Testimony by Subira Gordon (June 2018) on disproportionality and Restorative Practices being the only pathway out
The overview of Restorative Practices from Baltimore City focuses on the use of circles for many purposes
This clip out of Singapore focuses on the PRACTICE (not misbehavior/discipline) of working restoratively in each of the four quadrants (Punitive, Neglectful, Permissive and Restorative)
This problem solving situation is solved in five minutes. It is a great example of the overall process of working restoratively (never bringing individuals together without their permission, never forcing an apology and the use of Affective Statements and Restorative Questions).
This Irish Principal describes a “bullying” situation with two twelve-year-old (sixth grade) boys that was solved through an impromptu conference; it is the best example on video of a concrete solution to a serious problem
This is a class of kindergartners who are very comfortable working in circles and have learned they need to think of their own ideas. The teacher uses the problem at recess as a whole class lesson. The male voice heard is the principal who is observing.
These four-year-olds in a Head Start classroom easily follow the same restorative problem solving process. When Olivia calmed down after the video, she was able to say, “please” and Cody shared his lego car.
This is a (very) shortened example of a Restorative CONFERENCE. The original conference likely lasted multiple hours. Notice where the participants begin and where they end.
This video showcases an entire school district in FL that has become restorative. Administrators and educators at all levels describe the benefits of working restoratively AND there are 25 circles happening in the background. Most of them are for academic instruction. Working restoratively is how you do what you do. It is not one more thing to do.
This short clip demonstrates how a teacher can have a restorative conversation with a student without a facilitator. Note that Nathan tells her three times that he did not understand the impact of his cell phone use and upon understanding it very willing to put his phone away. This teacher talks too much…she should be honoring the silence to give Nathan a chance to respond. And at the end of the segment she shares too much about another student. We can learn from what not to do, too!
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