An Ounce of Prevention and a Pound of Cure: Restoring Relationships & Fostering Understanding THE PURPOSE OF THIS SESSION IS FOR PARTICIPANTS TO REFLECT UPON HOW THE IMPACT OF PUNITIVE DISCIPLINARY ACTION CAN UNDERMINE A COMMUNITY’S EFFORTS TO ENSURE A SENSE OF BELONGING FOR ALL CHILDREN THEY SERVE. WE WILL DO THIS BY INTRODUCING AND EXPLAINING HOW RESTORATIVE DISCIPLINARY PRACTICES CAN IMPROVE OUTCOMES FOR STUDENTS WHILE OFFERING MORE TOOLS TO TEACHERS AND ADMINISTRATORS SO THAT STUDENTS FEEL CONNECTED TO THE SCHOOL COMMUNITY.
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An Ounce of Prevention
and a Pound of Cure: Restoring Relationships &
Fostering UnderstandingTHE PURPOSE OF THIS SESSION IS FOR PARTICIPANTS TO REFLECT UPON HOW THE IMPACT OF PUNITIVE DISCIPLINARY ACTION CAN UNDERMINE A COMMUNITY’S EFFORTS TO
ENSURE A SENSE OF BELONGING FOR ALL CHILDREN THEY SERVE. WE WILL DO THIS BY
INTRODUCING AND EXPLAINING HOW RESTORATIVE DISCIPLINARY PRACTICES CAN IMPROVE OUTCOMES FOR STUDENTS WHILE OFFERING MORE TOOLS TO TEACHERS AND
ADMINISTRATORS SO THAT STUDENTS FEEL CONNECTED TO THE SCHOOL COMMUNITY.
An Ounce of Prevention and a Pound of Cure: Restoring Relationships & Fostering Understanding
COURTNEY DAIKOS
CHRIS CRONAS
Courtney Daikos Chris Cronas
Continua Consulting Group, LLC 2019
Who is in the room?
Teachers
Principals/Aps
SSAs- psychologists, social workers, counselors
Para-professionals
Central Office Leaders
Community Based Organizations
Other?
Early Ed
Elementary
Secondary
K-12
Post-Secondary
13%
13%
13%
13% 13%
13%
13%
13%
Ac
ce
ss
to
Ri g
o r o u s, D i ff e r e n t i a t e d , Co r e C
on
te
nt
Co n t i n u a Co n s u l t i n g Gr o u p , LLC
Social
Emotional
Learning
(SEL)
Common
Language &
Expectations
Regulation:
Emotional &
Physiological
Restorative
Practice
Community
Engagement
& Integration
ACEs
Understanding
(trauma
informed)
Culturally
Responsive or
Identity Safe
Pedagogy
Universal
Screening &
Data Driven
Practices
Leadership
Relationship
Values
Vision
Trauma-Informed Multi-Tiered Systems of Support
Tier 1 Main Components
Trauma informed Tier 1 for Schools
Outcomes for this presentation: Participants will:
Reflect upon your disciplinary stance and how it does or
does not model restorative beliefs
Reflect upon current structures for Restorative Practices at
tiers 1, 2 and 3 in your school
Learn about fundamental, universal (pre) restorative
practices at tier 1 to set the foundation for tiers 2 and 3
Asses current levels of Tier 1 implementation for Restorative
Practices
Agenda
10-10:05 Welcome & Agenda review
10:05-10:15 Why Restorative Practices?
10:15-10:30 Social Discipline Window
10:30-10:55 Natural & Logical Consequences
10:55-11:10 Use of Restorative Questions to Repair @ all 3 tiers
11:10-11:25 Reflection for your site: closing circle
11:25-11:30 Q/A & Next Steps
Dirty Pond
What does the research say…
[R]eliance on punishment as a social regulator is problematic because it shames and stigmatizes wrongdoers, pushes them into a negative societal subculture and fails to change their behavior.
Provides four approaches to maintaining social norms and behavioral boundaries
“[H]uman beings are happier, more cooperative and productive, and more likely to make positive changes in their behavior when those in positions of authority do things with them, rather than tothem or for them.” Wachtel, 2005
Social Discipline Window
HIGH Control/HIGH Support
Classroom management is consistent, clear and pro-active. Supports for students are scaffolded and embedded.
Students know expectations which are clear, concise, reasonable and reasonably enforced.
Teacher recognizes positive behavior and rewards positive behavior
Social Discipline Window
LOW Control/HIGH Support
Classroom management is highly inconsistent and expectations are unclear or change. Students in this environment take advantage of situations because the teacher is permissive.
