Post on 31-Jul-2021
transcript
Confronting racial disproportionality
through prevention
Anne Gregory PhDRutgers University
Fundamental assertions today
We can improve the educational trajectories of students struggling with emotional and behavioral challenges
ldquoUp-skillingrdquo educatorsrsquo social emotional relational and instructional skills is a worthy prevention effort
We can undertake prevention efforts with a racial equity consciousness
34
23
16
10 10 10
0
5
10
15
20
25
30
35
40
Black Maleswith
disabilities
Latino Maleswith
disabilities
White Maleswith
disabilities
OSS rate withdisabilityOverall national OSSrate
ldquoDiscipliningrdquo students with disabilitiesOSS rates for secondary students with disabilities 2011-2012
African American male
African American female
Colorism and school discipline
bull Skin tone varies widely among students
bull Implications from a recent study of African American females
bull Jamilia Blake and colleagues found that African American female adolescents with darker complexions were almost twice as likely to receive an out-of-school suspension as their White female peers
BlackWhite differences inincome perceived behavior
and achievement do not explain away all of the
BlackWhite disparities in discipline
(Owens amp McLanahan 2018)
Suspension and increased risk for dropout
(Balfanz Byrnes amp Fox 2015 Rosenbaum 2018)
Suspension risk for contact with policejuvenile justice system
The logic of prevention in addressing disparities in disability status
ED = emotional disturbed
bull ldquoAn inability to build or maintain satisfactory interpersonal relationships with peers and teachersrdquo
bull ldquoInappropriate types of behaviors or feelings under normal circumstancesrdquo
bull ldquoA general pervasive mood of unhappiness or depressionrdquo
bull Note the following bull 57 of students served under IDEA are given ED disability status (The
largest category is special learning disability 388 US DOE 2017)
Disparities in ldquoEmotionally Disturbedrdquo designation
bullBlack students two times more likely to be categorized as ED relative to all other student groups (US DOE 2017)
bullLow income students and male students also more likely to be to receive ED designation (Morgan Farkas Hillemeier amp Maczuga 2017)
bullLow achieving students more likely to receive ED designation (Morgan et al 2017)
Negative correlates of ED
bullOnly 58 of students with ED graduated with a regular high school diploma (US DOE 2017)
bullED students relative to students with other disabilities are more likely to receive ISS and OSS (Meyers 2015)
The logic of prevention in addressing disparities in ED
bull Increase bias awareness and cultural competencebull Improve relationships engagement belonging
achievementbull Increase opportunities for SEL skill development
bull Prevent disparities in ED and negative trajectories of those with ED status
What are schools and districts doing at Tier 1 from a prevention
standpoint
District level policy changes
In 2014 Syracuse City School District released a revised Student Code of Conduct Character and Support
The introduction states
bull ldquoThe Code ensures that schools provide equal access to a wide range of supports and interventions that promote positive behavior help students develop self-discipline and social and emotional efficacy and enable students to improve and correct inappropriate unacceptable and unskillful behaviorsrdquo (pg 2)
Social and Emotional Learning
bullStrive to hold students and staff accountable and create opportunities for student and staff social and emotional learning
bullSocial AwarenessbullRelationship SkillsbullResponsible Decision-MakingbullSelf-AwarenessbullSelf-Management
Positive Behavior Intervention supports (PBIS) Tier1 1 (PBIS)
PBIS Culturally Responsive Field Guide
bull Identity and Bias Awarenessbull Student Voicebull Supportive Environmentbull Situational Appropriatenessbull Data for equity
bull Available at wwwPBISorg
Strengthening Relationships
Authoritative Relationships
STRUCTURE
SUPPORT
Adults in this school really care about all
students
My teachers donrsquot let me do just easy work but make me
think
Gregory Cornell amp Fan 2011
STRUCTURE
SUPPORT
Suspension Rates
BlackWhite Suspension Gaps
Gregory Cornell amp Fan 2011
Community-Building Circles (6 minutes)
bull httpswwwyoutubecomwatchv=RdKhcQrLD1w
bull Students from MetWest High School in the Oakland Unified School District (OUSD) facilitate participate in and reflect on using the Circle in the classroom to build community and relationships The video highlights the process and elements of a community building Circle
A student reflects on circles held during advisory
It will help staff growhellip because itrsquos not just students that are a part of the circle itrsquos the teachers too and thatrsquos important because they need to understand where wersquore coming fromhellip and they could understand maybe thatrsquos why Irsquom not in the mood today or what happened this morning or last night may cause me to act out during the day(Student 2017)
Okonofua Paunesku amp Walton 2016
CONDITION Empathetic Mindset vs Control
AIM uarr teachersrsquo perspective-taking about student misconduct and promote a context of trust and understanding
INTERVENTION bull read article and testimonials about
bull driving factors for misconductbull Impact of student-teacher
relationshipsbull write about their practicebull incorporate practices into teacher training
EMPATHETiC MiNDSET
50 fewer suspensions
SUSPENSiON RATES for BOYS
84 empatheticVs
146 control
SUSPENSiON RATES for AFRiCAN
AMERiCAN amp LATiNO
63 empatheticVs
123 control
Taking stock thus far and rest of the dayhellip
COR PD can be found online Just set up an account and you are ready to go
wwwcorclassroomsorg
56
Building relationships Observing
wwwcorclassroomsorg
58
Building relationships Being aware
wwwcorclassroomsorg
59
Building relationships Interactions
wwwcorclassroomsorg
60
Interaction of relationship-building components
wwwcorclassroomsorg
61
62
Letrsquos watch on corclassroomsorgModule 1 Activity 6 (3 min) and Module 1 Activity 7 (6 min)
OBSERVEINTERACTIONS OBJECTIVELY
BE AWARE OF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH STUDENTS
How might all the COR elements affect their relationship
63
BE AWAREOF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH
STUDENTS
OBSERVEINTERACTIONS OBJECTIVELY
64
Module 2 Building Relationships Through Awareness
wwwcorclassroomsorg
65
69
Letrsquos watch on corclassroomsorg Module 2 Activity 1 (10 min) Module 2 Activity 4 (20 minutes)
Ideas for peer learning
PLCs and ldquotaking your studentrsquos perspectivesrdquo
Ideas
72
Practical strategies for increasing awareness
73
Selective attention
74
Objective versus subjective observations
75
Implicit racial bias affects who is watched
Tracked ldquoeye gazerdquo of early education teachers watching a video of preschoolers bull Teachers watched Black
students for misbehavior more than others
bull Teachers also said Black boys require the most attention
(Gilliam et al 2016)
(see also Chmielewski et al 2016 Ferguson 2000 Heilburn Cornell amp Lovegrove 2015 Neal McCray Webb-Johnson amp Bridgest 2003 Okonofua amp Eberhardt 2015)
76
Suggested activity in the COR Observing
Before the observation
bull What are my beliefsattitudes about how this student engages in course activities (or does not engage)
bull What behaviors do I expect to see
After the observationbull How did my beliefs affect what I
looked for
bull What behaviors did she show that I expected
bull Which behaviors surprised me
bull What patterns did I notice ndash in student behavior and my own
77
Incorporate observation into your routine
78
Ideas for peer learning
PLCs and ldquoobserving objectivelyrdquo
