Zusammenfassung der Ressource
Classroom
Vision
- Classroom
Environment
- bulletin board for
student questions and
answers
- cool-off/conflict res.
corner
- students help to
set up corner
- desert island, hawaii
theme, etc
- 3 Restorative Justice
Questions as a poster
- feelings wheel chart
- "when you've made a
mistake" poster
Anmerkungen:
- How did it affect the classroom? The lesson? How do they feel about what they did? Why did they do it? What needs to change? Who is responsible for that change?
- steps of conflict
resolution
- class twitter to ask
pros questions
- suggestions
box
Anmerkungen:
- lesson ideas, questions, asks for help, anon. topics for circle
- graffiti
board/wall
- guestbook-style log for
student feedback on
lessons
- "wall of
words"
Anmerkungen:
- phrases in students' various languages -- slang, arabic slang, Indigenous phrases, AAVE
making all language visible + valued, not just Western "academic"
- poster of medicine
wheel of education
- info on cultural resources,
after-school resources, safety
resources
- food and
toiletries
- 5 conflict resolution
styles
Anmerkungen:
- teach to think about - what style is best suited to reach the outcome you want?
how important is the outcome to me? How important is the outcome to the other person?
learn to let go of desired outcome if it can't or doesn't need to happen
why am I resisting? Is it useful to be reacting this way?
- compete, collaborate, compromise, avoid, accomodate
- Daily
Routines
- music at
transitions
- preview of daily
lessons
- check-ins
Anmerkungen:
- ask what they saw on the way to school to promote awareness and environmental learning
- land acknowledgements
Anmerkungen:
- must be specific to location, relevant, not generic
address length of time Indigenous people lived on the landreference specific treaties that have been brokenacknowledge CURRENT Indigenous communities and rights to landdon't pretend you have permission to be on this landinclude statements of real action; what you intend to do, otherwise it's just performative
- First Week
- ice
breakers
- mistakes +
encouragement exercise
Anmerkungen:
- Positive Discipline p. 35 + 37
- teach how to give
encouraging feedback
Anmerkungen:
- Positive Discipline p. 67
- punishment reflection,
"3 Rs & an H"
Anmerkungen:
- Positive Discipline p. 108-110
- set guidelines for
constructive interactions
Anmerkungen:
- check-in and update a few times throughout year
- end of year: reflect on how
guidelines were met or
changed, how that can be
taken into their future
- t-shirt
exercise
Anmerkungen:
- Positive Discipline p. 81
teaches to see uniqueness of individuals
- crashing boat
game
- intro
pamphlet
- teach and demonstrate
class rules
- teach daily routines
and structure
- introduce
circles
- first circle should be
lighthearted
Anmerkungen:
- introduce circle etiquette and set guidelines together, address any questions, introduction topics to get to know each other and build trust
- teacher = circle keeper
at beginning, but will
later be a weekly class
job
- ask students what they
will need to feel safe
taking part in circles
- discuss and
agree on shared
class values
Anmerkungen:
- make agreements about how conflict will be handled (discuss conflict resolution/restorative justice)
agree to:
check in with ourselves about where we're at emotionally
not negotiate when angry
consider whether other people need to get involved to help address the conflict
active listening
- "solemn vow" to
protect learning
Anmerkungen:
- from Smart Classroom Management
acknowledge that you have more power in the classroom (you all know it so don't be disingenuous by pretending you don't)
your power = responsibility to protect their education, you are accountable to them
acknowledge their expertise
- set personal ground-rules,
but collaborate on specifics
Anmerkungen:
- "acceptable behaviour" box
explicitly outline unacceptable bigotry
- clearly explain WHY each rule
exists - ask to get students to
think of reasons themselves
- clearly define
expectations
Anmerkungen:
- ex. define how you expect them to show up prepared for class (with all materials, pencils, quietly, etc)
- Discuss overall
year content
Anmerkungen:
- get student input on order and focus of subjects
- address teaching and
learning styles
- what traits do you want to
have? what skills and knowledge
do you need to gain these
traits?