Students know the teacher will not follow through.
Social Discipline Window
HIGH Control/LOW Support
Classroom management is inconsistent, unclear and reactive. Teachers are seen as punitive or ‘mean’.
Students may know expectations but they are unreasonably enforced.
Teacher recognizes negative behavior and punishes negative behavior
Social Discipline Window
LOW Control/LOW Support
There is little to no management. Students are not given clear direction behaviorally or academically.
Students do not know expectations which are usually not taught and arbitrarily enforced if they are at all.
Discipline: Journal Activity
How do you perceive your role when managing
discipline?
What are you staff’s expectations of you and your
role?
What changes, if any, may you need to make as
the ‘head disciplinarian’?
Constructivist Cultural Practices
Practices such as Co-constructed norms for adult and
student groups help set a culture of trust and belonging
Continua Co-Constructed Norms *process:
Students/teacher or staff collaboratively agree on how to behave/treat each other
Whole group agrees to norms
Norms for how to safely remind each other of agreements are also established (horizontal accountability)
*See Co-Constructed Norms Lesson Guidance in session folder
Consequences: Natural & Logical
Natural
What naturally occurs as a result of the
action?
Logical
Directly related to the incident
Respectful to student
Reasonable in scope
Immediate
Examples of Natural vs Logical
Consequences in Life
Natural Consequence
If I slip & fall down the wooden stairs while wearing socks, a natural consequence would be that I bruise my legs & back when I fall and hit the stairs with my body
Logical Consequence
If I slip & fall down the wooden stairs while wearing socks, a logical consequence would be that I wear shoes or just bare feet, not socks, the next time I walk down those slippery stairs
Discipline
Scenario
Elementary school: 75% white students and 7%
African American students. 5th grade, African
American student gets called the N word by a
white peer and encourages the peer to have a
fight after school. Each student hits the other once, before being intercepted by adults,
neither boys is physically hurt.
Students calm down and discuss the incident
with administrators. Both boys apologize to each other after some mediation and agree not to
fight as planned.
Discipline
Scenario (cont.)
Neither boys have a history of fighting
White student does not have a history of using dehumanizing or racist language
towards peers
African American student has been
called the N word 3 times by other peers
this school year
Administrators respond to the incident with an exclusionary consequence of
neither student being allowed to attend
a field trip to visit University of Washington
the following day
Shifting from Exclusion and Punishment, to
Learning and Logical Consequences
Exclusion/Punishment
Loss of opportunity to go to a field
trip for an incident unrelated to
trip
Logical Consequences
How might the administration responded
differently to this incident? What could
have been logical & learning
consequences for both boys?
Logical Consequences are:
Directly related to the incident
Respectful to student
Reasonable in scope
Immediate
But, What about RECESS??
The Benefits of Recess
Aside from physical and cognitive benefits, it has been proposed that participation in play can help facilitate the development of social and emotional skills such as cooperative goal setting, teamwork, and emotional regulation.
... Proponents of these ideas have suggested that participation in physically active games during recess is positively associated with pro-social behaviors such as the ability to develop peer relationships, sharing, problem solving, and conflict resolution.
Miyamoto K, Huerta MC, Kubacka K. Fostering social and emotional skills for well-being and social progress. Eur J Educ. 2015; 10.1111/ejed.12118.
“…children spend approximately 40% of their
waking hours at school and
60% of school districts have no
formal recess policy. Moreover,
only 22% of school districts in the U.S. require daily recess for
What might be an alternative, logical consequence for students, rather than loss of recess (or detention in
secondary)
- Student does not complete work
- Student says inappropriate language, repeatedly
- Student refuses to comply with class activity
- Student is repeatedly late to class
- Student argues with peers
When might loss of recess actually be
logical?
… and when loss of recess is a logical/related consequence, how will the student’s physical regulation needs be met- i.e. replacement or alternative
recess?
Establish-Maintain-Restore is an approach that enables teachers & support staff to reflect on the their relationship status with each student and strategically and intentionally guide their interactions with students
• Intentionallybuilding positive relationships
Establish
• Keepingrelationships intact through ongoing positive interactions
Maintain
C. Cook, PhD, 2016
• Reconnecting with the student after a negative interaction to restore the relationship
Restore
IIRP Questions for Responding to Harm
Challenging Behavior
What happened?
What were you thinking of at the time?
What have you thought about since?
Who has been affected by what you have done?
In what way have they been affected?
What do you think you need to do to make things right?
To Help those Affected
What did you think when you realized what had happened?
What impact has this incident had on you and others?