Ideas
80
Ask yourself
When was the last time I had a positive interaction with this student
Do I have more negative interactions than positive ones with this student
What do I like or appreciate about this student
How do I expect this student to act
81
82
For your own reflection
bullDoes your teaching staff have regular opportunities to practice objective observation
bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students
bullHow can we think about issues of equity and ldquorecognizing rutsrdquo
83
Ideas for peer learning
PLCs and ldquorecognizing rutsrdquo
Ideas
How can we think about equity related to ldquorutsrdquo
Creating Opportunities through Relationships (COR)
Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation
85
Modules 3-5
86
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
87
Practical strategies
88
Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo
ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo
89
The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals
bull A teacher described his relationship with a Black student who was having conflict with other teachers
bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo
bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day
90
Practical strategies
91
Making sure to bring your enthusiasm
Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom
On a scale of 1 to 10 how enthusiastic do you think you are on a typical day
92
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
93
94
Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
Fundamental assertions today
We can improve the educational trajectories of students struggling with emotional and behavioral challenges
ldquoUp-skillingrdquo educatorsrsquo social emotional relational and instructional skills is a worthy prevention effort
We can undertake prevention efforts with a racial equity consciousness
34
23
16
10 10 10
0
5
10
15
20
25
30
35
40
Black Maleswith
disabilities
Latino Maleswith
disabilities
White Maleswith
disabilities
OSS rate withdisabilityOverall national OSSrate
ldquoDiscipliningrdquo students with disabilitiesOSS rates for secondary students with disabilities 2011-2012
African American male
African American female
Colorism and school discipline
bull Skin tone varies widely among students
bull Implications from a recent study of African American females
bull Jamilia Blake and colleagues found that African American female adolescents with darker complexions were almost twice as likely to receive an out-of-school suspension as their White female peers
BlackWhite differences inincome perceived behavior
and achievement do not explain away all of the
BlackWhite disparities in discipline
(Owens amp McLanahan 2018)
Suspension and increased risk for dropout
(Balfanz Byrnes amp Fox 2015 Rosenbaum 2018)
Suspension risk for contact with policejuvenile justice system
The logic of prevention in addressing disparities in disability status
ED = emotional disturbed
bull ldquoAn inability to build or maintain satisfactory interpersonal relationships with peers and teachersrdquo
bull ldquoInappropriate types of behaviors or feelings under normal circumstancesrdquo
bull ldquoA general pervasive mood of unhappiness or depressionrdquo
bull Note the following bull 57 of students served under IDEA are given ED disability status (The
largest category is special learning disability 388 US DOE 2017)
Disparities in ldquoEmotionally Disturbedrdquo designation
bullBlack students two times more likely to be categorized as ED relative to all other student groups (US DOE 2017)
bullLow income students and male students also more likely to be to receive ED designation (Morgan Farkas Hillemeier amp Maczuga 2017)
bullLow achieving students more likely to receive ED designation (Morgan et al 2017)
Negative correlates of ED
bullOnly 58 of students with ED graduated with a regular high school diploma (US DOE 2017)
bullED students relative to students with other disabilities are more likely to receive ISS and OSS (Meyers 2015)
The logic of prevention in addressing disparities in ED
bull Increase bias awareness and cultural competencebull Improve relationships engagement belonging
achievementbull Increase opportunities for SEL skill development
bull Prevent disparities in ED and negative trajectories of those with ED status
What are schools and districts doing at Tier 1 from a prevention
standpoint
District level policy changes
In 2014 Syracuse City School District released a revised Student Code of Conduct Character and Support
The introduction states
bull ldquoThe Code ensures that schools provide equal access to a wide range of supports and interventions that promote positive behavior help students develop self-discipline and social and emotional efficacy and enable students to improve and correct inappropriate unacceptable and unskillful behaviorsrdquo (pg 2)
Social and Emotional Learning
bullStrive to hold students and staff accountable and create opportunities for student and staff social and emotional learning
bullSocial AwarenessbullRelationship SkillsbullResponsible Decision-MakingbullSelf-AwarenessbullSelf-Management
Positive Behavior Intervention supports (PBIS) Tier1 1 (PBIS)
PBIS Culturally Responsive Field Guide
bull Identity and Bias Awarenessbull Student Voicebull Supportive Environmentbull Situational Appropriatenessbull Data for equity
bull Available at wwwPBISorg
Strengthening Relationships
Authoritative Relationships
STRUCTURE
SUPPORT
Adults in this school really care about all
students
My teachers donrsquot let me do just easy work but make me
think
Gregory Cornell amp Fan 2011
STRUCTURE
SUPPORT
Suspension Rates
BlackWhite Suspension Gaps
Gregory Cornell amp Fan 2011
Community-Building Circles (6 minutes)
bull httpswwwyoutubecomwatchv=RdKhcQrLD1w
bull Students from MetWest High School in the Oakland Unified School District (OUSD) facilitate participate in and reflect on using the Circle in the classroom to build community and relationships The video highlights the process and elements of a community building Circle
A student reflects on circles held during advisory
It will help staff growhellip because itrsquos not just students that are a part of the circle itrsquos the teachers too and thatrsquos important because they need to understand where wersquore coming fromhellip and they could understand maybe thatrsquos why Irsquom not in the mood today or what happened this morning or last night may cause me to act out during the day(Student 2017)
Okonofua Paunesku amp Walton 2016
CONDITION Empathetic Mindset vs Control
AIM uarr teachersrsquo perspective-taking about student misconduct and promote a context of trust and understanding
INTERVENTION bull read article and testimonials about
bull driving factors for misconductbull Impact of student-teacher
relationshipsbull write about their practicebull incorporate practices into teacher training
EMPATHETiC MiNDSET
50 fewer suspensions
SUSPENSiON RATES for BOYS
84 empatheticVs
146 control
SUSPENSiON RATES for AFRiCAN
AMERiCAN amp LATiNO
63 empatheticVs
123 control
Taking stock thus far and rest of the dayhellip
COR PD can be found online Just set up an account and you are ready to go
wwwcorclassroomsorg
56
Building relationships Observing
wwwcorclassroomsorg
58
Building relationships Being aware
wwwcorclassroomsorg
59
Building relationships Interactions
wwwcorclassroomsorg
60
Interaction of relationship-building components
wwwcorclassroomsorg
61
62
Letrsquos watch on corclassroomsorgModule 1 Activity 6 (3 min) and Module 1 Activity 7 (6 min)
OBSERVEINTERACTIONS OBJECTIVELY
BE AWARE OF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH STUDENTS
How might all the COR elements affect their relationship
63
BE AWAREOF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH
STUDENTS
OBSERVEINTERACTIONS OBJECTIVELY
64
Module 2 Building Relationships Through Awareness
wwwcorclassroomsorg
65
69
Letrsquos watch on corclassroomsorg Module 2 Activity 1 (10 min) Module 2 Activity 4 (20 minutes)
Ideas for peer learning
PLCs and ldquotaking your studentrsquos perspectivesrdquo
Ideas
72
Practical strategies for increasing awareness
73
Selective attention
74
Objective versus subjective observations
75
Implicit racial bias affects who is watched
Tracked ldquoeye gazerdquo of early education teachers watching a video of preschoolers bull Teachers watched Black
students for misbehavior more than others
bull Teachers also said Black boys require the most attention
(Gilliam et al 2016)
(see also Chmielewski et al 2016 Ferguson 2000 Heilburn Cornell amp Lovegrove 2015 Neal McCray Webb-Johnson amp Bridgest 2003 Okonofua amp Eberhardt 2015)
76
Suggested activity in the COR Observing
Before the observation
bull What are my beliefsattitudes about how this student engages in course activities (or does not engage)
bull What behaviors do I expect to see
After the observationbull How did my beliefs affect what I
looked for
bull What behaviors did she show that I expected
bull Which behaviors surprised me
bull What patterns did I notice ndash in student behavior and my own
77
Incorporate observation into your routine
78
Ideas for peer learning
PLCs and ldquoobserving objectivelyrdquo
Ideas
80
Ask yourself
When was the last time I had a positive interaction with this student
Do I have more negative interactions than positive ones with this student
What do I like or appreciate about this student
How do I expect this student to act
81
82
For your own reflection
bullDoes your teaching staff have regular opportunities to practice objective observation
bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students
bullHow can we think about issues of equity and ldquorecognizing rutsrdquo
83
Ideas for peer learning
PLCs and ldquorecognizing rutsrdquo
Ideas
How can we think about equity related to ldquorutsrdquo
Creating Opportunities through Relationships (COR)
Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation
85
Modules 3-5
86
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
87
Practical strategies
88
Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo
ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo
89
The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals
bull A teacher described his relationship with a Black student who was having conflict with other teachers
bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo
bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day
90
Practical strategies
91
Making sure to bring your enthusiasm
Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom
On a scale of 1 to 10 how enthusiastic do you think you are on a typical day
92
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
93
94
Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
We can undertake prevention efforts with a racial equity consciousness
34
23
16
10 10 10
0
5
10
15
20
25
30
35
40
Black Maleswith
disabilities
Latino Maleswith
disabilities
White Maleswith
disabilities
OSS rate withdisabilityOverall national OSSrate
ldquoDiscipliningrdquo students with disabilitiesOSS rates for secondary students with disabilities 2011-2012
African American male
African American female
Colorism and school discipline
bull Skin tone varies widely among students
bull Implications from a recent study of African American females
bull Jamilia Blake and colleagues found that African American female adolescents with darker complexions were almost twice as likely to receive an out-of-school suspension as their White female peers
BlackWhite differences inincome perceived behavior
and achievement do not explain away all of the
BlackWhite disparities in discipline
(Owens amp McLanahan 2018)
Suspension and increased risk for dropout
(Balfanz Byrnes amp Fox 2015 Rosenbaum 2018)
Suspension risk for contact with policejuvenile justice system
The logic of prevention in addressing disparities in disability status
ED = emotional disturbed
bull ldquoAn inability to build or maintain satisfactory interpersonal relationships with peers and teachersrdquo
bull ldquoInappropriate types of behaviors or feelings under normal circumstancesrdquo
bull ldquoA general pervasive mood of unhappiness or depressionrdquo
bull Note the following bull 57 of students served under IDEA are given ED disability status (The
largest category is special learning disability 388 US DOE 2017)
Disparities in ldquoEmotionally Disturbedrdquo designation
bullBlack students two times more likely to be categorized as ED relative to all other student groups (US DOE 2017)
bullLow income students and male students also more likely to be to receive ED designation (Morgan Farkas Hillemeier amp Maczuga 2017)
bullLow achieving students more likely to receive ED designation (Morgan et al 2017)
Negative correlates of ED
bullOnly 58 of students with ED graduated with a regular high school diploma (US DOE 2017)
bullED students relative to students with other disabilities are more likely to receive ISS and OSS (Meyers 2015)
The logic of prevention in addressing disparities in ED
bull Increase bias awareness and cultural competencebull Improve relationships engagement belonging
achievementbull Increase opportunities for SEL skill development
bull Prevent disparities in ED and negative trajectories of those with ED status
What are schools and districts doing at Tier 1 from a prevention
standpoint
District level policy changes
In 2014 Syracuse City School District released a revised Student Code of Conduct Character and Support
The introduction states
bull ldquoThe Code ensures that schools provide equal access to a wide range of supports and interventions that promote positive behavior help students develop self-discipline and social and emotional efficacy and enable students to improve and correct inappropriate unacceptable and unskillful behaviorsrdquo (pg 2)
Social and Emotional Learning
bullStrive to hold students and staff accountable and create opportunities for student and staff social and emotional learning
bullSocial AwarenessbullRelationship SkillsbullResponsible Decision-MakingbullSelf-AwarenessbullSelf-Management
Positive Behavior Intervention supports (PBIS) Tier1 1 (PBIS)
PBIS Culturally Responsive Field Guide
bull Identity and Bias Awarenessbull Student Voicebull Supportive Environmentbull Situational Appropriatenessbull Data for equity
bull Available at wwwPBISorg
Strengthening Relationships
Authoritative Relationships
STRUCTURE
SUPPORT
Adults in this school really care about all
students
My teachers donrsquot let me do just easy work but make me
think
Gregory Cornell amp Fan 2011
STRUCTURE
SUPPORT
Suspension Rates
BlackWhite Suspension Gaps
Gregory Cornell amp Fan 2011
Community-Building Circles (6 minutes)
bull httpswwwyoutubecomwatchv=RdKhcQrLD1w
bull Students from MetWest High School in the Oakland Unified School District (OUSD) facilitate participate in and reflect on using the Circle in the classroom to build community and relationships The video highlights the process and elements of a community building Circle
A student reflects on circles held during advisory
It will help staff growhellip because itrsquos not just students that are a part of the circle itrsquos the teachers too and thatrsquos important because they need to understand where wersquore coming fromhellip and they could understand maybe thatrsquos why Irsquom not in the mood today or what happened this morning or last night may cause me to act out during the day(Student 2017)
Okonofua Paunesku amp Walton 2016
CONDITION Empathetic Mindset vs Control
