Like
many teachers at the end of a school year, I limped into those final weeks and
much of it seems like a blur. Between
the grading, activities and projects to help keep student interest, endless
assemblies, celebrations, meetings, and requests for “something I can do to get
my grade up” (we’ll leave that for another post), it’s not surprising that we
block out any messages about “next year”.
Sorry, just can’t handle thinking about that now. I’ve got a classroom to box up, final grades
to enter, and a few dozen forms to fill out before I can start my summer
break. But now, just two weeks before I go back, some
snippets are coming back and the anxiety level is going up.
In
early June I didn’t know what restorative discipline was. What I did know was that our school
discipline system didn’t work, so whatever restorative discipline was it had to
be an improvement. After some quick
research, I discovered that the focus was to build classroom communities using “circles”
where students talk about their fears, feelings, and hopes. Each child is given a voice because they can’t
speak until they hold the “talking stick” (or some other object). Traditional punishments are replaced with
dialogue to repair the harm done to others.
After that quick research, I was no longer too sure that this would be
an improvement. Now before any of you
jump on me over that, let me explain my very mixed feelings:
Ø The
last thing I want is for any student to miss class time which is a big reason I
normally handle any classroom issues in the classroom.
Ø I
believe out of school suspension is a last resort for dangerous behavior.
Ø I
truly care about my students and want them to learn from mistakes, not just be
punished for them.
Ø Addressing
the root cause of the misbehavior is the best chance to stop the misbehavior.
All
of the above would put me in the pro-restorative discipline class. Pass the talking stick!
Ø I
teach middle school math - six sections of advanced math every day each with
about 25 – 30 kids in each class. We
cover two years of math in one and I have these kids for approximately 45
minutes per day.
Ø The
idea of having everyone sit in a circle and pass around a talking stick during
class gives me a headache. My required
curriculum is already compacted, rigorous, and fast-paced. Nowhere in that curriculum map does it
mention circles, talking sticks, and feelings.
Yep, I just double checked.
Ø Students
have seven class periods a day. We are
all supposed to do this once a week with each class. Do the math on lost instruction time and feel
your head start to hurt.
Ø If
there are truly no consequences (other than eventually saying you’re sorry), is
there incentive for students to stop misbehavior?
This
group would put me in the anti-restorative discipline class. Hit myself in the head with the talking stick!
So,
I went back and did a lot more research.
From
my research and discussion with educators, I learned that restorative
discipline or practices focuses on building community in schools. The goal is to repair harm done to others
rather than just punish. The system
seeks to reduce suspensions and help students accept responsibility for their
actions and develop empathy for others. Students
engage in community circles on a regular basis to discuss their feelings and
build relationships with teachers and classmates and may engage in harm circles
to repair damage done by their or other’s behavior. Students report feeling happier and safer.
From
that same research and discussions, I’ve also learned that restorative
discipline or practices can be used to artificially deflate suspension and/or
discipline referral rates, does not work without complete buy-in and training,
cannot be used in place of real discipline for serious offenses, and can actually
increases violence and bullying because consequences are removed. Teachers report feeling more stressed, less
safe.
My
very unscientific teacher talks showed that the higher the grade level taught,
the less the teacher liked restorative practices. Teachers of high-stakes state testing subjects
definitely dislike it the most. Many
felt that it increased disrespect towards teachers. The teachers that really like restorative
practices reported all reported having extensive training, some that started
1-2 years before implementation. Other
educators had mixed feelings like me.
One teacher who initially loved the system reported that frequent staff
turnover really undermined the program.
There
is a lot to think about and I know from past experience that I won’t know until
I know. Based on my research, I don’t
think my district has a chance of making this really work but will enjoy
reporting less discipline problems. A
very sad statement, but here are my facts on this:
Ø Last year our
campus had about 1,100 students, five administrators, three counselors, 3
campus advisors, and 58 teachers.
Ø Next
year our campus will have about 1,100 students, five administrators, three
counselors, 3 campus advisors, 54 teachers, and one teacher on assignment to
run the restorative discipline program.
Administrators will no longer handle discipline issues.
Ø Detention
was eliminated years ago to save money and because “it wasn’t fun or convenient”.
Ø Teachers
are marked down on evaluations for writing discipline referrals.
Ø I
reached out to our new restorative justice teacher and asked about
training. There is none scheduled, they
got two days of training this summer and were told the county would handle
training all the teachers at various workshops throughout the next year.
I’d
love to hear from those of you that are seeing restorative justice done well at
your school as well as from those who truly know what I’m walking into this
year.
Even with the uncertainty of a new discipline program, I'm excited and looking forward to the new school year. I've been around long enough to know that working together with our students we can get through anything. Wishing
everyone a wonderful 2017-18 school year!
Laura @
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