1. St John the Evangelist Catholic High School Restorative Justice Presentation January 2009

2. Formal Language of ChoiceCircles Collaborative Problem Solving Interview Affective Questions & Statements Conferencing Restorative Meeting with Key Stakeholders Restorative Mediation with Middle Managers/ Exec Continuum of Strategies Informal Environment/ interventions

6. No blame, non judgmental Focus on behaviours and their affect Not asking why Solution based on learning

7. Example of continuum Student disrupting class with poor behaviour Clarify expectations - Joel, you know that one of our expectations is that students participate fully in all lessons. I expect you to do this in this lesson, so please stop disrupting the class. Affective statements - Joel, your behaviour is affecting the classroom environment and other students ability to learn. (identify behaviour you wish to stop) When you continue to talk with those around you, nobody can learn. (Restate expectation) So please start participating fully in the lesson by doing your work properly. Clarify expectations - Joel, you know that one of our expectations is that students participate fully in all lessons. I expect you to do this in this lesson, so please stop disrupting the class. Affective statements - Joel, your behaviour is affecting the classroom environment and other students ability to learn. (identify behaviour you wish to stop) When you continue to talk with those around you, nobody can learn. (Restate expectation) So please start participating fully in the lesson by doing your work properly.

8. Example of continuum - cont. Language of Choice - Joel, I have now asked you a number of times to participate in the lesson the way you are expected to. If you choose to continue behaving like this you will: (Know the options you have available) a) be moved b) need to stand outside until I can talk to you about your behaviour c) see me at lunch time to ensure that you have finished the work expected d) need to take an incident report to the subject coordinator so that we can discuss your choices FOLLOW THROUGH WITH CONSEQUENCE STATED Language of Choice - Joel, I have now asked you a number of times to participate in the lesson the way you are expected to. If you choose to continue behaving like this you will: (Know the options you have available) a) be moved b) need to stand outside until I can talk to you about your behaviour c) see me at lunch time to ensure that you have finished the work expected d) need to take an incident report to the subject coordinator so that we can discuss your choices FOLLOW THROUGH WITH CONSEQUENCE STATED

9. Scenarios (Eg. Student disrupting class with poor behaviour) Practice Scenarios 1.A student is resistant to doing the work saying This is boring! 2.A student speaks rudely to you Consider the continuum Clear expectations Affective statements Language of choice Affective questions (Eg. Student disrupting class with poor behaviour) Practice Scenarios 1.A student is resistant to doing the work saying This is boring! 2.A student speaks rudely to you Consider the continuum Clear expectations Affective statements Language of choice Affective questions

10. Document behaviour Make a note in your own diary when a student disrupts lessons and needs significant correction. Data is power down the line! Make a note in students diary Use blue stamp for homework, uniform or lateness Catch students being good, use the red stamp as much as possible Make a note in your own diary when a student disrupts lessons and needs significant correction. Data is power down the line! Make a note in students diary Use blue stamp for homework, uniform or lateness Catch students being good, use the red stamp as much as possible