q3.
Rosa is a new administrator at Building Blocks Day Care, an early childhood care center. She is 25 years old and arrives at the center at 5:00 a.m. t ...
Asking for, and getting help for child neglect:children, young people and par...BASPCAN
Brigid Daniel
Professor of Social Work
University of Stirling
with thanks to:
Cheryl Burgess, University of Stirling
Jane Scott, With Scotland
Julie Taylor, University of Edinburgh
and to Action for Children
Short Answer 1Q1.You are the director of Fun Start Day Car.docxmanningchassidy
Short Answer 1
Q1.
You are the director of Fun Start Day Care, a culturally and socioeconomically diverse early childhood care center in an urban area. You observe John, an early childhood professional in one of your classrooms. John is a young, white, Christian, and a recent college graduate from a small town. One of the white children in John’s classroom asks one of the black children why his skin is so dirty for the whole class to hear. John does not answer the question. Instead he replies, “People may look different, but everyone has a mommy and daddy at home who love them no matter what they look like.”
You are concerned by this and begin to visit his classroom more often. You recognize over time that the majority of the material John presents to the children reflects only mainstream cultural practices and identities. The children in the classroom begin to behave in ways that reflect this bias as well. John never discusses racial discrimination or sensitivity, and instead, chooses to ignore the diverse nature of his classroom in favor of a model that assumes that all the children are the same and have the same needs.
Explain how the following key concepts apply to the classroom situation described in the scenario: in-group bias, racial socialization, and culturally-responsive teaching.
Short Answer 2
Q2.
A 4-year-old girl named Wadja, who is a recent immigrant from Afghanistan, recently enrolled in the early childhood care center near a U.S. military base. Wadja will be placed in Miss Shauna’s class. Miss Shauna has read about Afghanistani culture, has seen many acts of violence on the news taking place in Afghanistan, and is worried about the class accepting Wadja and how she will adjust to her new environment.
Upon meeting the family and Wadja, Miss Shauna realized that she was very well adjusted, a bit shy, but was becoming more curious about the other children. After a few weeks, Miss Shauna noticed that Wadja started to take her headscarf off after her parents dropped her off in the morning. Wadja also seemed a bit self-conscious about the food her parents packed for her, resulting in Wadja sitting alone or sometimes saying she was not hungry and did not want to eat.
Many of the children in Miss Shauna’s classroom have relatives who are serving in the military, with some stationed in Afghanistan. One boy in class told Wadja that his uncle killed people in Afghanistan. One of the other children recently made a comment directed toward Wadja that “all Muslims are bad.” He later revealed that he had heard his grandfather say this a few times recently.
Explain how the following key concepts apply to the classroom situation described in the scenario: acceptance; discrimination based on race, religion, or gender; acculturation; and privilege and power.
Short Answer 3
Q3.
Rosa is a new administrator at Building Blocks Day Care, an early childhood care center. She is 25 years old and arrives at the center at 5:00 a.m. t ...
Middle School Essay
My Time at Boarding School Essay
My High School Year Essay
My School Essay
My High School Teacher
My Experience At My School
Essay about school days
My Life As A Student
Essay on A Day in School Life
Middle School Essay
My Time at Boarding School Essay
My High School Year Essay
My School Essay
My High School Teacher
My Experience At My School
Essay about school days
My Life As A Student
Essay on A Day in School Life
1. Being Heard, Healing the Hurt,
Changing Perceptions: Use of
Restorative Practice in School
Settings
Lynn Massey-Davis
Withernsea High School
2. What are your
thoughts about
the lad in
black ?
Now how about
the lad in blue ?
More information: The lad in blue is called
Lewis. His dad is in prison for drug dealing.
Their house had been petrol bombed by some
of his dad’s associates. Lewis, his mum and
baby sister barely escaped with their lives.
Lewis is often violent towards other children and
has been labelled by his teacher and others in
his class
Change
anything ?
But what happens if you are the
teacher who has to deal with Lewis
every day as one of 28 kids in your
class ?
