Restorative Classrooms Process
Having our circles really helped the class gain trust in one another, and now we can share and work through problems...I have learned a lot about other people.
--Rane, 7th grade student
--Rane, 7th grade student
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The Restorative Classrooms and Schools Process consists of weekly classroom circles that combine group activities that teach core skills and concepts of restorative justice. Council-style discussions give the class an opportunity to immediately apply of what is being learned to the real-world issues affecting the classroom community.
This training equips teachers with the skills and curriculum to implement this process in their classrooms. You can view and download the entire curriculum and training manual on this website .  Sixth grade students, teacher,
and adult volunteers in a "Wheelhouse" Circle. What teachers say...
“Students accepted more responsibility for their roles in both creating and solving the problems. It became much easier to encourage students to solve their problems themselves, in part because I gained more confidence that students had the skills to do so, but also in part because of how the project shifted the way I communicate with my students.” “Before the project I felt that it was my sole responsibility to solve problems and take care of issues. Now I have I can see how it makes sense to share this responsibility with students. Students shifted in the same way, from expecting me to take care of everything, to understanding that they had responsibility to help.” “Students changed from wanting the teacher to do something and feeling angry if we didn’t, to understanding and accepting when we challenged them to use their tools to solve problems, and gave them support in their efforts to do so.” “Students learned they can be problem solvers, and that there are many alternatives to consider in a problem situation.” “The whole class became aware of and attuned to behavioral trends how behaviors were affecting their functioning as a group.” “Students felt proud when their class made progress in reducing problem behaviors.” “When students were asked to solve problems in past, they would respond “I dunno,” and I would feel responsible to come up with a solution. I recognized that these solutions were not generally effective. Now I facilitate student’s thinking process, and help them come up with solutions.” “Students are much more likely to take ownership for issues affecting them and the classroom.” “My role and how I problem-solve has changed; I’m less likely to get angry as quickly. The project allowed me to come from a more loving and caring place.” “I never cry in class. But there were some moments when I found the tears coming down.” “I was surprised by what my students really want. I didn’t expect that they want to have a chance to help fix things, they want to be part of it. It changed my perception of the kids.” “Things were broken and I didn’t know how to fix it. My own frustration was in the way. I noticed how cruel the kids were; it confounded me. Then in this project, to hear them voice their own pain… I was so touched; I had never cried in class before. I became more mindful that I don’t know what they walk with. I started allowing myself to see.” |
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