Classroom Vision

1. students help to set up corner
2. desert island, hawaii theme, etc
3. 3 Restorative Justice Questions as a poster
4. feelings wheel chart
5. "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?
6. steps of conflict resolution

Anmerkungen:

• lesson ideas, questions, asks for help, anon. topics for circle

Anmerkungen:

• phrases in students' various languages -- slang, arabic slang, Indigenous phrases, AAVE making all language visible + valued, not just Western "academic"

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

Anmerkungen:

• ask what they saw on the way to school to promote awareness and environmental learning

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

1. mistakes + encouragement exercise

   Anmerkungen:

   • Positive Discipline p. 35 + 37
   1. teach how to give encouraging feedback

      Anmerkungen:

      • Positive Discipline p. 67
   2. punishment reflection, "3 Rs & an H"

      Anmerkungen:

      • Positive Discipline p. 108-110
   3. set guidelines for constructive interactions

      Anmerkungen:

      • check-in and update a few times throughout year
      1. end of year: reflect on how guidelines were met or changed, how that can be taken into their future
2. t-shirt exercise

   Anmerkungen:

   • Positive Discipline p. 81 teaches to see uniqueness of individuals
3. crashing boat game
4. intro pamphlet

1. teach daily routines and structure
   1. introduce circles
      1. 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
         1. teacher = circle keeper at beginning, but will later be a weekly class job
         2. ask students what they will need to feel safe taking part in circles
   2. 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
      1. "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
   3. set personal ground-rules, but collaborate on specifics

      Anmerkungen:

      • "acceptable behaviour" box explicitly outline unacceptable bigotry
      1. clearly explain WHY each rule exists - ask to get students to think of reasons themselves
         1. clearly define expectations

            Anmerkungen:

            • ex. define how you expect them to show up prepared for class (with all materials, pencils, quietly, etc)

Anmerkungen:

• get student input on order and focus of subjects

1. address teaching and learning styles
2. what traits do you want to have? what skills and knowledge do you need to gain these traits?

Anmerkungen:

• try to get an Indigenous elder in to teach the circle process

1. could start as limited, secret meeting

   Anmerkungen:

   • builds investment, make it feel less like a mandatory school activity
   1. choose diverse students based on intro assignments
2. students can call emergency circle anytime
   1. problems/issues should be anon/generalized at beginning
   2. problem solving tools like roleplaying
3. wrap-up - compliment one other student and self
4. teach 8 circle skills

   Anmerkungen:

   • Positive Discipline teach one skill at a time
5. 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)
6. opening statement about community
   1. check-in round - struggle, mistake, or win of the week
7. host outside as much as possible
8. discuss similarities between circles and cyphers
9. 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
10. circles are for sharing pov, experience, thoughts

    Anmerkungen:

    • too slow-paced for in-depth discussions or collective decision-making
11. offer people a minute to write down their thoughts so they are not distracted while listening to others
12. minute-keeper

    Anmerkungen:

    • ideas + agreements, plans of action don't get forgotten
13. "keep and change" circle eval, flipchart
14. only "I" statements and only speak on your own experiences
15. make accessible; at lunch time, potluck on friday

1. could be used for participation/work habits grades

Anmerkungen:

• address wins and struggles, how to keep on track, how to best support each student

Anmerkungen:

• not used as reward or judgment, no strings attached

Anmerkungen:

• hones focus and engagement - "For White Folks Who Teach in the Hood"

1. diffuse negative feelings/anxiety/etc with humour, stories
2. trauma healing requires safety + security

1. then link them to the lesson

   Anmerkungen:

   • helps guide students to see the connections

Anmerkungen:

• gives students space to consider other options without feeling judged, criticized, or shamed

Anmerkungen:

• ex. point at the words you want them to copy

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

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)

Anmerkungen:

• local Indigenous perspectives on topics, application of knowledge (local medicinal plants, etc)

Anmerkungen:

• May - Asian History Month June - Indigenous History Month focus on local + relevant histories and cultures

Anmerkungen:

• even just doing lessons outside is better than not

1. designing the instruction

   Anmerkungen:

   • How can we ensure the programming is authentic and reflects the lived experiences and abilities of students?
2. 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?
3. 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
4. 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?
5. 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?
6. responding to student voice

   Anmerkungen:

   • How do we draw on the voices and realities of students to make responsive programming decisions?

