Restorative Practices

Restorative practices build community so that when relationships are broken, we have the capacity to repair them.

Restorative Qualities

What Resonates

• relinquish control
• be lighthearted & forgiving
• look again
• we are interconnected

Relinquish Control

I know that the more relaxed I become, the more my students learn. I have been fascinated by the power of giving students control. As a science teacher, I have every reason in the world to give up control and let the learning just happen.

My vision is a student-directed classroom. I need to remind myself that control is a safety blanket for me. I think I'm controlling situations, but control is an illusion. I can't control anyone, nor do I need to. I can facilitate, coach and encourage to empower students to take charge of their lives and their learning.

Be Lighthearted

It feels so good to laugh at ourselves and our human condition. It is a commonality we can all engage with. We set a wonderful example for our students when we can connect with them through humility and be authentic as we laugh at ourselves.

Sometimes my classroom can be a very serious place. I am a little afraid of disorder. I have guarded against being a buddy to my students and have actively created boundaries, norms, and calm so that everyone (including me) can feel safe. I think I'm ready to let down my guard and be more forgiving of myself in front of my students.

Looking Again

Students are more than their first impressions, their trauma, their home life, and their academic abilities. We only truly understand them and see them for who they are when we see them through new eyes again and again.

I just did report cards and I realized that I have mentally sorted students into convenient categories: troubled, bright, typical, needy. I want to let go of these easy labels and commit myself to seeing my students new each day. I want to integrate what I know and value about the potential for change into my daily teaching practice.

We are Connected

I believe that we are all interwoven into the fabric of the universe. The more we notice our connection, the more human we become. If we see ourselves as separate, our worst qualities come to the fore and we tear our relationships apart.

I have talked a good game about 'building a learning community', but I don't model it for my students. I am comfortable giving help, but not receiving it, so my students don't see the power of both directions. My goal is to more gracefully accept support from others and talk about that experience with my class.

What is Still Quiet

• open to being wrong
• grounded and present
• undefended and self-aware

Open to Being Wrong

At an intellectual level, I know that the only way to learn is to make mistakes and then try again. At an emotional level, I am very uncomfortable with being wrong. It gives me unpleasant physical symptoms and runaway thoughts. I feel insincere when I ask my students not to be afraid to take risks and make mistakes.

I want to change my thinking about 'being wrong'. I would like to reframe it into being curious instead. In order to do this, I need to practice being in a state of equanimity, an observer with a beginner's mind. I admit little mistakes to my students, but I want to be able to be more authentic with them.

Grounded & Present

I know that this quality has a powerful effect on students, but in the midst of the busy school day, I often ruminate on the past and anticipate the future instead of staying in the moment. If I notice my students aren't present I will stop the lesson and help them, but I don't usually give the same care to myself.

My intention here is to find a way to create natural pauses in my day to return to ground. Where and when that will happen is not yet clear. I look forward to building this habit so that my mind and body will be calmer and I will be able to witness the miracles that come when we're present.

Undefended, Self-Aware

One thing I struggle with is working with several students who 'push my buttons'. Defiance is a huge trigger for me and when that type of behavior starts I can feel myself getting angry and losing my composure. Some of my worst decisions as a teacher have been made in moments like these, when I react to the behavior without looking at what's behind it.

I want to become more aware of my reactions to student behavior so that I can choose how to respond. This will help me handle situations in the classroom more effectively and then look behind and beyond the behavior to see what the student needs. I need to let go of my ego and stay grounded in these moments.

If restorative practices build community, restorative qualities lay the foundation.