Level 2: Recovery with Accountability
If I can understand what I am bringing to class and how that affects me as a teacher, than I can better understand what my students are bringing to class and how that affects them as learners. (Brackett, et.al., 2011, p.23)
As a class we work together to help each other learn and be the best. On the occasion that one of us breaks the classroom contract, we work together to restore our safe environment and the relationships that bind us together. |
Strategies:
- Usual constructive reminders ( Classen, 2008)
- proximity, eye contact, silent signal
- Do something unusual or unexpected: to bring the class back together.
- Build truly caring relationships with students (Kohn,2001 ) meeting emotional needs and modeling good example
- treat students with dignity, honor their self-respect, especially when there is conflict (Olsen, 2009)
- Responsibility not obedience (Curwin/Mendler, 2008) Allow students to do the right, responsible thing instead of what you want. Give up control of the classroom for collaboration.
- Cooling off period (time and space, if needed) before beginning restoration/ recovery
- Give students authority to fix the problem (Kohn, 2001)
- peer mediators
- Circle of Understanding or a recovery circle (Pranis, 2014)
- classroom meeting: use a classroom circle to reestablish classroom contract
- student/teacher meeting
- RULER approach: Recognize, Understand, Label, Express, Regulate (Brackett, et.al., 2011, p.23)
- Restorative Practices (Costello, 2009)
- celebrate recovery (Classen, 2008)
Brackett, Marc & Kremenitzer, Janet. (2011). Creating Emotionally Literate Classrooms: An introduction to the RULER approach to social and emotional learning. Port Chester, NY: National Professional Resources, Inc.
Claassen, R. & Claassen, R. (2008). Discipline that Restores: Strategies to create respect, cooperation, and responsibility in the classroom. South Carolina: Booksurge Publishing.
Kohn, Alfie. (1996). Beyond Discipline: From compliance to community. Alexandria, VA: Association for Supervision and Curriculum Development.
Olson, Kristen. (2009). Wounded by School: Recapturing the joy in learning and standing up to old school culture. New York, NY: Teachers College Press.
Curwin, Richard L., and Allen N. Mendler. Discipline with Dignity New Challenges, New Solutions. 3rd ed. Alexandria, VA: Association for Supervision and Curriculum Development, 2008.
Pranis, Kay. (2005). The Little Book of Circle Processes: A new/old approach to peacemaking. The Little Books of Justice and Peacebuilding Series. Intercourse, PA: Good Books
Costello, Bob, Wachtel, Joshua and Wachtel, Ted. (2009). The Restorative Practices Handbook: for Teachers, Disciplinarians and Administrators. International Institute of Restorative Practices.
Claassen, R. & Claassen, R. (2008). Discipline that Restores: Strategies to create respect, cooperation, and responsibility in the classroom. South Carolina: Booksurge Publishing.
Kohn, Alfie. (1996). Beyond Discipline: From compliance to community. Alexandria, VA: Association for Supervision and Curriculum Development.
Olson, Kristen. (2009). Wounded by School: Recapturing the joy in learning and standing up to old school culture. New York, NY: Teachers College Press.
Curwin, Richard L., and Allen N. Mendler. Discipline with Dignity New Challenges, New Solutions. 3rd ed. Alexandria, VA: Association for Supervision and Curriculum Development, 2008.
Pranis, Kay. (2005). The Little Book of Circle Processes: A new/old approach to peacemaking. The Little Books of Justice and Peacebuilding Series. Intercourse, PA: Good Books
Costello, Bob, Wachtel, Joshua and Wachtel, Ted. (2009). The Restorative Practices Handbook: for Teachers, Disciplinarians and Administrators. International Institute of Restorative Practices.