AIM uarr teachersrsquo perspective-taking about student misconduct and promote a context of trust and understanding
INTERVENTION bull read article and testimonials about
bull driving factors for misconductbull Impact of student-teacher
relationshipsbull write about their practicebull incorporate practices into teacher training
EMPATHETiC MiNDSET
50 fewer suspensions
SUSPENSiON RATES for BOYS
84 empatheticVs
146 control
SUSPENSiON RATES for AFRiCAN
AMERiCAN amp LATiNO
63 empatheticVs
123 control
Taking stock thus far and rest of the dayhellip
COR PD can be found online Just set up an account and you are ready to go
wwwcorclassroomsorg
56
Building relationships Observing
wwwcorclassroomsorg
58
Building relationships Being aware
wwwcorclassroomsorg
59
Building relationships Interactions
wwwcorclassroomsorg
60
Interaction of relationship-building components
wwwcorclassroomsorg
61
62
Letrsquos watch on corclassroomsorgModule 1 Activity 6 (3 min) and Module 1 Activity 7 (6 min)
OBSERVEINTERACTIONS OBJECTIVELY
BE AWARE OF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH STUDENTS
How might all the COR elements affect their relationship
63
BE AWAREOF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH
STUDENTS
OBSERVEINTERACTIONS OBJECTIVELY
64
Module 2 Building Relationships Through Awareness
wwwcorclassroomsorg
65
69
Letrsquos watch on corclassroomsorg Module 2 Activity 1 (10 min) Module 2 Activity 4 (20 minutes)
Ideas for peer learning
PLCs and ldquotaking your studentrsquos perspectivesrdquo
Ideas
72
Practical strategies for increasing awareness
73
Selective attention
74
Objective versus subjective observations
75
Implicit racial bias affects who is watched
Tracked ldquoeye gazerdquo of early education teachers watching a video of preschoolers bull Teachers watched Black
students for misbehavior more than others
bull Teachers also said Black boys require the most attention
(Gilliam et al 2016)
(see also Chmielewski et al 2016 Ferguson 2000 Heilburn Cornell amp Lovegrove 2015 Neal McCray Webb-Johnson amp Bridgest 2003 Okonofua amp Eberhardt 2015)
76
Suggested activity in the COR Observing
Before the observation
bull What are my beliefsattitudes about how this student engages in course activities (or does not engage)
bull What behaviors do I expect to see
After the observationbull How did my beliefs affect what I
looked for
bull What behaviors did she show that I expected
bull Which behaviors surprised me
bull What patterns did I notice ndash in student behavior and my own
77
Incorporate observation into your routine
78
Ideas for peer learning
PLCs and ldquoobserving objectivelyrdquo
Ideas
80
Ask yourself
When was the last time I had a positive interaction with this student
Do I have more negative interactions than positive ones with this student
What do I like or appreciate about this student
How do I expect this student to act
81
82
For your own reflection
bullDoes your teaching staff have regular opportunities to practice objective observation
bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students
bullHow can we think about issues of equity and ldquorecognizing rutsrdquo
83
Ideas for peer learning
PLCs and ldquorecognizing rutsrdquo
Ideas
How can we think about equity related to ldquorutsrdquo
Creating Opportunities through Relationships (COR)
Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation
85
Modules 3-5
86
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
87
Practical strategies
88
Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo
ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo
89
The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals
bull A teacher described his relationship with a Black student who was having conflict with other teachers
bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo
bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day
90
Practical strategies
91
Making sure to bring your enthusiasm
Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom
On a scale of 1 to 10 how enthusiastic do you think you are on a typical day
92
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
93
94
Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
34
23
16
10 10 10
0
5
10
15
20
25
30
35
40
Black Maleswith
disabilities
Latino Maleswith
disabilities
White Maleswith
disabilities
OSS rate withdisabilityOverall national OSSrate
ldquoDiscipliningrdquo students with disabilitiesOSS rates for secondary students with disabilities 2011-2012
African American male
African American female
Colorism and school discipline
bull Skin tone varies widely among students
bull Implications from a recent study of African American females
bull Jamilia Blake and colleagues found that African American female adolescents with darker complexions were almost twice as likely to receive an out-of-school suspension as their White female peers
BlackWhite differences inincome perceived behavior
and achievement do not explain away all of the
BlackWhite disparities in discipline
(Owens amp McLanahan 2018)
Suspension and increased risk for dropout
(Balfanz Byrnes amp Fox 2015 Rosenbaum 2018)
Suspension risk for contact with policejuvenile justice system
The logic of prevention in addressing disparities in disability status
ED = emotional disturbed
bull ldquoAn inability to build or maintain satisfactory interpersonal relationships with peers and teachersrdquo
bull ldquoInappropriate types of behaviors or feelings under normal circumstancesrdquo
bull ldquoA general pervasive mood of unhappiness or depressionrdquo
bull Note the following bull 57 of students served under IDEA are given ED disability status (The
largest category is special learning disability 388 US DOE 2017)
Disparities in ldquoEmotionally Disturbedrdquo designation
bullBlack students two times more likely to be categorized as ED relative to all other student groups (US DOE 2017)
bullLow income students and male students also more likely to be to receive ED designation (Morgan Farkas Hillemeier amp Maczuga 2017)
bullLow achieving students more likely to receive ED designation (Morgan et al 2017)
Negative correlates of ED
bullOnly 58 of students with ED graduated with a regular high school diploma (US DOE 2017)
bullED students relative to students with other disabilities are more likely to receive ISS and OSS (Meyers 2015)
The logic of prevention in addressing disparities in ED
bull Increase bias awareness and cultural competencebull Improve relationships engagement belonging
achievementbull Increase opportunities for SEL skill development
bull Prevent disparities in ED and negative trajectories of those with ED status
What are schools and districts doing at Tier 1 from a prevention
standpoint
District level policy changes
In 2014 Syracuse City School District released a revised Student Code of Conduct Character and Support
The introduction states
bull ldquoThe Code ensures that schools provide equal access to a wide range of supports and interventions that promote positive behavior help students develop self-discipline and social and emotional efficacy and enable students to improve and correct inappropriate unacceptable and unskillful behaviorsrdquo (pg 2)
Social and Emotional Learning
bullStrive to hold students and staff accountable and create opportunities for student and staff social and emotional learning
bullSocial AwarenessbullRelationship SkillsbullResponsible Decision-MakingbullSelf-AwarenessbullSelf-Management
Positive Behavior Intervention supports (PBIS) Tier1 1 (PBIS)
PBIS Culturally Responsive Field Guide
bull Identity and Bias Awarenessbull Student Voicebull Supportive Environmentbull Situational Appropriatenessbull Data for equity
bull Available at wwwPBISorg
Strengthening Relationships
Authoritative Relationships
STRUCTURE
SUPPORT
Adults in this school really care about all
