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How are we creating just and equitable learning environments?
How are we creating just and equitable learning environments?
REFLECT:
REFLECT:
Reflection Questions:
Reflection Questions:
- Where might power structures show up in the classroom (point systems, values, rewards, entry routines, exit routines, rules and norms in the classroom)?
- How might power show up in the language that I use?
- How might classroom set up and design further communicate power structures in the classroom (sitting above, closer to the educator)?
- Who makes the decisions in a space? About the space? About the schedule of the day? About how/when to eat? About how/when to use the washroom?
- How might power be shared in the space? What does that look like? Sound like?
- How might we recognize that ignoring issues or being permissive is also rooted in power?
- What are we doing to share power and ensure that all humans feel seen, heard and valued?
LEARN:
LEARN:
ACT:
ACT:
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:
"Identity is made up of who we say we are, who others say we are, and the people we desire to be. Students are constantly making sense of who they are, and, I argue, classroom instruction needs to be responsive to their identities. Because we are complex beings, we have racial, cultural, gender, environmental, and community identities, to name a few. Not only is it important to teach youths who they are, but educators should also teach students about the identities and cultures of others different from them. When we have true, clear, and complete understandings about people different from us, we are less inclined to hate, show bias, or hold false views of others. When youths have a strong sense of their own histories and identities, it becomes a refuge or a protection. When they don’t know themselves, others may tell them, and sometimes that may not be positive."
Dr. Gholdy Muhammad
- How does our curriculum and instruction help students to learn about themselves or others?
- What opportunities are we providing students to share pieces of their identities?
- What opportunities are we providing for students to understand more about themselves in ways that promote agency and advocacy?
- How might we add structures to our daily routines that provide students with different ways to connect with others?
- How might we co-construct different opportunities to learn about others in ways that affirm identities?
LEARN:
LEARN:
ACT:
ACT:
How are we continuously gathering information about our students to intentionally plan with their strenghts and interests in mind?
How are we continuously gathering information about our students to intentionally plan with their strenghts and interests in mind?
How are we identifying the barriers that might get in the way of student learning?
How are we identifying the barriers that might get in the way of student learning?
How are we recognizing these barriers, dismantling them or working around them, to ensure student acheivement?
How are we recognizing these barriers, dismantling them or working around them, to ensure student acheivement?
How are we fostering healing centered spaces?
How are we fostering healing centered spaces?
REFLECT:
REFLECT:
- How are we recognizing stress behaviour when it shows up in the classroom?
- How might we provide opportunties for students to be aware of their own energy and tension levels throughout the day?
- How might we reframe behaviour and respond with calm and support?
- How might we co-regulate with students to calm nervous systems?
- How might we understand and recognize the process of healing?
LEARN:
LEARN:
ACT:
ACT:
Implement a consistent and predictable routine, incorporating movement such as animal walks or yoga.
Have “heavy work” stations in the room to provide proprioceptive input and help encourage calmness through physical activity.
Offer activities that provide a sense of rhythm and attunement (mirroring games, rolling a ball back and forth, calming songs that rhyme).
Provide a quiet, soothing space for students to go to in the classroom.
How are we centering community engagement?
How are we centering community engagement?
REFLECT:
REFLECT:
Trust is Key
Trust is Key
"I can't overemphasize how crucial trust building is to this process. As I've learned from leading both thriving and struggling schools, you cannot successfully do the deeper work until you've built a strong community in which each person feels safe, engaged, and valued. The schools that accelerate their trust-building efforts are—not coincidentally—the same schools that make tremendous progress around their goals (Tschannen-Moran, 2014)."
"I can't overemphasize how crucial trust building is to this process. As I've learned from leading both thriving and struggling schools, you cannot successfully do the deeper work until you've built a strong community in which each person feels safe, engaged, and valued. The schools that accelerate their trust-building efforts are—not coincidentally—the same schools that make tremendous progress around their goals (Tschannen-Moran, 2014)."
LEARN:
LEARN:
ACT:
ACT:
Possible Strategies from the Article:
Possible Strategies from the Article:
- Inclusive terminology and materials
- Recognition of key relationships
- Use of home languages
- Beginning of the year questionnaire and conversations
- Family interviews
- Guest speakers
- Community research
Problems of Practice
Problems of Practice
- When students are directed, expected or forced to participate in restorative conversations, without consent.
- When students are directed to participate in a restorative conversation without a supportive ally.
- When students are directed to participate in a restorative conversation based on school decided timelines "in order to return to class, you must participate in a restorative conference first.
- When restorative conferences are used as a way to shame behaviour rather than restore relationship.
- When structures for conferences and conversations (such as circles) are not already in place and used only when harm happens.
Resources for Educators
Resources for Educators
Decolonizing the Education Relationship: Working with Invitation and Hospitality
Decolonizing the Education Relationship: Working with Invitation and Hospitality
Resources for Students
Resources for Students
How can we support?
How can we support?
Raza Husain
Raza Husain
Coordinating Principal of Restorative Justice
Coordinating Principal of Restorative Justice
raza.husain@
raza.husain@
peelsb.com
peelsb.com
Susie Ellis
Susie Ellis
Restorative Justice Resource Teacher
Restorative Justice Resource Teacher
susanne.ellis@
susanne.ellis@
peelsb.com
peelsb.com
Sinduja Manna
Sinduja Manna
Restorative Justice Resource Teacher
Restorative Justice Resource Teacher
sinduja.manna@peelsb.com
sinduja.manna@peelsb.com
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