- parent circle
conference
- Weekly
Routines
- Circles
Anmerkungen:
- try to get an Indigenous elder in to teach the circle process
- could start as limited,
secret meeting
Anmerkungen:
- builds investment, make it feel less like a mandatory school activity
- choose diverse students
based on intro assignments
- students can call
emergency circle anytime
- problems/issues should be
anon/generalized at
beginning
- problem solving tools
like roleplaying
- wrap-up - compliment one
other student and self
- teach 8 circle
skills
Anmerkungen:
- Positive Discipline
teach one skill at a time
- connect circle rules to
class and cultural values
Anmerkungen:
- connectedness, community, respect
point out symbolism that is linked to these values (talking piece, circle keeper, etc)
- opening statement
about community
- check-in round - struggle,
mistake, or win of the week
- host outside as much
as possible
- discuss similarities
between circles and
cyphers
- have defined phases of info/view
gathering vs decision-making during
conflict res.
Anmerkungen:
- people feel freer to share when they know they're not expected to be coming up with solutions yet, and then more relaxed to explore options knowing all info is on the table
- circles are for sharing pov,
experience, thoughts
Anmerkungen:
- too slow-paced for in-depth discussions or collective decision-making
- offer people a minute to write down
their thoughts so they are not
distracted while listening to others
- minute-keeper
Anmerkungen:
- ideas + agreements, plans of action don't get forgotten
- "keep and change"
circle eval,
flipchart
- only "I" statements and only
speak on your own experiences
- make accessible; at lunch
time, potluck on friday
- assign class
jobs
- could be used for
participation/work
habits grades
- Monthly
Routines
- individual
conferences
Anmerkungen:
- address wins and struggles, how to keep on track, how to best support each student
- new seating layouts
- Teaching
Philosophies
- they have to teach me
how to teach them
- lessons should
balance structure and
improv
- get involved in
the community
- learn the art of
knowing when to
tell vs ask
- gratitude is
always
genuine
Anmerkungen:
- not used as reward or judgment, no strings attached
- not teaching to obey -
teaching to develop
values
- call and
response
exchanges
Anmerkungen:
- hones focus and engagement - "For White Folks Who Teach in the Hood"
- class must be place
safe to express
emotions
- diffuse negative
feelings/anxiety/etc
with humour, stories
- trauma healing
requires safety +
security
- ask easy questions first
so more can engage
- then link them to
the lesson
Anmerkungen:
- helps guide students to see the connections
- view all behaviour as
them doing their best
Anmerkungen:
- gives students space to consider other options without feeling judged, criticized, or shamed
- make sure body
language matches
instructions
Anmerkungen:
- ex. point at the words you want them to copy
- do not erase/invalidate
their sense of self
Anmerkungen:
- they see themselves differently than you see them, and your view is not more valid
ex. you consider them "unprepared" because they do not come with a pencil, but they consider themselves prepared because they arrive on time and are open to learning
- culturally responsive
math and science
Anmerkungen:
- look up mathematicians and scientists of colour, inventions specific to unit of study; history of topics in societies other than the west (ex. corn growing in Incan/Mayan/Aztec societies, architecture in various cultures)
- integrate Indigenous
knowledge into
EVERY subject
Anmerkungen:
- local Indigenous perspectives on topics, application of knowledge (local medicinal plants, etc)
- develop content around important
days in religions and history
Anmerkungen:
- May - Asian History Month
June - Indigenous History Month
focus on local + relevant histories and cultures
- environmental learning
Anmerkungen:
- even just doing lessons outside is better than not
- Six Threads of
Inclusive Design
- designing the instruction
Anmerkungen:
- How can we ensure the programming is authentic and reflects the lived experiences and abilities of students?
- Engaging parents,
family, & community
Anmerkungen:
- How do our classrooms and schools honour the voices and lived realities of parents and community members in local and global contexts?
- Environment as teacher
Anmerkungen:
- What does the environment of our school say about how we value our students' identities and experiences?
physical representations are important; posters, students' art, etc
- analysis of data
Anmerkungen:
- How well do you know who your students are and how they are experiencing school? Do you know the patterns of success?Who and where are students being under-served? What questions are you not asking?
- building leadership
capacity
Anmerkungen:
- How can the learning that occurs in the classroom and schools be used to build the collective capacity of students, staff, and community?
