Prevention over punishment Restorative practices help engage students , build school cultures
Some Charlotte-Mecklenburg Schools teachers and students are using restorative practices to shift school culture . Restorative practices focus on prevention rather than punishment , using mediation , conversation and group discussions to engage students before disruptive behavior occurs .
Students ’ range of experiences — their home lives , their neighborhoods and the overall atmosphere of the school — affects behavior in class . Restorative practices give students a sense of belonging and pride in school . They help to alleviate students ’ fears of bullying , alienation and failure .
Ranson IB Middle is one of 30 CMS schools with staff trained in restorative practices . Ranson ’ s teachers and support staff received the training last summer and started using it this year . Principal Erica Jordan-Thomas said she ’ s already seeing a positive impact .
“ There is so much occurring nationally and locally that directly impacts our scholars . Rather than carrying that weight throughout the day and allowing it to become a barrier to learning , community circles provide a safe and structured way for them to process and express themselves with the support of an adult ,” said Jordan-Thomas .
Teachers use classroom circles to help students speak up and feel included . In Mario Terry ’ s classroom , the lighting is soft . The sixth-graders listen for their teacher ’ s prompts : “ look at me , keep your voices at a level zero and form a circle .” Terry introduced a topic that had been on his students ’ minds since the school shooting in Broward County — should teachers be armed in school ?
A talking piece , in this case a small stuffed animal , gives each student an opportunity to speak and to be heard . The person holding the stuffed animal speaks while everyone else listens . Everyone must answer the first prompt but the second is always optional .
Terry asked students , “ How would you describe , in one word , how you want to feel in school ?” Most answered safe and others said happy , encouraged , empowered , positive and excited . He showed a short video on the topic . He asked students to form their own opinions and give their thoughts . Taylor Elkins , an eighth-grade teacher , structured a circle to discuss
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“ Community circles allow for intentional time for staff to strengthen relationships ,” said Jordan-Thomas .
The school ’ s student population is 65 percent black , 25 percent Hispanic , four percent Asian and three percent white . Eighth-grader Adrian Barrett is white . He started attending Ranson in seventh-grade and said being a minority at school made it hard for him to make friends .
“ The circles have helped me be me and connect with my peers because we have the same struggles . We understand each other ’ s fears and dreams . Some of my classmates want to be video-game designers while others want to be lawyers . I want to be an architect ,” said Adrian . “ Now , I see my teachers as people , too . They have lives outside of school and struggles like everyone else . It makes it easier to talk to them because I know they aren ’ t judging us .”
Restorative practices were piloted in the district three years ago and CMS Superintendent Dr . Clayton Wilcox supports their use . He has appointed an associate superintendent to lead social , emotional , mental and anti-bullying efforts and another associate superintendent to lead cultural awareness and inclusive teaching . In his 2018-2019 budget request , he is also asking for more funds to add 40 to 50 extra social workers and counselors to schools .
“ Restorative practices align with my focus on social-emotional learning ,” said Dr . Wilcox . “ It helps us equip our students with the tools they need to resolve conflict , which in turn makes our schools safer and keeps students in the classroom .”
One teacher has found restorative practices useful when tensions are high because it helps students manage their feelings appropriately .
“ If a conflict arises , I use restorative questions to get to the root of the problem , it gets resolved and I can continue to teach ,” said Macy Parker , a sixth-grade math teacher . “ I ’ ve learned to listen before I speak . Before , I ’ d say , ‘ you did …’ I ’ d tell them the issue instead of taking a step back and hearing their perspective .”
Ileana Yang , a sixth-grader , was nervous about going to middle school . She wasn ’ t sure she ’ d make friends or fit in and was worried about bullies . She doesn ’ t worry about any of that now and is glad she is at Ranson .
“ We ’ ve had discussions about bullying . Because the circle is a safe space , students opened up about why they do it . A lot of it was because they felt unhappy with their lives ,” said Ileana . “ After we talked , they started to see the harm they were causing . I ’ ve seen the difference in those students . They don ’ t bully anymore .”
Kiara Diamond , an eighth-grade English language arts teacher , discovered that getting to know her students helps her plan more inspired lessons .
“ When students reveal an interest during our circle time , I find a way to hook them in and keep them focused by including it in a lesson ,” said Diamond . “ Personally , the practice has made me more committed to my students .”
LaTasha Smith-Valentine and Verna Rochon are district training and quality coordinators for the Student Discipline and Behavior Support Department .
“ The use of restorative practices doesn ’ t eliminate misbehavior . It does help reduce discipline issues in schools when the strategies are used daily . It ’ s about how staff engages and responds to students , and each other . It takes time and practice ,” said Smith-Valentine . “ It should be attempted with every student with the knowledge that some may require additional social-emotional supports or disciplinary action depending on the situation .”
8 • September / October 2018 • Parent Teacher Magazine