Embedded Files
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 engage with students to resolve conflict using restorative justice, to promote accountability in community, with a focus on support over punishment?
How might we engage with students to resolve conflict using restorative justice, to promote accountability in community, with a focus on support over punishment?
LEARN:
LEARN:
"The class further engaged with restorative justice, crafting and practicing freedom through community care agreements to work through conflict."
"The class further engaged with restorative justice, crafting and practicing freedom through community care agreements to work through conflict."
ACT:
ACT:
Practice resolving conflict using role plays
Practice resolving conflict using role plays
Use a Double Circle
Use a Double Circle
Using a Double Circle provides students with opportunities to converse with many different students in order to hear and understand different perspectives when it comes to resolving conflict.
Using a Double Circle provides students with opportunities to converse with many different students in order to hear and understand different perspectives when it comes to resolving conflict.
- Create a set of questions for discussion
- Students will choose their own partner in the beginning
- Each partner set stands across from each other, forming the inside and the outside circle
- For each new question, the Inner circle rotates in one direction
- Students have the opportunity to talk to a new partner for each question
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:
How might we create different opportunities to 'hold space' for students to feel calm and to connect with each other?
How might we create different opportunities to 'hold space' for students to feel calm and to connect with each other?
LEARN:
LEARN:
ACT:
ACT:
Hold Space for Students to Find Calm and Connect
Hold Space for Students to Find Calm and Connect
"When we hold morning or afternoon meetings, we can set these activities up by teaching students about the brain and the nervous system. We can talk about how impossible it is to think clearly or learn when we’re feeling anxious, angry, or sad. We can discuss behaviors as clues or signals about an invisible injury or wound. We can share stories of times when we were feeling lonely, hurt, disconnected, or angry. And we can discuss how our brain is always trying to protect us when we begin to feel rough or dysregulated."
"When we hold morning or afternoon meetings, we can set these activities up by teaching students about the brain and the nervous system. We can talk about how impossible it is to think clearly or learn when we’re feeling anxious, angry, or sad. We can discuss behaviors as clues or signals about an invisible injury or wound. We can share stories of times when we were feeling lonely, hurt, disconnected, or angry. And we can discuss how our brain is always trying to protect us when we begin to feel rough or dysregulated."
How are we fostering healing centered spaces?
How are we fostering healing centered spaces?
REFLECT:
REFLECT:
What types of big emotions are we all carrying into school each day?
What types of big emotions are we all carrying into school each day?
How might we incorporate daily routines and practices that help our nervous system regulate?
How might we incorporate daily routines and practices that help our nervous system regulate?
How might we teach students about their brains so that they understand why they feel the way they do?
How might we teach students about their brains so that they understand why they feel the way they do?
How might we create awareness and check-ins to promote reflection, understanding and strategies for overall well-being?
How might we create awareness and check-ins to promote reflection, understanding and strategies for overall well-being?
LEARN:
LEARN:
ACT:
ACT:
5 Ways to Promote Social Emotional Learning:
5 Ways to Promote Social Emotional Learning:
- Incorporate Energy Check-ins. This strategy is best designed to identify students in need of support, motivation, and focus.
2. Delegate SEL Leader. Have students become leaders by brainstorming and creating ideas, activities, and strategies for a well-balanced SEL environment. Offering everyone a chance to be a leader in the classroom can increase interpersonal skills, awareness, and empathy for their peers.
2. Delegate SEL Leader. Have students become leaders by brainstorming and creating ideas, activities, and strategies for a well-balanced SEL environment. Offering everyone a chance to be a leader in the classroom can increase interpersonal skills, awareness, and empathy for their peers.
3. Teach the 4-7-8 Breathing Method. Have students inhale through the nose for a count of four, hold their breath for a count of seven, and exhale through the mouth for a count of eight. This technique is most effective before an assessment, presentation, or group activity. It’s a great way to break from content and calm the mind.
3. Teach the 4-7-8 Breathing Method. Have students inhale through the nose for a count of four, hold their breath for a count of seven, and exhale through the mouth for a count of eight. This technique is most effective before an assessment, presentation, or group activity. It’s a great way to break from content and calm the mind.
4. Present a Question of the Day for Student Reflection. We want students to feel safe, supported, heard, and seen. Moreover, we want to promote engagement, encourage participation, and ignite social skills.
4. Present a Question of the Day for Student Reflection. We want students to feel safe, supported, heard, and seen. Moreover, we want to promote engagement, encourage participation, and ignite social skills.
5. Use Dice to Facilitate Discussion. Offer prompts that allow students to build discussion, hear others’ thoughts, and make connections.
5. Use Dice to Facilitate Discussion. Offer prompts that allow students to build discussion, hear others’ thoughts, and make connections.
Provide prompts for conversation.....
Provide prompts for conversation.....
How are we centering community engagement?
How are we centering community engagement?
REFLECT:
REFLECT:
How might school leaders collaborate with caregivers and other community members to co-construct a school narrative through consistent (daily, weekly) broadcasts about meaningful projects, events, or lessons happening at school?
How might school leaders collaborate with caregivers and other community members to co-construct a school narrative through consistent (daily, weekly) broadcasts about meaningful projects, events, or lessons happening at school?
LEARN:
LEARN:
"Transparency leads to trust and is built through storytelling, which fosters a sense of community and positions schools to enact meaningful change."
"Transparency leads to trust and is built through storytelling, which fosters a sense of community and positions schools to enact meaningful change."
ACT:
ACT:
Form a Team
Form a Team
By forming a team, engaging the community and creating collaborative goals (connected to SIEP goals), you can make your school storytelling effective while distributing the workload.
By forming a team, engaging the community and creating collaborative goals (connected to SIEP goals), you can make your school storytelling effective while distributing the workload.
- How might your goals be connected to SIEP goals for sense of belonging?
- How might you continuously collect data about transparency of school activities and sense of belonging for the school community?
School Media Clubs
School Media Clubs
"You might find a faculty member interested in advising a media club and provide them with the resources necessary to launch a cohort of student writers and editors who can assist in the creation of news content"
Engage Local Leaders and Community Groups
Engage Local Leaders and Community Groups
"As a partner in the community, connecting with local political leaders, educational advocates, and community groups or nonprofit organizations can create new opportunities for collaboration, experiential learning, and funding or grant opportunities."
Social Media Posts
Social Media Posts
"Taking a fresh look at your content through the lens of diversification can help establish a consistent, engaging narrative. Do your posts alternate between photos, videos, and text? Are you spotlighting performances, athletics, creative lessons, and other events? Is your team posting consistently, and about a wide range of topics? What content is getting the most engagement, and what patterns do you notice?"
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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