- responding to student voice
Anmerkungen:
- How do we draw on the voices and realities of students to make responsive programming decisions?
- incorporate and normalize
LGBTQ+ histories
- take initiative on
accessibility
Anmerkungen:
- offer and frequently remind about providing copy of notes
- Parent
Engagement
- ask what values
and skills they
want their
children to have
Anmerkungen:
- get feedback on what curriculum content and knowledge they prioritize
- ask for examples of how
they teach their children in
certain situations
- quarterly meetings
Anmerkungen:
- opportunity for positive updates about students
students choose work they're most proud of to display
- crowdsource available times, how often parents want to meet, preferred locations
- communal
activities and
spaces
Anmerkungen:
- knitting, potlucks, socializing and check-ins
at a library or community centre; somewhere accessible
childcare provisions
translators
- their insights on students'
strengths and needs
- their children's
learning styles
- what students struggled
with and succeeded with in
previous year
- what knowledge and skills
parents possess that they
could share with class
- also have them share their
knowledge and experiences
in the meetings
- explain restorative
justice practices +
process
Anmerkungen:
- Restorative Justice, 7 goals and principles of youth justice in New Zealand
- consider prayer times, religious
days when organizing any
meetings
- stand up to greet guests
and use titles
- be mindful of different cultural
expectations around touch, eye contact
- Lesson
Ideas
- "sometimes you
win/sometimes you
learn" journals
- learning
styles
- conflict
resolution
skits
Anmerkungen:
- Non-Violent Communication - Marshall Rosenberg
- students teach one
lesson a week
Anmerkungen:
- gives you insight on teaching techniques and lesson ideas that the students enjoy
- bring "artifacts" from
outside of school to link to
lessons
- competitive games
throughout units
- digital scavenger
hunts
- incorporate social
media
Anmerkungen:
- teach how to curate
online presence
Anmerkungen:
- for networking, safety/privacy
- co-construct stories using vocab.
- how to identify feelings
vs. judgements
Anmerkungen:
- Non-Violent Communication -- Marshall Rosenberg
- address how we have
learned to hear things as
demands instead of
requests
- how to identify what they
want/need from other
person in response to hurt
Anmerkungen:
- ex. validation, advice, reassurance, reparation, etc
- mental
health
- how to counter
negative self-talk
Anmerkungen:
- objectively looking at mistakes, 11 unhealthy thought patterns, etc
- how the brain works
Anmerkungen:
- neural synapses, growth mindset
areas of brain and development (prefrontal cortex last, etc)
brain's affect on emotions, self-regulation
turn synapses lesson into a game outside in a sandpit or with string
- beacon house emotional
regulation skills
- model and teach
resilience skills
- teach and practice
presence, mindfulness
Anmerkungen:
- worksheet on "listening to our bodies and intuition, connecting with our feelings/values/intentions" etc - potential journal topics
- identifying and enforcing
boundaries, saying no
Anmerkungen:
- identifying emotional triggers, physical sensations of discomfort, physical/emotional reactions that may push us to disrespect our boundaries
- student
suggestions
- health/nutrition
- first aid
- finances/taxes
Anmerkungen:
- banking, credit cards, investing, business
- life/social
skills
- home and
technology skills
- real estate, renting,
house hunting
- crisis
management
- leadership
skills
- job-searching
- time management
- study/research
skills
- graphic organizers
- world
issues
- future
issues
- world
history
- anger iceberg -
connect to list of
needs from NVC
Anmerkungen:
- 1. ID external stimulus -- not CAUSE
2. ID internal CAUSE -- judgments/expectations, interpretation of situation
3. Identify needs that are not being met, underlying judgments/expectations
4. Apply the 4 steps of NVC
- how to identify own +
others' needs, 4 steps of
NVC
- roleplay practice seeing
needs through anger
- "listener" role
Anmerkungen:
- healing
conflict
Anmerkungen:
- focus on current FEELINGS caused by past, rather than past itself
1. empathy first, advice later
-> empathy vs. sympathy: empathy = so fully present you forget about your own reactions + focus on their needs
2. mourning vs. apology: what of your own needs you didn't meet vs. making judgments
3. acknowledging past needs that led to behaviour
4. reverse empathy: only when victim has received empathy, when they are ready to empathize
- teach and practice all
restorative practices
- how to perform a
perspective check
- "sort cards" activity
Anmerkungen:
- determines themes of group interests in skills + info they want to learn
at beginning of year and per unit
prioritize interests
- "World
Cafe"
Anmerkungen:
- can be used to address issues amongst group
good alternative to debates used in curriculum
Cool Tools
- exit tickets about
self-reflection
Anmerkungen:
- identifying biases, experiences, views, reflections on role in group interactions
- discussions about different
languages used in different
areas of life/society
Anmerkungen:
- must teach academic language to offer opportunity to succeed, but be very clear about not valuing that language over others
be transparent + discuss the power dynamics and inequalities assigned to different languages
- roleplay examples, ex.
