Restorative Practice

Downloads

Fair Process (pdf)

Having Fun with the Social Practices Window Script (pdf)

Key Characteristics of Classrooms That Support Restorative Practices (pdf)

Organizational Change Window (pdf)

SD Window Quadrants (pdf)

Statements & Questions to Consider (pdf)

Affective Statement Examples (pdf)

All Apologies (pdf)

Compass of Shame (pdf)

Early Grades Restorative Questions Staffordville ES (pdf)

Feelings Wheel (pdf)

Human Systems (pdf)

Restorative Questions IIRP (pdf)

Restorative Questions (pdf)

The Nine Affects (pdf)

A Trauma Lens for Systems Change (pdf)

Balancing-ACEs-with-HOPE (pdf)

Current Landscape (pdf)

CYW ADVERSE CHILDHOOD EXPERIENCES QUESTIONNAIRE Modified (pdf)

jamapediatrics_bethell_2019_oi_190057 (pdf)

What’s My ACES Score (pdf)

CIRCLES Quick Reference (pdf)

Concentric Circle Map (pdf)

Current Landscape (1) (pdf)

Current Landscape copy (pdf)

Large Fishbowl Map (pdf)

Problem of Practice Fishbowl (pdf)

Mr. Rogers Neighborhood Testimonial (mp3)

WorkshopEval fillable updated May 20 (docx)

CIRCLE WARM UP CARDS (pdf)

Playing a Game

Working restoratively is importantly about practicing in the day-to-day of building relationships and community, not merely about restoring or repairing relationships and community when rules are broken or harm has occurred. Everything, including academic instruction, that an educator does, be it in a role of teacher, administrator, paraprofessional, etc., should be conducted through the lens of relationship/community building. “If you don’t build it, there is nothing to repair/restore.” We have used the metaphor of “playing a game,” (basketball) to understand what it means to work restoratively and be authentic in that practice that has proven to be useful. Here is that explanation.

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Videos

Subira Gordon linking Equity, Trauma and Restorative Practices

Restorative Practices Training

San Francisco Overview of Restorative Practices

Restorative Practices Training

Baltimore K - 8 Principal on Restorative Leadership

Restorative Practices Training

Having Fun With the Social Practices Window (Singapore)

Restorative Practices Training

The Still Face Experiment (Mom and Baby)

Restorative Practices Training

Impromptu Restorative Problem Solving (Australia Amy, Jack & Mr. Abbotts)

Restorative Practices Training

Irish Principal Telling How He Solved a Bullying Issue with Two Sixth Grade Boys

Restorative Practices Training

Kindergarteners’ Problem Solving Circle Around Friendship (Pinellas, Florida)

Restorative Practices Training

Ted Med Talk on Adverse Childhood Experiences (ACEs) With Nadine Burke-Harris, M.D.

Restorative Practices Training

Restorative Justice in Idaho (Cody Gates, Father & Court/Juvenile Justice Experts)

Restorative Practices Training

From Hostility to Harmony: Formal Conference To Mend Relationships (Girls, Mothers & Facilitators)

Restorative Practices Training

Serious Situation Circle: Baltimore Kindergarteners After Riots When Schools Reopened

Restorative Practices Training

Aaron Passes During Morning Meeting/Circle in ES

Restorative Practices Training

Check-In Advisory Circle in Maine MS

Restorative Practices Training

Baltimore MS Course Content Long Term Project

Restorative Practices Training

Baltimore HS Definition of Success Circle (Combination Lock as Talking Piece)

Restorative Practices Training

Baltimore MS Boys Reflecting On A Test They Took (Non-Sequential Circle)

Restorative Practices Training

Overview & Value Of Restorative Practices From Pinellas, FL (Circles Used In Many Contexts/Levels)

Restorative Practices Training

Conducting Circles Virtually

Restorative Practices Training

Alexander Hamilton ES in Baltimore (Third Grade Conducting A Compliment Circle)

Restorative Practices Training

Burning Bridges, Bucks County PA (Documentary)

Restorative Practices Training

Best Practices: Restorative Practices session

Restorative Practices Training

A Story About RP In School

Restorative Practices Training

AH Clip 2 Song Attendance Ritual

Restorative Practices Training

Ellen Degeneres Here and Now

Restorative Practices Training

Feedback Circle

Restorative Practices Training

Get to Know You

This is a PK – 8 public charter school in Baltimore City, MD (Hampstead Hill Academy). This circle comes at the end of the school year and because they have been using circles routinely, they are able to share openly and personally. Notice that they acknowledge each other with non-verbal actions and the teacher only shares when she has the talking piece.