Or the parent of the child who has
been bullied ?
Or Lewis who now has a belief that “I
am bad, I can’t do anything right”
3. This is Tim. He teaches modern foreign
languages in a school where although the
area is predominantly white working
class, a large proportion of children
struggle with their primary language. He
is young, private school educated and
has not yet developed the empathy which
will one day make him a good teacher
The school where Tim teaches has a
system where disruptive children are
removed and if they have two
removals in a subject in a week, the
pupil has a lunchtime detention.
When the log is analysed by the head
of “Inclusion”, it appears that Tim has
one of the highest removal rates in the
school and there are around 3-4 pupils
who have been removed more than 10
times
4. LABELLEDLABELLED
He keeps wasting my time!
She can’t keep friends
I’m not going to help her anymore,
she’s had so much help and she just
goes from one person to another,
nothing changes
She can’t handle her
classes
Why are kids from his class
always removed to me. They
aren’t a problem for me
Jack is so far behind with his
coursework he won’t get his 5
A*- C’s yet he is a bright lad
I am useless. I can’t do
anything right
I am useless, I can’t do
anything right.
5. This workshop
• A couple of case studies of work with
individuals
• Where we are going to in our school with
restorative practice
6. Suzie
• Year 9
• Odd one out
• Made lots of allegations to a
range of staff about bullying
• Teachers investigate to find
nothing
• Suzie has worn out the
patience of every teacher
who teaches her
• Relationships are broken and
Suzie is labelled
• Mum and dad are concerned
• There is a need for healing.
7. Being heard
• The story of pain has
to be heard
• Borrowed from
Solution focussed
therapy
• Only then can the
question “what would
make it right again ?”
• What can you give ?
• What should you give
8. Back to Suzie
• Contract between Suzie and
the teachers she had “hurt”
• If she wasted time in false
allegations – then she would
have to “pay back” the time to
the teachers.
• Later there was also a contract
which Suzie had the
confidence to ask for between
her and a group of girls she felt
bullied by
9. What happened to Suzie?
• Rather than be a “failure” I
ended up teaching Suzie A
levels
• Suzie is now 2 years through
her mental health nursing
degree
• She is her own person and
happy and will make a terrific
nurse
• She gave permission for her
story to be told because we
are still in touch!
10. Lessons
• Everyone has to be
heard
• The person who feels
“wronged” has to
have some justice
• This seems to draw a
line under the events
and deliver “Label
amnesia”
11. Behaviour Audit
• Withernsea High School
• B4L
• Systematic way of dealing with disruption
• All removals are logged with details of time, lesson and
teacher
• Year group 130
• 12-16 pupils “hard core” 20+ removals a year
• 4 out of 5 are boys
• Significant numbers have difficult relationship with one
teacher only
• This is sensitive!
12. Beginings of restorative working
• Chris is in my form
• Lives with big sister because
mum has serious mental
health problems
• Came up from junior school
labelled as a “difficult”
student
• I monitored his “log”
• 3 removals from one science
teacher in a fortnight
13. Science teacher
• NQT with Ph.D.
• I took the time to talk with her
at break
• Listened to her talk about
Chris (I am fond of Chris, this
was hard for me)
• Asked her to state “What
would make things a little
better?”
• Slipped in a few details to her
about Chris’s life before he
lived with sister
• Asked her to notice when
things were a little “better” with
Chris.
14. Back to Chris
• Talked to Chris about
how things went with
Ms H.
• “If you could do one
thing differnet which
might make a
difference to the
lesson with her what
would it be ?”
• Can we try it ?
15. Outcome
• Chris is no longer a
likely lad
• Averages 2 removals
a term
• None from Ms H
16. Next steps
• Use behaviour logs for early identification
of poor relationships
• Seek to repair through skilled helper
mediation
• Never forget the pain
• Restore means the opposite of assertion
• Written contracts sometimes help
• Other times not
• Its like “Jazz” be prepared to improvise ?