students
My teachers donrsquot let me do just easy work but make me
think
Gregory Cornell amp Fan 2011
STRUCTURE
SUPPORT
Suspension Rates
BlackWhite Suspension Gaps
Gregory Cornell amp Fan 2011
Community-Building Circles (6 minutes)
bull httpswwwyoutubecomwatchv=RdKhcQrLD1w
bull Students from MetWest High School in the Oakland Unified School District (OUSD) facilitate participate in and reflect on using the Circle in the classroom to build community and relationships The video highlights the process and elements of a community building Circle
A student reflects on circles held during advisory
It will help staff growhellip because itrsquos not just students that are a part of the circle itrsquos the teachers too and thatrsquos important because they need to understand where wersquore coming fromhellip and they could understand maybe thatrsquos why Irsquom not in the mood today or what happened this morning or last night may cause me to act out during the day(Student 2017)
Okonofua Paunesku amp Walton 2016
CONDITION Empathetic Mindset vs Control
AIM uarr teachersrsquo perspective-taking about student misconduct and promote a context of trust and understanding
INTERVENTION bull read article and testimonials about
bull driving factors for misconductbull Impact of student-teacher
relationshipsbull write about their practicebull incorporate practices into teacher training
EMPATHETiC MiNDSET
50 fewer suspensions
SUSPENSiON RATES for BOYS
84 empatheticVs
146 control
SUSPENSiON RATES for AFRiCAN
AMERiCAN amp LATiNO
63 empatheticVs
123 control
Taking stock thus far and rest of the dayhellip
COR PD can be found online Just set up an account and you are ready to go
wwwcorclassroomsorg
56
Building relationships Observing
wwwcorclassroomsorg
58
Building relationships Being aware
wwwcorclassroomsorg
59
Building relationships Interactions
wwwcorclassroomsorg
60
Interaction of relationship-building components
wwwcorclassroomsorg
61
62
Letrsquos watch on corclassroomsorgModule 1 Activity 6 (3 min) and Module 1 Activity 7 (6 min)
OBSERVEINTERACTIONS OBJECTIVELY
BE AWARE OF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH STUDENTS
How might all the COR elements affect their relationship
63
BE AWAREOF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH
STUDENTS
OBSERVEINTERACTIONS OBJECTIVELY
64
Module 2 Building Relationships Through Awareness
wwwcorclassroomsorg
65
69
Letrsquos watch on corclassroomsorg Module 2 Activity 1 (10 min) Module 2 Activity 4 (20 minutes)
Ideas for peer learning
PLCs and ldquotaking your studentrsquos perspectivesrdquo
Ideas
72
Practical strategies for increasing awareness
73
Selective attention
74
Objective versus subjective observations
75
Implicit racial bias affects who is watched
Tracked ldquoeye gazerdquo of early education teachers watching a video of preschoolers bull Teachers watched Black
students for misbehavior more than others
bull Teachers also said Black boys require the most attention
(Gilliam et al 2016)
(see also Chmielewski et al 2016 Ferguson 2000 Heilburn Cornell amp Lovegrove 2015 Neal McCray Webb-Johnson amp Bridgest 2003 Okonofua amp Eberhardt 2015)
76
Suggested activity in the COR Observing
Before the observation
bull What are my beliefsattitudes about how this student engages in course activities (or does not engage)
bull What behaviors do I expect to see
After the observationbull How did my beliefs affect what I
looked for
bull What behaviors did she show that I expected
bull Which behaviors surprised me
bull What patterns did I notice ndash in student behavior and my own
77
Incorporate observation into your routine
78
Ideas for peer learning
PLCs and ldquoobserving objectivelyrdquo
Ideas
80
Ask yourself
When was the last time I had a positive interaction with this student
Do I have more negative interactions than positive ones with this student
What do I like or appreciate about this student
How do I expect this student to act
81
82
For your own reflection
bullDoes your teaching staff have regular opportunities to practice objective observation
bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students
bullHow can we think about issues of equity and ldquorecognizing rutsrdquo
83
Ideas for peer learning
PLCs and ldquorecognizing rutsrdquo
Ideas
How can we think about equity related to ldquorutsrdquo
Creating Opportunities through Relationships (COR)
Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation
85
Modules 3-5
86
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
87
Practical strategies
88
Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo
ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo
89
The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals
bull A teacher described his relationship with a Black student who was having conflict with other teachers
bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo
bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day
90
Practical strategies
91
Making sure to bring your enthusiasm
Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom
On a scale of 1 to 10 how enthusiastic do you think you are on a typical day
92
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
93
94
Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
African American male
African American female
Colorism and school discipline
bull Skin tone varies widely among students
bull Implications from a recent study of African American females
bull Jamilia Blake and colleagues found that African American female adolescents with darker complexions were almost twice as likely to receive an out-of-school suspension as their White female peers
BlackWhite differences inincome perceived behavior
and achievement do not explain away all of the
BlackWhite disparities in discipline
(Owens amp McLanahan 2018)
Suspension and increased risk for dropout
(Balfanz Byrnes amp Fox 2015 Rosenbaum 2018)
Suspension risk for contact with policejuvenile justice system
The logic of prevention in addressing disparities in disability status
ED = emotional disturbed
bull ldquoAn inability to build or maintain satisfactory interpersonal relationships with peers and teachersrdquo
bull ldquoInappropriate types of behaviors or feelings under normal circumstancesrdquo
bull ldquoA general pervasive mood of unhappiness or depressionrdquo
bull Note the following bull 57 of students served under IDEA are given ED disability status (The
largest category is special learning disability 388 US DOE 2017)
Disparities in ldquoEmotionally Disturbedrdquo designation
bullBlack students two times more likely to be categorized as ED relative to all other student groups (US DOE 2017)
bullLow income students and male students also more likely to be to receive ED designation (Morgan Farkas Hillemeier amp Maczuga 2017)
bullLow achieving students more likely to receive ED designation (Morgan et al 2017)
Negative correlates of ED
bullOnly 58 of students with ED graduated with a regular high school diploma (US DOE 2017)
bullED students relative to students with other disabilities are more likely to receive ISS and OSS (Meyers 2015)
The logic of prevention in addressing disparities in ED
bull Increase bias awareness and cultural competencebull Improve relationships engagement belonging
achievementbull Increase opportunities for SEL skill development
bull Prevent disparities in ED and negative trajectories of those with ED status
What are schools and districts doing at Tier 1 from a prevention
standpoint
District level policy changes
In 2014 Syracuse City School District released a revised Student Code of Conduct Character and Support
The introduction states