Cell Phone Restorative Practices Impromptu Meeting

This is an example of a single teacher solving a problem with a student herself using the restorative process. In our judgment, she does too much talking and should not share information about another student with the one she is speaking with. Importantly, however, It does demonstrate that problems can only be solved among those causing the harm, and those impacted by it. The goal IS for affected parties to solve the problem together, and for this reason we share this video clip.

Restorative Circles

This short video from Baltimore introduces the use of Circles as a strategic restorative practice. We believe that the most important and primary use of Circles is to further academic goals, as well as enhancing communication while classroom communities get to know individual members.

Restorative Preschool Circle Using Talking Piece PK

This is a Headstart Class. The children are four years old. With practice, children this young can work in Circles and use a Talking Piece effectively. The teacher has chosen a Talking Piece that is easy for them to hold, pass, roll and fidget with. As happens often when children first start working in Circles, some of them want to keep talking! The teacher here handles this well.

Asking What Happened PK

This Headstart teacher is working with two four-year-olds who have encountered a typical problem: sharing. She uses Restorative Questions to facilitate a conversation between the two to help solve the problem. Children this young are perfectly capable of answering these questions and figuring out how to solve the problem. As you will see, one of them is too upset to engage in the student-generated solution at that moment. Once she calmed down (and the teacher gave her the time to do so), she was able to say, “please,” and build a car.

Horn HS Restorative Practices - student voices

This short video clip showcases student voices at the high school level talking about the benefits of working in Circles. When Circles are used for academic purposes and/or getting to know you goals, there will likely not be such outpouring of raw emotions, as are exhibited in the segment. However, when students get comfortable with working in Circles and because of it know one another well, when emotionally charged issues come to the Circle, there will likely be such expressions. It is not at all uncommon.

Ireland Restorative Problem Solving Circle in School

This is a good example of a Irish high school class using the Circle both to problem solve and to check in with the class at the beginning of the period. Typically, the teacher should not repeat what each student says or make comments after each student comment. The teacher should not talk unless she/he/they have the Talking Piece. It is not clear in this case if she is doing so to make sure that the microphone captures all of the individual comments for the video, but would not do this otherwise.

Hampstead Hill Middle School Circle

This video is from Hempstead Hill Academy, a public charter school in Baltimore City, MD and showcases a “town meeting” type culminating experience for the MS students. Notice their love of circles, the ‘good’ noise in the beginning, their positive affect & clear ability to share openly because of their relationships.

Weekly Circles Building Community to Foster Academic Achievement ALL

This showcases what is being used in Valor Collegiate Academy in Nashville, TN in middle school. It is a good example of how a weekly routine/ritual of having school-wide circles emphasize the importance of community and relationship building beyond the classroom, to foster success and establish a firm commitment of the value of working in circles to build relationships and community to improve student achievement.

City Springs 8th Grade Circle

This is City Springs Elementary/Middle School, a public charter school in Baltimore, MD and is an excellent example of how the circle can be naturally used to discuss and work through texts in Middle School. This clip showcases the entire class and lasts about a half hour.

City Springs 8th Grade Circle Short

This is City Springs Elementary/Middle School, a public charter school in Baltimore, MD and is an excellent example of how the circle can be naturally used to discuss and work through texts in Middle School. This clip is a shortened version of the longer clip (9 minutes) that is also posted for you here.

Hampstead Hill 6th Grade Check in Circle

This is a PK – 8 public charter school in Baltimore City, MD (Hampstead Hill Academy). This circle comes at the end of the school year and because they have been using circles routinely, they are able to share openly and personally. Notice that they acknowledge each other with non-verbal actions and the teacher only shares when she has the talking piece.

AH Alexander Hamilton Entire Circle Mr Daniels

Baltimore City, MD is a true restorative district. Every day in the elementary schools each class begins the day with a 20 minute session dedicated to relationship building. In this third grade class this time is used intentionally and wisely. In this eighteen minute class example, there are eight segments that demonstrate instruction, rituals, relationship building games, complimenting, and opening and closing. This circle is being held at the beginning of the year, but it is clear that these students have been working restoratively for years. Notice their affect. They are all enjoying the experience and appreciate one another.