Restorative Practice

At HPSS, we take restorative approach to behaviour. Our script allows the learner to actively reflect on their actions and encourages them to take responsibility for solving the problem.

According to restorative schools:

'The essence of restorative practices is disarmingly simple: that human beings are happier, more productive and more likely to make positive changes in their behaviour when those in positions of authority do things with them, rather than to them or for them.' (2009) adapted from Wachtel 2004.

The restorative approach has been compared to punitive, neglective and permissive approaches.

Punitive

As you can see, a punitive approach is adult-centred, where the teacher gives a consequence 'to' the learner. This is what we consider 'cold and demanding' which is detrimental in building positive relationships with the learner and provokes a reactive and defensive response.

Neglectful

The neglectful approach is adult-centred, where the teacher does 'not' engage with the learner. This is what we consider 'cold and undemanding' which again is detrimental in building positive relationships with the learner.

Permissive

The permissive approach is child-centred, where the teacher works 'for' the learner. This is what we consider 'warm and undemanding' which often results in blurred boundaries and rescuing.

Restorative

The restorative approach is relationship-centred, where the teacher works 'with' the learner. This is what we consider 'warm and demanding' which encourages problem solving and collaboration.

What does this look like?

The restorative process uses a sequence of questions that focus on accountability, support and finding solutions:

What happened?

Who has been affected? How?

What needs to be done to put things right?

Wachtel (2001) believes that restorative justice is contagious and that this philosophy should be part of everyday life.

Principles of Practice

1. Foster awareness

2. Avoid scolding or lecturing

3. Accept ambiguity

4. Seperate the deed from the doer

5. See every instance of wrong-doing and conflict as an opportunity for learning

My Wonderings

Sometimes when I see the same students over again, in relation to the same behaviours, it's hard to see the effectiveness of this process. I must consider that our learners' minds are still growing and that, as Maurie says, these interventions are like drops of water hitting a stone.

I also wonder whether the students that are frequently put through the restorative process almost establish a dialogue to fit the questions asked and I wonder about the sincerity of these answers.

I presume that this relationship-centred approach requires empathy to be truely effective, but empathy is quite a complex skill which I believe takes time to develop, and in some cases appears to remain quite limited .

Do we need to develop empathy in our students? If so, how?

I think this system is more successful than any other I know, but could it be improved?

Resources:

http://pb4l.tki.org.nz/PB4L-Restorative-Practice

http://www.restorativeschools.org.nz/restorative-practice

Strang . H., & Braithwaite . J. (2001). Restorative Justice and Civil Society. Cambridge University Press (Chapter 8)

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