meeting prime minister
vs. talking to friends
- student-experience
centred discussion
- assessment opportunities in
ALL modes of expression
Anmerkungen:
- demonstrates equal validity of various languages
- elements & rules of academic
power, how these are reflected in
business/professional world
Anmerkungen:
- - research/logic over emotion and experience
- formal speech, structured forms of expression (essays, social etiquette), schedules instead of spontaneity
- reliance on word, written and verbal explanations instead of demonstration ("explain your thinking," "show your work," etc)
- explain everything including "obvious": assume audience lacks knowledge
- expected to guide listener to conclusions instead of letting them make their own (this applies to interviews a lot, as well as essays)
- linear explanations & story-telling, step-by-step, background information first
- in interviews, applications, etc, you are expected to talk yourself up instead of diminish accomplishments out of modesty
- neatness = "professionalism"
- modes of dress: suit, dress shirts, definitions of "well dressed" and "cleanliness"viewing indirect questions as less rude, indirect questions to assess "thinking skills"context of "truth" finding: who conducts research? decontextualizing variables prioritizes different elements: does this improve accuracy? or remove important contextual influences?
- could do an exercise to
demonstrate differences in
story-telling styles/traditions
- different cultural linguistic
roles
Anmerkungen:
- ex. preachers/imams, rappers, elder storytellers, poets
- find reading in
real-life contexts
Anmerkungen:
- ex. instructions to assemble furniture, product labels, songs
- group reading
activities
- real-world
applications of math
Anmerkungen:
- fixing broken objects, painting/furnishing a room, comparing who runs faster, planning roadtrips, etc
- for math word problems, act
out scenarios for better
understanding
- tie learning to community
involvement/activism
- critical thinking
in history
Anmerkungen:
- who benefited? What assumptions are being made?
questions about power, ethics, intentionality, responsibility, relationship
- cultural perceptions of land -> ownership vs collective responsibility
affects of diff. perspectives on motives behind treaties + understandings of agreements
- as many guest
teachers as possible
Anmerkungen:
- elders, senior homes, community leaders, community professionals (rappers, authors, etc)
- monthly community topic
with guest speakers
Anmerkungen:
- encourages citizenship and community engagement
- teach inquiry methods before
asking students to apply them
- child rights
Anmerkungen:
- link them to class values and rules
- incorporate conflict resolution
in all curriculum content
Anmerkungen:
- ex. in relation to conflicts in history, novel studies in LA
- actively teach, demonstrate,
and support self-advocacy
- math journal
Anmerkungen:
- for SEL portion, reflecting on their feelings around math
- Classroom
Management
Plan
- conflict = opportunity
to make things right,
not just punish
- link class rules,
conflict res. to
shared cultural
values
- hebrew - shalom,
sedeqah
- Islam - assalamu
alaikum, adala
Anmerkungen:
- Protect and respect 5 basic rights for ALL:
1. life (physical well-being)
2. religion (freedom to practice religion of choice)
3. intellect (reasoning + building of knowledge)
4. family (esp. nuclear family)
5. wealth (long-term, accessible)
balance of material and spiritual lifeaccountability to community
- 5 pillars:
1. profession of faith (shahada) - affirming that there is only one God
2. Prayer (salat) - 5 times a day facing Mecca
3. Alms (zakat) - mandatory to give certain amount of income to community members in need
4. Fasting (sawm) - to renew connection to God during Ramadan
5. Pilgrimage (hajj) - to Mecca
- important values:
self-sacrifice for community, modesty, frugality, gratefulness, satisfaction and appreciation of life, accountability, justice, peace, forgiveness
- Anishinabe - medicine
wheel, 7 grandfather
teachings
Anmerkungen:
- Haudenosaunee - 3 principles, Great Law of Peace
- Medicine wheel holistic learning sections:
Intelligence - lifelong learning and teaching
Emotion - inner reflection, flexibility and adaptability
Physical - physical well-being and balance
Spiritual - relationships, sense of purpose beyond self
- when asking students to change
behaviour - address what
class/teacher needs are being
violated, how changed behaviour
would meet these needs
- link back to agreed-on
class values
- ask questions about
their behaviour
Anmerkungen:
- this pushes them to think of others, self-evaluate
- in-the-moment discipline is
okay IF it leads to a plan of
action after - not the be-all
end-all
- keep private track
of negative vs.
