Restorative Practices Coliste amonn Rs Wexford CBS Secondary

Restorative Practices Coláiste Éamonn Rís Wexford CBS Secondary School

What are Restorative Practices? The Restorative Teacher intentions The Restorative Classroom School Context School Journey and Experience Challenges

• According to Belinda Hopkins (author of ‘Just Schools’) Restorative Practice is an approach to offending and inappropriate behaviour, which puts repairing harm done to relationships and people over and above the need for assigning blame and dispensing punishment. It is about asking the following questions; • What happened? What are Restorative Practices? • What were you thinking at the time? • What are you thinking now? • Who has been affected and how? • What do you need to move on? • What needs to happen now so that the harm can be repaired? • Contrast this with the more traditional approach where we ask; • What happened? • Who is to blame? • What is the appropriate punishment?

Traditional Methods v restorative methods A traditional approach to discipline focuses on the school rules that were broken, apportioning the blame and makes the wrongdoer accountable by punishing them. Restorative practices focuses attention on the relationships that have been damaged, what needs to happen on all sides to rebuild these relationships and what can be learned from the experience.

Academic v Behavioural errors in the classroom. • • • Academic errors are accidental errors are bound to happen Learning requires exploration – students learn by questioning and challenging what they are told Academic learning difficulties signal a need for additional or modified teaching A calm voice/approach helps them correct the errors Behavioural errors oerrors are deliberate oerrors should not happen o. Students should not explore limits, nor question and challenge what they are told – they should accept and obey o. Behavioural difficulties should be suppressed, and signal a need for sanctions o. Shouting at them will improve their behaviour

Every student knows how to behave assumptions Every student knows the school rules

What do we really want students to take away from the classroom? We want them to think for themselves To challenge others if they disagree Ultimately we want them to take responsibility for their own learning Good team players Good interpersonal skills and good communicators Caring and compassionate human beings. . . All skills need opportunities to work them out.

A restorative classroom is a place where relationships matter. The better the relationships in a classroom A restorative classroom -What does it look like? ? ? between teacher and students between the students themselves the better teachers can teach the better the students can learn the fewer challenges and conflicts there will be.

A restorative Teacher. . . Believes that relationships matter works to create opportunities for everyone in the class to connect as much as possible When things go wrong, ensures that re-connection happens as soon as possible

. . . For effective teaching and learning. . . For motivation and inspiration Relationships matter. . In developing community spirit, team spirit and active citizens. . . When things go wrong. . . In tackling bullying and violence

Do you know the name of everyone in your class? Do you know at least one positive (preferably non school) thing about them? Do your class room have rules or guidelines? What is your classroom like? Who do they apply to? Do the students have an input into them so they take ownership of them? Are they reviewed regularly so that everyone holds everyone else to account? Do you actively teach, and model, caring and compassionate behaviours? Do you make time for fun, laughter, congratulations or celebration?

When you deal with issues. Do you invite everyone involved to give you their perspective? yes/no Restorative Conversations Do you express sincere curiosity about their thoughts, feelings and needs during the incident and since? yes/no Do you ask them to think who else may have been affected or involved? yes/no Do you invite them to think about what their own needs are for closure and repair? yes/no Do you encourage them to work together to find ways to put things right? yes/no

Do you listen actively and demonstrate impartiality, by refraining from: Using your body or tone to threaten or show disapproval? Yes/no Giving your own opinion about what has happened? Yes/no Restorative Conversations (continued) Taking sides? Yes/no Assuming you know what has happened? Yes/no Telling people what to do? Yes/no Offering unasked - for advice? Yes/no Insisting people apologise and make up? Yes/no

Far from being a ‘soft option’ the restorative approach is an uncomfortable experience for all involved. Soft Option. . . ? It is based on the idea that when people get things wrong they put them right. However they must be involved in finding a way to put it right, rather than solutions or demands being imposed by others. It is also not an easy option for those intervening, as it requires an honest look at the context in which things have gone wrong, and a willingness to consider what may have contributed to things going wrong.

