Conflict Resolution

Introduction

Restorative Justice in Education works to prevent conflict from arising in schools. However, as students learn together, play together, and grow together, conflict is bound to happen and that is ok. Shifting to a restorative mindset approaches harm and conflict as a chance for learning for all involved. When there is harm or conflict caused by someone, the relationship with the community must be restored, not just the relationship with the victim (Zehr, 2015). This section will tie the learning and research from the previous sections by explaining how the paradigm shift, Circle implementation, and restorative language all work together to resolve conflict in primary school settings.

Definitions

Conflict is defined as a:

“relational interaction” such as people disagreeing (Evans & Vaandering, 2016, p. 81).

Harm is defined as:

"anything that undermines a person’s dignity or minimizes their worth. Harm doesn't have to be intentional” (Evans & Vaandering, 2016, p. 81).

Relationships First

Having strong relationships amongst students and staff in a school is a precursor for effective classroom management and successful conflict resolution Smith et al. (2015). Relationship building can take place in many different ways within a K-2 classroom. Relationship building can happen by greeting each child by name as they come into the classroom, asking questions about students' lives outside of school, incorporating play into learning, remembering specific details about a child's life and asking them about it, and lastly, eating lunch together. Children want to feel heard, loved, and valued each day at school.

The Benefits of Play

Pointer et al. (2020) write about the importance of building trust and relationships in a classroom and share how playing games are a fun and interactive way to do so. Games that promote laughter, teamwork, and engagement are known to promote a sense of belonging amongst students and can help lay the foundation of trust needed at the beginning of a school year (Pointer et al., 2020). One of the best and easiest ways to build relationships with your primary students is playing with them on the playground.

Circles and Conflict Resolution

Pranis (2005) shares four stages that every problem-solving Circle should include. Those four stages are: determining suitability, preparing for Circle, convening parties, and following up. Problem-solving circles are often more formal and sometimes need to involve other adults. Smith et al. (2015) share that formal Circles are often led by a trained circle facilitator. Formal Circles should include teachers as participants rather than circle keepers. Smith et al. (2015) continue by discussing that when teachers are part of a conflict it can sometimes be seen as threatening if they are leading the formal circles. Students need to feel heard and have the confidence to express themselves fully. Sometimes this doesn't happen if the teacher is in a position of power in the Circle (Smith et al., 2015) (Brown, 2021).

This video on restorative Circles gives viewers a brief introduction to restorative Circle keeping, shares insight on when a restorative Circle should take place and how a restorative circle should look and feel.

Restorative Language and Conflict Resolution

Restorative conflict resolution could not happen without purposeful language. Children in our schools look to teachers and administrators for help as they work to solve problems and get along with their peers. Riestenberg (2012) shares that children who have been hurt or who hurt others need calm adults with a plan to intervene and facilitate restorative dialogues (Riestenberg, 2012) (Brown, 2021). Restorative dialogues/chats are preventative and are crucial components of successful conflict resolution. Restorative chats allow students to learn as they solve problems with one another. There is no shame or punishment when restorative chats are done well.

Journal Prompt 6:

There are many components involved in fully implementing restorative conflict resolution in a primary classroom. These components include: shifting to a restorative mindset and putting relationship-building first, implementing circle practices, and using restorative language. Within the four components, what do you feel most confident implementing? What area do you need more practice or information?

Conclusion

Implementing Restorative practices within a classroom will not happen overnight. With continuous reflection, practice, and grace for all involved, the journey to transforming a classroom will begin. Within schools across the world, teachers have the responsibility to promote a loving and positive classroom climate for all students.

"In no other profession do people have the opportunity to literally create a parallel world- a world that is safer, fairer, and freer. The four walls of your classroom can be the world we want, hope for, dream of, rather than the world we have now. "

(Shalaby, 2015, p.180)

Next Steps

Brown, E. (2021) How can Restorative Practices be Utalized to Create a Positive Classroom Climate in a K-2 Setting? Unpublished Manuscript, Hamline University.

Evans, Katherine, and Dorothy Vaandering (2016). The Little Book of Restorative Justice in Education: Fostering Responsibility, Healing, and Hope in Schools. Good Books.

Mooiman. (2020) Restorative Circles in Schools.YouTube. https://www.youtube.com/watch?v=JfiGiA2bpoY.

Pointer, L., McGoey, K., & Farrar, H. (2020). The little book of restorative teaching tools. Skyhorse Publishing Company, Incorporated.

Riestenberg, N. (2012). Circle in the square: building community and repairing harm in school. Living Justice Press.

Shalaby, C. (2017). Troublemakers: lessons in freedom from young children at school. The New Press.

Smith, D., Fisher, D., & Frey, N. (2015). Better than carrots or sticks: restorative practices for positive classroom management. ASCD.

Zehr, H. (2015). The Little book of restorative justice: revised and updated. Good Books.

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