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"Healing is an art. It takes time. It takes practice. It takes love." - Maza Dohta
"Healing is an art. It takes time. It takes practice. It takes love." - Maza Dohta
How are we creating just, equitable and anti-oppressive learning environments?
How are we creating just, equitable and anti-oppressive learning environments?
REFLECT:
REFLECT:
- How might we create a care plan for teaching honest histories and having difficult conversations?
LEARN:
LEARN:
"In prioritizing inclusive education that honestly confronts our past and present, educators are often policed by administrators, families and state officials. Anxieties around what and how discussions are facilitated permeate classrooms, often leading to unease that prevents learners from reaching their full potential.
As educators and nurturers for the next generation, to effectively teach honest history, we must prioritize integrity, purposefulness and psychological safety. The care plan I envision to accomplish this is a research-based roadmap for educators, parents and caregivers offering strategies for care before, during and after difficult conversations. Such care can be a catalyst in positively transforming perceptions around teaching history honestly."
Three basic psychological needs that directly impact well-being—competence, relatedness and autonomy.
Three basic psychological needs that directly impact well-being—competence, relatedness and autonomy.
ACT:
ACT:
Before
Before
These strategies are useful in formulating an effective before care plan.
Affirm Identities: Positive representation of all identities can increase feelings of empathy and belonging. Very important feelings when approaching difficult conversations
Co-construct mutual agreements: When we co-construct what we need for a positive learning environment and explicitly state actions necessary for belonging, we create a safe, inclusive environment for all
Rethink what participation looks like: Consider that when you are engaging in activities to teach honest history, or having difficult social justice conversations, participation may show up as silent reflection, a preference to write instead of verbalize. Whatever the expression, be open to the fluid “aesthetic” of participation.
During
During
We can employ these strategies:
Set the stage: Begin the conversation with digestible and relatable content to aid in transitions.
Create and honor expectations for navigating big emotions: Let your learners know that these conversations may elicit strong feelings and that’s OK! Give them options for self-regulation and suggestions for how to ask for help if needed.
Establish intentional pause points: Sometimes we will have a lot to share. There is no pressure to share all the information at once. Use your discretion (read the room) in pausing for questions and reflections (whether they be silent or aloud).
Implement mindfulness: Mindfulness practices are useful in real-time emotional regulation. Provide learners (and yourself) with tools and strategies to center breathing and to be more aware of where in their bodies their emotions are showing up.
After
After
What do we do after honest conversations, until the next conversation?
While there is no concrete answer, our answer certainly should not be “nothing.” Instead, at the end of a discussion period, we need to take time to centre our brains, our lungs and our hearts. We can ask ourselves and our students the following:
Brain: What thoughts do I have about our conversation? What can I do to apply my new knowledge? What else am I inspired to learn about now?
Lungs: How can I center my breath when things feel heavy?
Heart: How did this conversation make me feel? How will my new knowledge make me a better person?
How are we prioritizing and creating the conditions for building healthy relationships?
How are we prioritizing and creating the conditions for building healthy relationships?
REFLECT:
REFLECT:
- Can Restorative Justice end bullying?
LEARN:
LEARN:
"The process values people and relationships over punishment"
"The process values people and relationships over punishment"
"A report issued by the Toronto District School Board in 2018, for example, indicated that about 73 percent of students who’d taken part in a restorative process after their first suspension did not get suspended again, compared to 67 percent of students who did not participate."
"Although accountability is one outcome of a restorative process, for Zehr, the result was much closer to a restored relationship. “Holding someone accountable, well, I don’t think that’s the reason we do this to begin with,” she says. Instead, Zehr sees the process as a way to work toward acceptance and understanding, which is better than punishment for everyone involved. “In order to see the other side,” she points out, “[we] must listen, not with motive, but with an open heart and mind.”
ACT:
ACT:
Invite Students in to be a Part of the Process
Invite Students in to be a Part of the Process
“Young people of all ages have insights into their own lived experiences and brilliant ideas about how we can improve the climate of their classrooms and schools,” Brion-Meisels says. “In the younger grades, classroom meetings are a powerful way to invite student feedback and involve students in decision-making. We can also teach students strategies for conflict resolution and problem-solving in relationships. For older youth, we can create meaningful and authentic student councils or youth research teams, which can help us to identify and address harm in the community. Teachings from restorative justice also offer us many wise ways to build community and address harm.”
- Mobilize and empower students to be upstanders
- Communicate the postive impacts of reporting harmful behaviour
- Help students develop strong relationships
- Use role play and reflection to teach upstander behaviour
- Reinforce existing competencies
How are we fostering healing centered spaces?
How are we fostering healing centered spaces?
REFLECT:
REFLECT:
- How are the children?
- How might we centre healing in the learning environment?
LEARN:
LEARN:
"Stigma continues to be one of the biggest barriers as we saw in the group chat to getting mental health care, and these schools have shown that you can reduce or eliminate that by learning how to talk about mental health issues and also help students become more comfortable talking about it."
"Stigma continues to be one of the biggest barriers as we saw in the group chat to getting mental health care, and these schools have shown that you can reduce or eliminate that by learning how to talk about mental health issues and also help students become more comfortable talking about it."
As an educator, what challenges do you see to supporting the mental health needs of students in your own school?
As an educator, what challenges do you see to supporting the mental health needs of students in your own school?
ACT:
ACT:
- Teach students to be 'classroom encouragers' supporters and problem solvers
- Embed connection and joy into learning rather than keeping it separate
- Collaborate to create, solve or discover
- Make learning as physical as possible. Moving when learning holds attention
- Work with hands - tinker, investigate and learn through exploring
- Acknowledge and work through big feelings
How are we centering community engagement?
How are we centering community engagement?
REFLECT:
REFLECT:
How might you connect and learn with families?
How are we amplifying community wisdom?
LEARN:
LEARN:
1. Connect people within the school community
1. Connect people within the school community
2. Promote shared learning goals and collaboration
2. Promote shared learning goals and collaboration
3. Increase learning opportunities for students
3. Increase learning opportunities for students
4. Support personalised student learning journeys
4. Support personalised student learning journeys
5. Create an inclusive learning community
5. Create an inclusive learning community
6. Encourage shared responsibility
6. Encourage shared responsibility
ACT:
ACT:
Amplify Cultural Funds of Knowledge
Amplify Cultural Funds of Knowledge
"Funds of Knowledge are collections of knowledge-based in cultural practices that are a part of families’ inner culture, work experience, or their daily routine. It is the knowledge and expertise that students and their family members have because of their roles in their families, communities, and culture."
Funds of Knowledge can include:
learning how to make traditional food from scratch
how to play and keep score at a match
quilting or spinning wool into yarn
how to fix a car
care for a crying baby,
Resources for Educators
Resources for Educators
Restorative Justice Resource Team
Restorative Justice Resource Team
How can we support?
How can we support?
Raza HusainCoordinating Principal of Restorative Justiceraza.husain@peelsb.com
Susie EllisRestorative Justice Resource Teachersusanne.ellis@peelsb.com
Sinduja MannaRestorative Justice Resource Teachersinduja.manna@peelsb.com
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