How much do i need to know? What skills do i need to get involved? • Intensive (1 -5% of School population) Rebuilding Relationships (specialist skills) • Targeted Repairing Damaged Relationships (restorative questions) • Universal Building and Reaffirming good relationships in all areas of school life (basic attitude/approach) (whole school population)

Boys (Secondary) Wexford Town-pop. Circa 16, 000 Mix of urban and rural SCHOOL CONTEXT School Population 503 (2008) 644 (2018) New Building February 2018 One of five secondary schools in the town Predominantly Irish but students from 16 nationalities on roll Great range of academic abilities and learning difficulties ASD Unit

Reviewing strengths of our current structures and challenges facing the school What emerged as a strength was the quality of relationships in the school Background to introduction of rp-why? We faced the same challenges that face schools everywhere, bullying, the emergence of cyber bullying, an apathy and lack of motivation among some students leading to a percentage of students who were disengaging with the educational process and system. Discipline was good, but we did think we could perhaps develop it further-suspension seen by some as the solution to problems. Our discipline structure did challenge negative behaviour but didn’t necessarily encourage students to take responsibility for their actions. How effective were suspensions in addressing behavioural issues, especially bullying issues? Reflecting on our school mission statement, where our primary objective was to “Develop responsible individuals who will participate fully in a changing society”, we decided to look at a restorative practice system.

• Coming late to school • Homework not done or completed • Failure to bring appropriate books/materials Types of issues involved • Disrupting class by talking/fooling around/speaking out of turn/throwing things • Inappropriate language • Abusing/fighting with another pupil • Making a mess, not cleaning up • Theft and property damage • Bullying and harassment of others • Rudeness, insolence and contempt

2012 -13 Invite to Paddy O’Connor former Principal of Letterkenny Vocational College to give a presentation to staff 2013 -14 Discussion at staff meeting-staff encouraged to engage- small numbers at first led by the DP JOURNEY 2014 -15 Further support and encouragement to staff Rewriting of school Code of Behaviour Information for Parents (Information Nights/Newsletter) and Students (Student Journal)

Practical changes • In the first year, there were some changes made to the various systems within the school. The Discipline Committee committed to meeting all students booked for a restorative meeting. • Each teacher was given a “restorative questions “card for reference • A list of ‘restorative volunteers’ was established from the staff and circulated to all staff members as well as a full list of different classes where people were available to help out should a situation develop. This meant that there is always someone available to assist if an intervention is required. • Student misbehaving given a restorative reflection sheet. • Each teacher was provided with colour laminated posters to display in their classrooms and around the school environs to reinforce the methods being used. • We did a practical in-service from within the staff on how it would translate.

Teacher feedback both informal and on surveys was very positive Students felt more included Less aggressive confrontations Results. . Number of bookings and suspensions dramatically reduced. Better atmosphere in class & school Very positive feedback from WSE-MLL

DISCIPLINARY STATISTICS 2014 -15 0 Year 2015 -16 1 2016 -17 0 % of school pop. No. of days 2017 -18 No. of students suspended 13 2. 11% 20 2016 -17 2015 -16 2014 -15 12 21 14 1. 99% 3. 49% 2. 32% 26 83 67 2017 -18 0

Not only thinking of the restorative approach for when things go wrong A whole school approach Instead to highlight the proactive elements which are far more important-working at building student-teacher relationships (Teachers involved in extra-curricular and co-curricular activities) It should overlap with the work the school is already doing to develop active and more participatory teaching and learning styles, behavioural plans, student leadership, greater student voice and participation and preventative policies to minimise the risk of bullying and other areas of conflict within the school.

It is not the magic formula to fix all issues It requires time and patience. We maintain the option of traditional approach But. . It requires teachers to reconsider traditional role/approach It often requires a bit of explaining to parents It requires ongoing practice and reinforcement to avoid falling into old habits Empathy required

KEY POINTS RP-Building and healing relationships Empathy