Restorative Conversations

Restorative Justice Level 2 Conflict Resolution

The restorative justice model is divided into three tiers or levels:

Level 1 focuses on relationships, basic principles, collegial relationships, teacher/student relationships, and community circles.

 Level 2 focuses on the development of restorative conversations, restorative circles, classroom conference circles, and brief restorative interventions.

 Level 3 is designed to deal with the serious wrongdoings between students and or staff.  It requires training in how to hold a pre-conference, the actual conference, and establishing an agreement between all affected parties.

The restorative justice Level 2 model is based on the research and training of Dr. Tom Cavanagh.  This model is an excellent tool for the classroom teacher or other professionals to repair relationships between students and students, students and teachers, and build connectedness and cooperation within the classroom.

Key Method

Understanding and applying the Level 2 model helps the school employee to improve communication skills, resolve conflicts in a positive way, and to use restorative conversations to repair the harm that has occurred between students, parents, and staff.

Method Components

In order for the educator to effectively apply the Level 2 model, he/she must:

use the restorative conversation tools to effectively resolve conflicts where harm has occurred,

effectively facilitate a restorative conversation between students to resolve conflict and repair the harm and,

effectively facilitate a restorative conversation to help students identify a problem, develop strategies to solve the problem and to implement those strategies.

Suggested Preparation

https://youtu.be/FqogwX5dXcc

https://www.youtube.com/watch?v=JfiGiA2bpoY

 

Watch the two above video clips on “Restorative Conversations”. Record evidence of those pieces that heal the harm and build a healthy relationship between the two students.

Suggestive Review

Discuss and compare your results from the restorative conversation videos with other colleagues.

 

Supporting Research 

http://www.ucdenver.edu/academics/colleges/medicalschool/departments/pediatrics/subs/can/FGDM/FGDM_Resources/Documents/Volume%2024,%20Number%204,%202009.pdf#page=54

https://restorativeschoolstoolkit.org/practices/restorative-conversations-language

 

Resources

https://files.eric.ed.gov/fulltext/EJ1086545.pdf

https://files.eric.ed.gov/fulltext/EJ1086550.pdf

Part 1. Overview Questions (200-word limit for each response)

 https://youtu.be/FqogwX5dXcc

https://youtu.be/vucxpu0_zoI

Activity Description:   How do you presently resolve conflicts between students and conflicts that occur within your classroom?  After viewing the previous videos on restorative conversations, what behaviors are similar and what behaviors would you change as it applies to your procedure for resolving conflicts?

Passing: The activity description is clear with sufficient detail to illustrate that the teacher was effective in understanding the skills needed for a successful restorative conversation and a successful restorative circle. 

Activity Evaluation: What strategies did you learn about restorative conversations that you can apply to your daily instruction and school activities.  Compare these new strategies with actual experiences you have had with your students.

Passing: The activity description is clear with sufficient detail to illustrate that the teacher was effective in applying the basic principles of restorative conversations and restorative circles.

Part 2.  Evidence / artifacts

After watching the videos on restorative conversations, please submit 1 video (no longer than 10 min.) or an audio recording if you are not comfortable with video of you effectively facilitating a restorative conversation.  Make sure you incorporate the key values and the basic questions for a restorative conversation.

 Restorative Conversation – Basic Questions

            

            1. What is the problem? 2. What are the effects of the problem, on the persons involved and the

community as a whole?  3. What is it like when the problem does not exist? 4. What can I/we do to move from this being a problem to that more ideal place where the problem does not exist, reconciliation occurs, and

harmony returns to the community? 

Pass

Teacher demonstrates learning by effectively facilitating a restorative conversation, incorporating all four questions listed in the restorative conversation document.

Almost

Teacher demonstrates learning by effectively facilitating a restorative conversation, incorporating 3 of the four questions listed in the restorative conversation document.

Not Yet

 Teacher demonstrates learning by effectively facilitating a restorative conversation, incorporating 2 of the four questions listed in the restorative conversation document.

Part 3. Teacher Reflection             


Provide a reflection on what you learned, using the following questions as a guide (200-word limit):

How did the restorative conversation video impact your relationship with students and what changes do you plan to make as it applies to resolve conflicts in the future?  Please site two concrete examples

How will the restorative conversation model improve your relationship with students in the future?  Give at least two examples.