Transcript Slide 1

Behaviour Scenarios
A specially commissioned set of resources for tutors,
school mentors and trainee teachers
Scenario 21: Restorative Approaches (A)
Scenario 21
Restorative Approaches A
(This scenario can be linked to, and is a development of, Scenario 9)
Scenario 9 : Responding to a pupil who refuses an instruction – You
tell a pupil who is disturbing the work of others to move from the
back to the front of the class. The pupil refuses to move.
How do you respond?
Scenario 21: After your immediate response to the situation, you
see the pupil with his/her pastoral head during break time.
How can restorative approaches be used to resolve the underlying
cause of the conflict?
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Key Learning Outcomes
•
Exploring and understanding the ways that restorative
approaches can be used to resolve conflict.
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Modelling and evaluating these approaches and
considering how they might be of use to you with
further training.
For restorative approaches to be effective, specific
training is needed, ideally not just for individuals but for
all the staff in a school. Restorative approaches are
increasingly used in schools and you are likely to come
across trained staff who can help you to find out more.
•
Relevant QTS Standards: Q2, Q8 & Q10
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What should the Pastoral Head do?
1. Talk to you both separately first of all, to hear your
accounts and what your thoughts and feelings were at
the time.
2. Tell the pupil that staff are fed up with his/her constant
misbehaviour.
3. Repeat 1 with both you and the pupil together, having
established the ground-rules.
4. Tell the pupil that he/she will be excluded if it happens
again.
5. Ask you both who else has been affected by the
situation.
6. Advise you on what to do next.
7. Ask you both what needs to happen to repair the harm
and put the situation right.
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Approaches which are ‘restorative’:
The facilitator (in this case the Pastoral Head) will
usually:
1. Talk to you both separately first of all, to hear your
accounts and what your thoughts and feelings were at the
time.
3. Repeat 1 with both of you together, having established the
ground-rules.
5. Ask you both who else has been affected by the situation.
7. Ask you both what needs to happen to repair the harm and
put the situation right.
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The reasons that these approaches are
restorative, while the others are not, are that:
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All parties are treated with equal respect
The facilitator does not decide who is in the right
The facilitator does not pre-judge the situation
The participants take responsibility for resolving the
situation and repairing the damage caused
• The facilitator ensures that the questions asked, and the
way the meeting is run, enable both parties to feel
secure in the process and able to use it to resolve
conflict.
• Scenario 22 explores pupil-pupil approaches in more
detail.
What other restorative approaches could
be used?
1. Giving pupils a “Restorative thinking plan” card, printed
with key restorative questions, can help to prevent
escalation from a minor problem to defiance. This is a
low intervention strategy which enables the teacher to
continue to teach the class.
2. If pupils are aware of the approach and know that they
will be given a chance to have a say (though not
always immediately) this can reduce feelings of
resentment and the likelihood of such escalation.
3. The language of choice in restorative approaches helps
pupils to take responsibility for their actions and
understand the consequences.
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Underlying principles
• The key principles are of fairness and justice, ensuring
that conflicts are resolved and that positive
relationships are built and maintained.
• All parties have an opportunity to explain what
happened from their perspective and be listened to.
• The person who has caused harm is, within a restorative
context, expected to accept responsibility and, with the
support of the others present, work out how to put the
situation right.
• The person who has been harmed has the opportunity
to say what he/she needs to resolve the situation.
• There may be a shared responsibility for the events. If
so, everyone has a chance to contribute to a solution.
• The facilitator does not take sides or tell people what to
do – the process itself should enable a solution to be
found.
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Rights and Responsibilities
• Restorative approaches are based on the same
principles as those that underpin the UN Convention on
the Rights of the Child and enshrine equality of esteem.
• All parties have a right to be heard.
• Agreed ground rules ensure rights and responsibilities
are respected e.g.
Everyone taking part in a restorative mini-conference
or meeting is expected to listen, not to interrupt, to
treat others with respect and to be honest.
• Facilitators ensure that rules are kept so that everyone
feels safe. If rules are broken, a meeting might need to
be stopped until order is restored.
• Confidentiality is a right for all and everyone has a
responsibility to abide by any agreement about who,
outside the meeting, is to be told about the outcome.
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Activities to try
•
Ask if you can observe a restorative meeting in a school which
uses restorative approaches. Identify the key components and
note how the meeting was facilitated and what style was
used.
Subsequently you could discuss with other trainees (ensuring
that you respect confidentiality) what happened and your
views on the process and outcome.
• Working in a group of four, including one observer, role play a
simple, clearly resolved, restorative meeting. It is important
to ensure a quick and satisfactory outcome for everyone –
handling deep conflict requires training and shouldn’t be
undertaken lightly, even as a role play.
Discuss how the different roles feel, what you have learnt and
what you will need in the way of training in order to use
restorative approaches successfully.
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Want to find out more?
• Teachers TV – Secondary Management Restorative
Justice in Action 1
• Teachers TV – Secondary Management Restorative
Justice in Action 2
• Teachers TV – Laters – A Restorative Approach in
Schools
• Teachers TV - website links:
www.transformingconflict.org.uk
www.restorativejustice.org.uk
www.restorativesolutions.org.uk
www.restorativejustice.scotland.org.uk
• Restoring The Balance 2; Lewisham Council (Tel: 020
8690 1133)
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Conclusions
• What is the key message have you gained
from this scenario material?
• How might you apply this approach in your
own practice in school.
• Further insights and notes for tutors and
mentors are available on the website
Updated August 2009