Anmerkungen:

• offer and frequently remind about providing copy of notes

Anmerkungen:

• get feedback on what curriculum content and knowledge they prioritize

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

1. communal activities and spaces

   Anmerkungen:

   • knitting, potlucks, socializing and check-ins at a library or community centre; somewhere accessible childcare provisions translators

1. also have them share their knowledge and experiences in the meetings

Anmerkungen:

• Restorative Justice, 7 goals and principles of youth justice in New Zealand

Anmerkungen:

• Non-Violent Communication - Marshall Rosenberg

Anmerkungen:

• gives you insight on teaching techniques and lesson ideas that the students enjoy

Anmerkungen:

• IG History lesson

Anmerkungen:

• for networking, safety/privacy

Anmerkungen:

• Non-Violent Communication -- Marshall Rosenberg

1. address how we have learned to hear things as demands instead of requests
2. how to identify what they want/need from other person in response to hurt

   Anmerkungen:

   • ex. validation, advice, reassurance, reparation, etc

1. how to counter negative self-talk

   Anmerkungen:

   • objectively looking at mistakes, 11 unhealthy thought patterns, etc
2. 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
3. beacon house emotional regulation skills
4. model and teach resilience skills
5. teach and practice presence, mindfulness

   Anmerkungen:

   • worksheet on "listening to our bodies and intuition, connecting with our feelings/values/intentions" etc - potential journal topics
6. 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

1. health/nutrition
   1. first aid
2. finances/taxes

   Anmerkungen:

   • banking, credit cards, investing, business
3. life/social skills
   1. home and technology skills
   2. real estate, renting, house hunting
   3. crisis management
   4. leadership skills
4. job-searching
5. time management
   1. study/research skills
      1. graphic organizers
6. world issues
   1. future issues
   2. world history

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

1. roleplay practice seeing needs through anger
2. "listener" role

   Anmerkungen:

   • Cool Tools p. 36

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

1. teach and practice all restorative practices
2. how to perform a perspective check

Anmerkungen:

• determines themes of group interests in skills + info they want to learn at beginning of year and per unit prioritize interests

Anmerkungen:

• can be used to address issues amongst group good alternative to debates used in curriculum Cool Tools

Anmerkungen:

• identifying biases, experiences, views, reflections on role in group interactions

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

1. roleplay examples, ex. meeting prime minister vs. talking to friends
2. student-experience centred discussion
3. assessment opportunities in ALL modes of expression

   Anmerkungen:

   • demonstrates equal validity of various languages
4. 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?
   1. could do an exercise to demonstrate differences in story-telling styles/traditions
5. different cultural linguistic roles

   Anmerkungen:

   • ex. preachers/imams, rappers, elder storytellers, poets

Anmerkungen:

• ex. instructions to assemble furniture, product labels, songs

1. group reading activities

Anmerkungen:

• fixing broken objects, painting/furnishing a room, comparing who runs faster, planning roadtrips, etc

1. for math word problems, act out scenarios for better understanding

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

Anmerkungen:

• elders, senior homes, community leaders, community professionals (rappers, authors, etc)

Anmerkungen:

• encourages citizenship and community engagement

Anmerkungen:

• link them to class values and rules

Anmerkungen:

• ex. in relation to conflicts in history, novel studies in LA

Anmerkungen:

• for SEL portion, reflecting on their feelings around math

1. hebrew - shalom, sedeqah
2. 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
3. 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

1. link back to agreed-on class values
2. ask questions about their behaviour

   Anmerkungen:

   • this pushes them to think of others, self-evaluate

1. don't let it get too unbalanced in the negative

1. lead them to see the feelings and needs of others
2. blame/punishment isn't enough - they need to understand why it is wrong

Anmerkungen:

• it infringes on sense of autonomy, creates resistance

Anmerkungen:

• "start" vs "stop" behaviour instructions

1. 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
2. identify "key words" in stated issue

   Anmerkungen:

   • identifies assumptios: ex. "enough" = how much? "members" = who?
3. reverse statements

   Anmerkungen:

   • usually "how do we fix this problem" -> change to "what would make this true" elicits new ideas + lines of thinking
4. conflict spectrum

   Anmerkungen:

   • 4 corners maybe one neutral is better than 2 "somewhats" from Cool Tools
5. Samoan circles

   Anmerkungen:

   • representatives, facilitator, 2 empty seats Cool Toos
6. fishbowls

   Anmerkungen:

   • for when people have trouble solidifying opinions two circles, one talks, one listens, then swap
7. 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
8. some conflicts about polarity

   Anmerkungen:

   • use A+ | B+ exercise (Cool Tools)        A-  | B-
9. 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
10. offender accountability
    1. direct plan of action

       Anmerkungen:

       • address and acknowledge harm, offer solutions and change of behaviour
    2. check-ins and timeframe
    3. support of re-integration into community
    4. transform shame by offering encouragement to change
11. community involvement
    1. sense of community and mutual accountability within classroom
    2. external community support for victim and offender
    3. 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)
12. Restorative Justice guiding questions to help determine best course of action

    Anmerkungen:

    • Restorative Justice p. 51
13. victim-offender conferences
14. peer mediation
15. peer jury
16. family conference
17. circle including families, community members
18. teacher-offender conference

    Anmerkungen:

    • potentially with victim observing
19. letter-writing
20. 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

Anmerkungen:

• clip-board and private warnings will mean students don't feel humiliated/reactive