positive interactions
with each student
- don't let it get too
unbalanced in the
negative
- when bigotry arises - try to
empathize, focus on the needs
they may be expressing
- lead them to see the
feelings and needs of
others
- blame/punishment isn't
enough - they need to
understand why it is wrong
- consult with students
about homework
needs/expectations
- don't use
"should"
Anmerkungen:
- it infringes on sense of autonomy, creates resistance
- make requests in
present, positive
actions
Anmerkungen:
- "start" vs "stop" behaviour instructions
- Restorative
Justice Practices
- appreciative
inquiry
Anmerkungen:
- Cool Tools p. 38
reflect on group's strengths
learn to identify ways to collaborate
@ end of year as well as when tension arises
- identify "key words" in stated
issue
Anmerkungen:
- identifies assumptios: ex. "enough" = how much? "members" = who?
- reverse
statements
Anmerkungen:
- usually "how do we fix this problem" -> change to "what would make this true"
elicits new ideas + lines of thinking
- conflict
spectrum
Anmerkungen:
- 4 corners
maybe one neutral is better than 2 "somewhats"
from Cool Tools
- Samoan
circles
Anmerkungen:
- representatives, facilitator, 2 empty seats
Cool Toos
- fishbowls
Anmerkungen:
- for when people have trouble solidifying opinions
two circles, one talks, one listens, then swap
- No Crosstalk
Method
Anmerkungen:
- similar to circles but more spontaneous
people don't have to think about what they're going to say on their turn
- some conflicts
about polarity
Anmerkungen:
- use A+ | B+ exercise (Cool Tools)
A- | B-
- Focus on victim needs
Anmerkungen:
- gather the info they need to know why the incident happened, what happened after
they need space to tell their story
focus on restitution
- offender accountability
- direct plan of action
Anmerkungen:
- address and acknowledge harm, offer solutions and change of behaviour
- check-ins and timeframe
- support of re-integration
into community
- transform shame by offering
encouragement to change
- community
involvement
- sense of community and
mutual accountability within
classroom
- external community support
for victim and offender
- harms done to community
will involve community in
restorative practices
Anmerkungen:
- "stakeholders" in the incident; people who care for the victim, the offender, + the offense committed (family, principal, teacher, faith leader)
- Restorative Justice guiding
questions to help determine
best course of action
Anmerkungen:
- Restorative Justice p. 51
- victim-offender
conferences
- peer
mediation
- peer jury
- family conference
- circle including families,
community members
- teacher-offender
conference
Anmerkungen:
- potentially with victim observing
- letter-writing
- after students have
developed strong conflict
resolution skills, train
some in peer mediation
Anmerkungen:
- create a club for school-wide peer mediators
NMCDR Peer Mediation in Schools Program - Training and Implementation Guide for Student Mediation in Secondary Schools
- don't use red/yellow warning
cards for middle-schoolers
Anmerkungen:
- clip-board and private warnings will mean students don't feel humiliated/reactive
- PEF or PYN
curriculum
- avoid arguing, repeating
yourself, or giving pep talks
- adding fun random steps to
instructions teaches students
to pay close attention