bull ldquoThe Code ensures that schools provide equal access to a wide range of supports and interventions that promote positive behavior help students develop self-discipline and social and emotional efficacy and enable students to improve and correct inappropriate unacceptable and unskillful behaviorsrdquo (pg 2)
Social and Emotional Learning
bullStrive to hold students and staff accountable and create opportunities for student and staff social and emotional learning
bullSocial AwarenessbullRelationship SkillsbullResponsible Decision-MakingbullSelf-AwarenessbullSelf-Management
Positive Behavior Intervention supports (PBIS) Tier1 1 (PBIS)
PBIS Culturally Responsive Field Guide
bull Identity and Bias Awarenessbull Student Voicebull Supportive Environmentbull Situational Appropriatenessbull Data for equity
bull Available at wwwPBISorg
Strengthening Relationships
Authoritative Relationships
STRUCTURE
SUPPORT
Adults in this school really care about all
students
My teachers donrsquot let me do just easy work but make me
think
Gregory Cornell amp Fan 2011
STRUCTURE
SUPPORT
Suspension Rates
BlackWhite Suspension Gaps
Gregory Cornell amp Fan 2011
Community-Building Circles (6 minutes)
bull httpswwwyoutubecomwatchv=RdKhcQrLD1w
bull Students from MetWest High School in the Oakland Unified School District (OUSD) facilitate participate in and reflect on using the Circle in the classroom to build community and relationships The video highlights the process and elements of a community building Circle
A student reflects on circles held during advisory
It will help staff growhellip because itrsquos not just students that are a part of the circle itrsquos the teachers too and thatrsquos important because they need to understand where wersquore coming fromhellip and they could understand maybe thatrsquos why Irsquom not in the mood today or what happened this morning or last night may cause me to act out during the day(Student 2017)
Okonofua Paunesku amp Walton 2016
CONDITION Empathetic Mindset vs Control
AIM uarr teachersrsquo perspective-taking about student misconduct and promote a context of trust and understanding
INTERVENTION bull read article and testimonials about
bull driving factors for misconductbull Impact of student-teacher
relationshipsbull write about their practicebull incorporate practices into teacher training
EMPATHETiC MiNDSET
50 fewer suspensions
SUSPENSiON RATES for BOYS
84 empatheticVs
146 control
SUSPENSiON RATES for AFRiCAN
AMERiCAN amp LATiNO
63 empatheticVs
123 control
Taking stock thus far and rest of the dayhellip
COR PD can be found online Just set up an account and you are ready to go
wwwcorclassroomsorg
56
Building relationships Observing
wwwcorclassroomsorg
58
Building relationships Being aware
wwwcorclassroomsorg
59
Building relationships Interactions
wwwcorclassroomsorg
60
Interaction of relationship-building components
wwwcorclassroomsorg
61
62
Letrsquos watch on corclassroomsorgModule 1 Activity 6 (3 min) and Module 1 Activity 7 (6 min)
OBSERVEINTERACTIONS OBJECTIVELY
BE AWARE OF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH STUDENTS
How might all the COR elements affect their relationship
63
BE AWAREOF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH
STUDENTS
OBSERVEINTERACTIONS OBJECTIVELY
64
Module 2 Building Relationships Through Awareness
wwwcorclassroomsorg
65
69
Letrsquos watch on corclassroomsorg Module 2 Activity 1 (10 min) Module 2 Activity 4 (20 minutes)
Ideas for peer learning
PLCs and ldquotaking your studentrsquos perspectivesrdquo
Ideas
72
Practical strategies for increasing awareness
73
Selective attention
74
Objective versus subjective observations
75
Implicit racial bias affects who is watched
Tracked ldquoeye gazerdquo of early education teachers watching a video of preschoolers bull Teachers watched Black
students for misbehavior more than others
bull Teachers also said Black boys require the most attention
(Gilliam et al 2016)
(see also Chmielewski et al 2016 Ferguson 2000 Heilburn Cornell amp Lovegrove 2015 Neal McCray Webb-Johnson amp Bridgest 2003 Okonofua amp Eberhardt 2015)
76
Suggested activity in the COR Observing
Before the observation
bull What are my beliefsattitudes about how this student engages in course activities (or does not engage)
bull What behaviors do I expect to see
After the observationbull How did my beliefs affect what I
looked for
bull What behaviors did she show that I expected
bull Which behaviors surprised me
bull What patterns did I notice ndash in student behavior and my own
77
Incorporate observation into your routine
78
Ideas for peer learning
PLCs and ldquoobserving objectivelyrdquo
Ideas
80
Ask yourself
When was the last time I had a positive interaction with this student
Do I have more negative interactions than positive ones with this student
What do I like or appreciate about this student
How do I expect this student to act
81
82
For your own reflection
bullDoes your teaching staff have regular opportunities to practice objective observation
bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students
bullHow can we think about issues of equity and ldquorecognizing rutsrdquo
83
Ideas for peer learning
PLCs and ldquorecognizing rutsrdquo
Ideas
How can we think about equity related to ldquorutsrdquo
Creating Opportunities through Relationships (COR)
Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation
85
Modules 3-5
86
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
87
Practical strategies
88
Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo
ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo
89
The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals
bull A teacher described his relationship with a Black student who was having conflict with other teachers
bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo
bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day
90
Practical strategies
91
Making sure to bring your enthusiasm
Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom
On a scale of 1 to 10 how enthusiastic do you think you are on a typical day
92
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
93
94
Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
Colorism and school discipline
bull Skin tone varies widely among students
bull Implications from a recent study of African American females
bull Jamilia Blake and colleagues found that African American female adolescents with darker complexions were almost twice as likely to receive an out-of-school suspension as their White female peers
BlackWhite differences inincome perceived behavior
and achievement do not explain away all of the
BlackWhite disparities in discipline
(Owens amp McLanahan 2018)
Suspension and increased risk for dropout
(Balfanz Byrnes amp Fox 2015 Rosenbaum 2018)
Suspension risk for contact with policejuvenile justice system
The logic of prevention in addressing disparities in disability status
ED = emotional disturbed
bull ldquoAn inability to build or maintain satisfactory interpersonal relationships with peers and teachersrdquo
bull ldquoInappropriate types of behaviors or feelings under normal circumstancesrdquo
bull ldquoA general pervasive mood of unhappiness or depressionrdquo
bull Note the following bull 57 of students served under IDEA are given ED disability status (The
largest category is special learning disability 388 US DOE 2017)
Disparities in ldquoEmotionally Disturbedrdquo designation
bullBlack students two times more likely to be categorized as ED relative to all other student groups (US DOE 2017)
bullLow income students and male students also more likely to be to receive ED designation (Morgan Farkas Hillemeier amp Maczuga 2017)
bullLow achieving students more likely to receive ED designation (Morgan et al 2017)
Negative correlates of ED
bullOnly 58 of students with ED graduated with a regular high school diploma (US DOE 2017)
