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Introduction
Introduction
The language used in schools influences how students view themselves and how others view them. The language used in classrooms is critical for social and emotional development as well as conflict resolution (Smith et al., 2015). Teachers have the power in their classrooms to use their voice for good. Smith continues, when teachers fall back on traditional forms of discipline in the classroom they are communicating verbally and nonverbally that there is a status amongst students. This clear hierarchy of power can create an atmosphere of competitiveness, shame, and blame (Smith et al., 2015) (Brown, 2021).
Affective Statments
Affective Statments
Affective statements allow students who have harmed others to understand how their actions or words affected another person. Consistently using affective language within the classroom allows younger students to understand that their actions impact how others feel. Teachers are encouraged to use affective statements when confronting undesirable behavior. Here is an example of an affective statement used by a teacher:
We know not to say, “You're a bad person” to a student, but “You make me so angry when you do that” isn't much better; students can hear the barely veiled shaming. By contrast, a statement such as “I felt angry when you left the classroom without permission because it embarrassed me when you're caught roaming the halls” shifts the focus to the behavior without generalizing it as a permanent character trait. (Smith et al., 2015, p. 88)
Brown (2021) takes this affective statement one step further by acknowledging the fear that the teacher felt when the student was not there. This affective statement could sound like this:
“I felt nervous when you left the room without letting me know. I want to make sure you are safe because I care about you. Please ask to leave next time so I know where you are.”
Within both affective statements the teachers highlight the emotions they felt because of the student's behavior. The teacher said nothing about the inherent character traits of the student and did not shame.
Here is an easy formula for teachers to use when implementing affective statements:
“I felt [emotion] when [behavior or event] because [reason for emotion].”
(Smith et al., 2015, p. 88).
Restorative Dialogues/Chats
Restorative Dialogues/Chats
Restorative dialogues or chats are informal conferences between teachers, students, and administrators that happen continuously throughout the school day. Smith et al. (2015) continue by explaining how restorative chats work to resolve minor issues before they turn into a major ones. These dialogues open up a conversation for students to acknowledge their feelings and work to resolve a problem in a short amount of time (Brown, 2021). Affective statements are used throughout Restorative conversations.
With practice, students often start picking up on how to use affective statements to solve problems on their own. In a K-2 classroom, we simply call these "I statements."
Here is an example of a restorative dialogue in action. Notice how the teacher allows the victim time to process what she needs in order to move forward.
Restorative Dialogues in Action
Restorative Dialogues in Action
Evans & Vaandering (2016) give ideas for open ended questions teachers can pose during a restorative chat to promote genuine discussion and give opportunities for students to share their perspectives without feeling like they are going to get punished.
These five key questions include:
“What happened/is happening?
What was/am I feeling/thinking?
What is the hardest/best thing for me?
Who is impacted by this? How?
What do I need [to do] to move forward?”
(Evans & Vaandering, 2016, p. 76).
Take out the 'Why'
Take out the 'Why'
When a student is showing undesirable behavior adults are quick to ask the child "why did you do that?" Most times a student will answer this question by saying, "I do not know." Asking a child “why” they did something often promotes defensiveness and shuts down communication even before it starts. Asking “what happened” approaches a problem with curiosity rather than shame (Evans & Vaandering, 2016).
Journal Prompt 5:
Journal Prompt 5:
When you approach problematic behavior in your classroom what is your initial response or phrase you use? What message might your statement be sending to the children you are speaking to?
When you approach problematic behavior in your classroom what is your initial response or phrase you use? What message might your statement be sending to the children you are speaking to?
Questions to Keep in Mind
Questions to Keep in Mind
Restorative chats/dialogues often happen very quickly and it can sometimes be difficult to know if everyone's needs were met. During a restorative chat, it is important that the facilitator is mindful of not only the offender but the victim. Both voices need to be heard. Amstutz and Mullet (2015) came up with a list of questions to consider when facilitating a restorative dialogue.
Has the victim shared with the offender how they were affected?
Has the offender had the opportunity to share their side of the story?
Has the victim been able to express what they need moving forward?
Has the offender been able to share what they believe a resolution could look like?
(Amstutz & Mullet, 2015)
Using a talking piece during a restorative chat works well for younger students. A talking piece gives a visual representation of who has a turn to speak and whose turn it is to listen. Adults should be mindful of the talking piece as well.
" Students' sense of identity and agency are critical to restorative practices because they influence the extent to which students can solve problems, assume ownership of situations and take action to make improvements"
(Smith et al., 2015, p 87)
Amstutz, S. L., & Mullet, J. H. (2015). The little book of restorative discipline for schools: teaching responsibility, creating caring climates. Good Books.
Brown, E. (2021) How can Restorative Practices be Utalized to Create a Positive Classroom Climate in a K-2 Setting? Unpublished Manuscript, Hamline University.
Corner Stone Media Production. (2016). Restorative Approach Example. YouTube. https://www.youtube.com/watch?v=JfiGiA2bpoY.
Evans, Katherine, and Dorothy Vaandering (2016). The Little Book of Restorative Justice in Education: Fostering Responsibility, Healing, and Hope in Schools. Good Books.
Coulson, J. (2021). Dont get Furious be Curious [Image]. Happy Families. https://www.facebook.com/happyfamilies.au/photos/explore-dont-explodeget-curious-not-furiousunderstand-dont-reprimandfor-advice-o/2705948492770622/
Smith, D., Fisher, D., & Frey, N. (2015). Better than carrots or sticks: restorative practices for positive classroom management. ASCD.
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