www.stfrancis.edu · College of Education · Regional Educational Academy for Leadership
Restorative Practices in the Classroom
- Template 2022
- Section Template
- 3 Credits
- 04/20/2022 to 07/29/2100
- Modified 10/27/2022
As a Catholic university rooted in the liberal arts, we are a welcoming community of learners challenged by Franciscan values and charism, engaged in a continuous pursuit of knowledge, faith, wisdom, and justice, and ever mindful of a tradition that emphasizes reverence for creation, compassion and peacemaking. We strive for academic excellence in all programs, preparing women and men to contribute to the world through service and leadership.
This course introduces participants to Restorative Justice concepts, practices, and strategies in the classroom. Culturally appropriate restorative justice practices can be used in schools, particularly in classrooms, to help create a culture of care in schools. Participants will learn how to facilitate circles, and integrate an applied understanding of conflict resolution and mediation principles into Restorative Justice processes that help students to learn the self-awareness and self-management skills they need in order to achieve school and life success.
Research shows that there needs to be a sense of school connectedness and caring and nurturing relationships between the teachers and the students so that there can be an increase in the students’ positive experiences of schooling and responsible self-monitoring of their behavior.
College of Education Mission
The mission of the College of Education is to prepare competent and caring educators who understand students, serve the community and develop professionally to become ethical decision-makers and leaders.
Participants will acquire a deep understanding of the basic principles of restorative justice, focusing on the primary principle of relationships providing students with multi-tiered systems of support, trauma informed care and social emotional learning.
Serving the Community
Participants will be able to engage in and train others to facilitate community circles for building a sense of belonging and connectiveness in schools, particularly in the classroom.
Finding Our Professional Selves
Participants will learn how to engage in and train others to facilitate restorative conversations, restorative circles, and restorative assessments for creating harmony in schools, particularly in the classroom.
Access to standards referenced in this section can be found HERE
By the conclusion of the course, each participant will be able to do the following:
- Define the principles of restorative justice practices such as establishing relationships, building a culture of care and community circle. IPTS 2b, SES 3a, InTASC 1, NBPTS 1
- Identify and engage in restorative conversations, restorative circles and restorative assessments for creating harmony in schools, particularly in the classroom. IPTS 2B & 2G, 11, SES 5b. 2B.3a, NBPTS 5
- Explain strategies for facilitate classroom conference circles to respond to wrongdoing and conflicts as a group, and to use restorative interventions and problem solving tools to resolve conflicts and promote positive behavior. IPTS 2b, SES 3a, InTASC 1, NBPTS 1
- Respond restorative to major and minor misbehavior problems and to facilitate classroom conference circles upon reentry of a student after a major infraction so that they can repair and restore harmed relationships. IPTS 2b, SES 3a, InTASC 1, NBPTS 1
- Develop an Action Plan to implement restorative justice practices, multi-tiered systems of support, trauma informed care and social emotional learning in your classroom or educational area. IPTS 10, 11, 11J, SES 4a, 3A.5a, 3B.4b, InTASC 9, 10, NBPTS 4, 5
Course Assignments Overview
Weekly Reading and Text Discussions: Each there will be discussion questions in the Canvas LMS to which you will respond using content gained from the book sections read and/or the Digital lectures and video clips of that module. If appropriate, give examples from you own classroom. Respond to two other students and/or teacher posts per week.
Action Plan : You will develop an action plan to integrate the course learnings in your course, school or educational area i.e. to emphasize restorative justice practices, multi-tiered systems of support, trauma informed care and social emotional learning in your classroom and your classroom management plan, or in the school, or your area of educational responsibility.
Restorative Circles: Participants will show mastery of the two major restorative circle conversation types by either: 1) attending weekly on-line synchronous class sessions in which they will implement restorative conversations using a script or 2) taping themselves engaged in a restorative conversation with at least one other participant using a script.
Weekly readings from Textbooks and Discussion responses
After learning about the theory of restorative justice practices by reading textbook chapters and listening to the digital lectures and video clips modeling Restorative practices, participants will be able to:
Restorative Circles: Two options: 1) attend weekly on-line synchronous class sessions in which they will implement restorative conversations using a script or 2) tape yourself engaged in a restorative conversation with at least one other participant.
After learning how to implement restorative circles and conversations by reading textbook chapters and listening to the digital lectures and video clips of restorative practices, participants will
Action Plan: Develop an action plan to emphasize restorative justice practices, multi-tiered systems of support, trauma informed care and social emotional learning in: 1) your classroom and your classroom management plan, or 2) in the school, or 3) in your area of educational responsibility.
After learning about restorative discipline, restorative practices and other behavior programs by reading textbook chapters and listening to the digital lectures and/or video clips of restorative practices, multi-tiered systems of support, trauma informed care and social emotional learning, participants will be able to:
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Academic Support Services
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The University strives to be in compliance with the Americans with Disabilities Act (ADA) and the ADA Amendments Act (ADAAA). A student who requires special accommodations or arrangements due to a disability should contact the Office of Disability Services. This contact preferably should occur no later than the first week of classes. Early contact before the semester starts is encouraged to allow sufficient time to provide accommodations. Extra time is needed for some types of accommodations such as sign language interpreters or special text formatting. Should a need arrive after the start of a semester; the student is encouraged to contact the Office of Disability Services as soon as possible. Note that accommodations are not retroactive. Each case will be reviewed on an individual basis to determine reasonable and appropriate accommodations.
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