bullED students relative to students with other disabilities are more likely to receive ISS and OSS (Meyers 2015)
The logic of prevention in addressing disparities in ED
bull Increase bias awareness and cultural competencebull Improve relationships engagement belonging
achievementbull Increase opportunities for SEL skill development
bull Prevent disparities in ED and negative trajectories of those with ED status
What are schools and districts doing at Tier 1 from a prevention
standpoint
District level policy changes
In 2014 Syracuse City School District released a revised Student Code of Conduct Character and Support
The introduction states
bull ldquoThe Code ensures that schools provide equal access to a wide range of supports and interventions that promote positive behavior help students develop self-discipline and social and emotional efficacy and enable students to improve and correct inappropriate unacceptable and unskillful behaviorsrdquo (pg 2)
Social and Emotional Learning
bullStrive to hold students and staff accountable and create opportunities for student and staff social and emotional learning
bullSocial AwarenessbullRelationship SkillsbullResponsible Decision-MakingbullSelf-AwarenessbullSelf-Management
Positive Behavior Intervention supports (PBIS) Tier1 1 (PBIS)
PBIS Culturally Responsive Field Guide
bull Identity and Bias Awarenessbull Student Voicebull Supportive Environmentbull Situational Appropriatenessbull Data for equity
bull Available at wwwPBISorg
Strengthening Relationships
Authoritative Relationships
STRUCTURE
SUPPORT
Adults in this school really care about all
students
My teachers donrsquot let me do just easy work but make me
think
Gregory Cornell amp Fan 2011
STRUCTURE
SUPPORT
Suspension Rates
BlackWhite Suspension Gaps
Gregory Cornell amp Fan 2011
Community-Building Circles (6 minutes)
bull httpswwwyoutubecomwatchv=RdKhcQrLD1w
bull Students from MetWest High School in the Oakland Unified School District (OUSD) facilitate participate in and reflect on using the Circle in the classroom to build community and relationships The video highlights the process and elements of a community building Circle
A student reflects on circles held during advisory
It will help staff growhellip because itrsquos not just students that are a part of the circle itrsquos the teachers too and thatrsquos important because they need to understand where wersquore coming fromhellip and they could understand maybe thatrsquos why Irsquom not in the mood today or what happened this morning or last night may cause me to act out during the day(Student 2017)
Okonofua Paunesku amp Walton 2016
CONDITION Empathetic Mindset vs Control
AIM uarr teachersrsquo perspective-taking about student misconduct and promote a context of trust and understanding
INTERVENTION bull read article and testimonials about
bull driving factors for misconductbull Impact of student-teacher
relationshipsbull write about their practicebull incorporate practices into teacher training
EMPATHETiC MiNDSET
50 fewer suspensions
SUSPENSiON RATES for BOYS
84 empatheticVs
146 control
SUSPENSiON RATES for AFRiCAN
AMERiCAN amp LATiNO
63 empatheticVs
123 control
Taking stock thus far and rest of the dayhellip
COR PD can be found online Just set up an account and you are ready to go
wwwcorclassroomsorg
56
Building relationships Observing
wwwcorclassroomsorg
58
Building relationships Being aware
wwwcorclassroomsorg
59
Building relationships Interactions
wwwcorclassroomsorg
60
Interaction of relationship-building components
wwwcorclassroomsorg
61
62
Letrsquos watch on corclassroomsorgModule 1 Activity 6 (3 min) and Module 1 Activity 7 (6 min)
OBSERVEINTERACTIONS OBJECTIVELY
BE AWARE OF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH STUDENTS
How might all the COR elements affect their relationship
63
BE AWAREOF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH
STUDENTS
OBSERVEINTERACTIONS OBJECTIVELY
64
Module 2 Building Relationships Through Awareness
wwwcorclassroomsorg
65
69
Letrsquos watch on corclassroomsorg Module 2 Activity 1 (10 min) Module 2 Activity 4 (20 minutes)
Ideas for peer learning
PLCs and ldquotaking your studentrsquos perspectivesrdquo
Ideas
72
Practical strategies for increasing awareness
73
Selective attention
74
Objective versus subjective observations
75
Implicit racial bias affects who is watched
Tracked ldquoeye gazerdquo of early education teachers watching a video of preschoolers bull Teachers watched Black
students for misbehavior more than others
bull Teachers also said Black boys require the most attention
(Gilliam et al 2016)
(see also Chmielewski et al 2016 Ferguson 2000 Heilburn Cornell amp Lovegrove 2015 Neal McCray Webb-Johnson amp Bridgest 2003 Okonofua amp Eberhardt 2015)
76
Suggested activity in the COR Observing
Before the observation
bull What are my beliefsattitudes about how this student engages in course activities (or does not engage)
bull What behaviors do I expect to see
After the observationbull How did my beliefs affect what I
looked for
bull What behaviors did she show that I expected
bull Which behaviors surprised me
bull What patterns did I notice ndash in student behavior and my own
77
Incorporate observation into your routine
78
Ideas for peer learning
PLCs and ldquoobserving objectivelyrdquo
Ideas
80
Ask yourself
When was the last time I had a positive interaction with this student
Do I have more negative interactions than positive ones with this student
What do I like or appreciate about this student
How do I expect this student to act
81
82
For your own reflection
bullDoes your teaching staff have regular opportunities to practice objective observation
bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students
bullHow can we think about issues of equity and ldquorecognizing rutsrdquo
83
Ideas for peer learning
PLCs and ldquorecognizing rutsrdquo
Ideas
How can we think about equity related to ldquorutsrdquo
Creating Opportunities through Relationships (COR)
Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation
85
Modules 3-5
86
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
87
Practical strategies
88
Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo
ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo
89
The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals
bull A teacher described his relationship with a Black student who was having conflict with other teachers
bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo
bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day
90
Practical strategies
91
Making sure to bring your enthusiasm
Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom
On a scale of 1 to 10 how enthusiastic do you think you are on a typical day
92
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
93
94
Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
BlackWhite differences inincome perceived behavior
and achievement do not explain away all of the
BlackWhite disparities in discipline
(Owens amp McLanahan 2018)
Suspension and increased risk for dropout
(Balfanz Byrnes amp Fox 2015 Rosenbaum 2018)
Suspension risk for contact with policejuvenile justice system
The logic of prevention in addressing disparities in disability status
ED = emotional disturbed
bull ldquoAn inability to build or maintain satisfactory interpersonal relationships with peers and teachersrdquo
bull ldquoInappropriate types of behaviors or feelings under normal circumstancesrdquo
bull ldquoA general pervasive mood of unhappiness or depressionrdquo
bull Note the following bull 57 of students served under IDEA are given ED disability status (The
largest category is special learning disability 388 US DOE 2017)
Disparities in ldquoEmotionally Disturbedrdquo designation
