During the first preparation phase of Restorative Practices for Educators, before we start our first live Zoom session, there are several key concepts below for your review. Think of this as a flipped-classroom model where you will spend about 2 hours learning new information before we meet in our live sessions to process that information and engage in activities together.
Please watch the videos below and use the questions to guide your learning. These questions are included simply to help you know where to focus your attention. Answers will not be collected.
Engagement Window and Restorative Continuum Review
Watch Engagement Window and Continuum Review (5:23).
As you are watching and reading, consider the following:
- In which box of the Engagement Window do you spend most of your time?
- current policies around responding to behavioral issues in your school/organization to, for, not, or with?
- What other practices on the continuum are used during a conference?
Conference Applications
Please watch these videos:
- Varied Uses of Conferencing in Schools (6:34)
- Restorative Justice in Schools (6:35)
- RJ Practices: A Conference Story and Reflection (9:32)
As you are watching, consider the following questions:
- How do you envision conferencing being used in your setting?
- How do restorative conferences provide a structured opportunity to repair interpersonal harm?
- How do restorative conferences encourage individuals to take responsibility for their actions?
- What are the benefits and challenges of a restorative conference?
The Conference Process
Watch How to Facilitate a Conference (37:23) and read the Conference Facilitator's Script.
As you are watching and reading, consider the following questions:
- What do you notice about the facilitator?
- What skills do you need to facilitate a conference?
- What key areas do you need to work on to become a competent facilitator?
- What is the experience for participants (those harmed, those who harmed, and supporters) in a restorative conference?
- What power imbalances could exist in this conference? How does a facilitator prepare themselves and other participants to be aware of power imbalances based on race, class, gender, sexual identity, disability, etc.?
- As a facilitator, what support do you need to put into place to help you process your experience?
Reflecting, Sharing and Expressing Emotions
Watch Reflecting, Sharing and Expressing Emotions (12:17). As you are watching, consider the following questions:
- Reflect on how you will respond to participant’s emotions. Think about ways to navigate this in the preconference component, so you can be ready for the conference.
- How can you be aware of which poles you might go to on the compass? How do you prepare yourself to manage your responses during the conference?
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