October 2022

Resources to Support RJE

How are we creating just and equitable learning environments?

REFLECT:

https://womenfriendlycitieschallenge.org/intersectionality/

Notice, Name and Disrupt Systems of Oppression

Questions for Reflection:

How much do you think about your own identity?
How has your identity impacted your relationships?
How has your relationships impacted your identity?
What power and privilege do you have because of parts of your identity?
How does this power show up in your classroom space?
How does this power show up in how you teach and what areas of the curriculum you focus on?
How are you recognizing when systems of oppression are communicated through language, actions, routines, traditions, materials and opportunities?
What actions are you taking to disrupt these systems?

LEARN:

Power & Privilege in CanadaThere’s been a lot of public discourse on racism, power & privilege, white supremacy and how it shows up in every day life in Canada for specific populations in Canada. That this is not s…

Intersectional Identities: Do Educators Empower or Oppress?In addressing intersecting identities, educators can contribute to students’ empowerment—or oppression. One TT intern reflects on her experiences as a Black, female, Muslim student.

ACT:

How student-led vision statements can nurture school community - MindShiftInstead of enforcing a predetermined set of class rules, educators may find more success in collaborating with students to come up with the classroom expectations that enable them to thrive.

Creating Student-led Vision Statements

What do you need from this physical space?
What do you need from yourself?
What do you need from the people learning around you?
What do you need from the people teaching you?

How are we prioritizing and creating the conditions for building healthy relationships?

REFLECT:

How are we thinking about relationships differently? Between student and educator? Between students?
How are we consistently creating opportunites for meaningful connection in the classroom?
How are we creating the conditions for connection in every learning opportunity?
How are we taking time to repair relationships when harm is done, knowing that this is a process that takes time? Knowing that this repair is integral when creating a positive, supportive learning community?
What messages are we communicating about friendship, love, true belonging, and inclusion?
How are we intentionally seeking to learn and understand more about the communites we serve?

LEARN:

How Unconditional Positive Regard Can Help Students Feel Cared For - MindShiftAlex Shevrin's newest book Equity-Centered Trauma-Informed Education gives teachers practical ways to develop caring relationships with students.

Trauma Informed Practices

ACT:

10 Powerful Community-Building IdeasStrategies for ensuring that students in every grade feel like they’re part of the classroom community.

How are we fostering healing centered spaces?

REFLECT:

How are we addressing what healing means and looks like for students?
What opportunties are we providing for students to talk to each other to understand their lived experiences?
What is the purpose of creating healing spaces in school?
How are we getting to student agency?
What goals do students have for themselves that might be helping them to heal?

LEARN:

Building Community With Restorative CirclesA technique for proactively building the skills and relationships students will need when challenges arise.

ACT:

Daily Check-ins - Strategies for Social Emotional Well Being

Daily Check-ins

It is important to recognize that check-ins can be done in a variety of ways, by a variety of people.

Consider how some students might engage in more meaningful check-ins in different ways. Providing options throughout the day is an important strategy to measure, monitor and address the social and emotional well-being needs of all students.

How are we centering community engagement?

REFLECT:

5 Strategies for developing a school-wide culture of healing - MindShiftShawn Ginwright’s healing-centered engagement model builds on social-emotional learning and trauma-informed care to provide educators and school leaders with tools for healing.

Shawn Ginwright's 5 Parts of Healing-Centred Engagment:

Culture: How are we having restorative conversations about identity?
Relationships: How are we creating spaces to be vulnerable and empathetic?
Agency: How are we focusing on developing youth voice and agency?
Meaning: How have we set intentions and purpose?
Aspiration: How are we collectively setting goals and outlining actions to move towards them?

LEARN:

ACT:

6 keys to community engagement in schoolsWhen I read the definition of community engagement in Community & family engagement: Principals share what works (Berg, Melaville, & Blank, 2006), I was confident it would be an interesting…

Developing a Robust Community Engagement ProgramA look at three key considerations in designing the most appropriate service program for your school.

Resources to Support RJE

Something to read:

Something to listen to:

88. Building a Trauma Informed Restorative School w/ Joe Brummer - This Restorative Justice LifeJoe has been the victim of two separate violent anti-gay hate crimes and what began as a personal healing response to the trauma, he has transformed into professional involvement in the field of community and restorative justice. Since 2010, Joe h...

Pushout with Skye Bowen

https://voiced.ca/podcast_episode_post/ep-03-pushout-ft-skye-bowen/

Something to watch:

Resources for Students:

How can we support?

Raza Husain

Coordinating Principal of Restorative Justice

raza.husain@

peelsb.com

Susie Ellis

Restorative Justice Resource Teacher

susanne.ellis@

peelsb.com

Sinduja Manna

Restorative Justice Resource Teacher

sinduja.manna@peelsb.com

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