The Restorative Practice Continuum:
RP leans heavily upon proactive relationship building at enCompass. Teachers use the Behavior Management Cycle (BMC) to clearly define classroom and community expectations and affective language to express how classroom expectations and student behavior impact the learning environment both positively and negatively. Affective statements allow stakeholders to express their feelings while removing the “doer from the deed”. An example, “I am frustrated by the noise of the pencil sharpener when you use it while I am delivering instruction.”
Affective statements are the first and least restrictive layer of RP. Restorative chats are the next layer and are used when a staff member needs to discuss a matter with a student to aide in restoring relationships.
The most restrictive RP is reserved for repairing harm with the most destructive behaviors in the community. This practice is never intended to take the place of disciplinary action but rather is intended to restore relationships of those affected.
RP Questions:
Affective statements are the first and least restrictive layer of RP. Restorative chats are the next layer and are used when a staff member needs to discuss a matter with a student to aide in restoring relationships.
The most restrictive RP is reserved for repairing harm with the most destructive behaviors in the community. This practice is never intended to take the place of disciplinary action but rather is intended to restore relationships of those affected.
RP Questions:
- What happened?
- What were you thinking of at the time?
- What have you thought about since?
- Who has been affected? In what way?
- What do you think needs to be done to make things right?
- What did you think when you realized what happened?
- What impact has the incident had on you and others?
- What has been the hardest thing for you?