bullBlack students two times more likely to be categorized as ED relative to all other student groups (US DOE 2017)
bullLow income students and male students also more likely to be to receive ED designation (Morgan Farkas Hillemeier amp Maczuga 2017)
bullLow achieving students more likely to receive ED designation (Morgan et al 2017)
Negative correlates of ED
bullOnly 58 of students with ED graduated with a regular high school diploma (US DOE 2017)
bullED students relative to students with other disabilities are more likely to receive ISS and OSS (Meyers 2015)
The logic of prevention in addressing disparities in ED
bull Increase bias awareness and cultural competencebull Improve relationships engagement belonging
achievementbull Increase opportunities for SEL skill development
bull Prevent disparities in ED and negative trajectories of those with ED status
What are schools and districts doing at Tier 1 from a prevention
standpoint
District level policy changes
In 2014 Syracuse City School District released a revised Student Code of Conduct Character and Support
The introduction states
bull ldquoThe Code ensures that schools provide equal access to a wide range of supports and interventions that promote positive behavior help students develop self-discipline and social and emotional efficacy and enable students to improve and correct inappropriate unacceptable and unskillful behaviorsrdquo (pg 2)
Social and Emotional Learning
bullStrive to hold students and staff accountable and create opportunities for student and staff social and emotional learning
bullSocial AwarenessbullRelationship SkillsbullResponsible Decision-MakingbullSelf-AwarenessbullSelf-Management
Positive Behavior Intervention supports (PBIS) Tier1 1 (PBIS)
PBIS Culturally Responsive Field Guide
bull Identity and Bias Awarenessbull Student Voicebull Supportive Environmentbull Situational Appropriatenessbull Data for equity
bull Available at wwwPBISorg
Strengthening Relationships
Authoritative Relationships
STRUCTURE
SUPPORT
Adults in this school really care about all
students
My teachers donrsquot let me do just easy work but make me
think
Gregory Cornell amp Fan 2011
STRUCTURE
SUPPORT
Suspension Rates
BlackWhite Suspension Gaps
Gregory Cornell amp Fan 2011
Community-Building Circles (6 minutes)
bull httpswwwyoutubecomwatchv=RdKhcQrLD1w
bull Students from MetWest High School in the Oakland Unified School District (OUSD) facilitate participate in and reflect on using the Circle in the classroom to build community and relationships The video highlights the process and elements of a community building Circle
A student reflects on circles held during advisory
It will help staff growhellip because itrsquos not just students that are a part of the circle itrsquos the teachers too and thatrsquos important because they need to understand where wersquore coming fromhellip and they could understand maybe thatrsquos why Irsquom not in the mood today or what happened this morning or last night may cause me to act out during the day(Student 2017)
Okonofua Paunesku amp Walton 2016
CONDITION Empathetic Mindset vs Control
AIM uarr teachersrsquo perspective-taking about student misconduct and promote a context of trust and understanding
INTERVENTION bull read article and testimonials about
bull driving factors for misconductbull Impact of student-teacher
relationshipsbull write about their practicebull incorporate practices into teacher training
EMPATHETiC MiNDSET
50 fewer suspensions
SUSPENSiON RATES for BOYS
84 empatheticVs
146 control
SUSPENSiON RATES for AFRiCAN
AMERiCAN amp LATiNO
63 empatheticVs
123 control
Taking stock thus far and rest of the dayhellip
COR PD can be found online Just set up an account and you are ready to go
wwwcorclassroomsorg
56
Building relationships Observing
wwwcorclassroomsorg
58
Building relationships Being aware
wwwcorclassroomsorg
59
Building relationships Interactions
wwwcorclassroomsorg
60
Interaction of relationship-building components
wwwcorclassroomsorg
61
62
Letrsquos watch on corclassroomsorgModule 1 Activity 6 (3 min) and Module 1 Activity 7 (6 min)
OBSERVEINTERACTIONS OBJECTIVELY
BE AWARE OF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH STUDENTS
How might all the COR elements affect their relationship
63
BE AWAREOF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH
STUDENTS
OBSERVEINTERACTIONS OBJECTIVELY
64
Module 2 Building Relationships Through Awareness
wwwcorclassroomsorg
65
69
Letrsquos watch on corclassroomsorg Module 2 Activity 1 (10 min) Module 2 Activity 4 (20 minutes)
Ideas for peer learning
PLCs and ldquotaking your studentrsquos perspectivesrdquo
Ideas
72
Practical strategies for increasing awareness
73
Selective attention
74
Objective versus subjective observations
75
Implicit racial bias affects who is watched
Tracked ldquoeye gazerdquo of early education teachers watching a video of preschoolers bull Teachers watched Black
students for misbehavior more than others
bull Teachers also said Black boys require the most attention
(Gilliam et al 2016)
(see also Chmielewski et al 2016 Ferguson 2000 Heilburn Cornell amp Lovegrove 2015 Neal McCray Webb-Johnson amp Bridgest 2003 Okonofua amp Eberhardt 2015)
76
Suggested activity in the COR Observing
Before the observation
bull What are my beliefsattitudes about how this student engages in course activities (or does not engage)
bull What behaviors do I expect to see
After the observationbull How did my beliefs affect what I
looked for
bull What behaviors did she show that I expected
bull Which behaviors surprised me
bull What patterns did I notice ndash in student behavior and my own
77
Incorporate observation into your routine
78
Ideas for peer learning
PLCs and ldquoobserving objectivelyrdquo
Ideas
80
Ask yourself
When was the last time I had a positive interaction with this student
Do I have more negative interactions than positive ones with this student
What do I like or appreciate about this student
How do I expect this student to act
81
82
For your own reflection
bullDoes your teaching staff have regular opportunities to practice objective observation
bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students
bullHow can we think about issues of equity and ldquorecognizing rutsrdquo
83
Ideas for peer learning
PLCs and ldquorecognizing rutsrdquo
Ideas
How can we think about equity related to ldquorutsrdquo
Creating Opportunities through Relationships (COR)
Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation
85
Modules 3-5
86
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
87
Practical strategies
88
Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo
ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo
89
The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals
bull A teacher described his relationship with a Black student who was having conflict with other teachers
bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo
bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day
90
Practical strategies
91
Making sure to bring your enthusiasm
Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom
On a scale of 1 to 10 how enthusiastic do you think you are on a typical day
92
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
93
94
Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
Suspension and increased risk for dropout
(Balfanz Byrnes amp Fox 2015 Rosenbaum 2018)
Suspension risk for contact with policejuvenile justice system
The logic of prevention in addressing disparities in disability status
ED = emotional disturbed
bull ldquoAn inability to build or maintain satisfactory interpersonal relationships with peers and teachersrdquo
bull ldquoInappropriate types of behaviors or feelings under normal circumstancesrdquo
bull ldquoA general pervasive mood of unhappiness or depressionrdquo
bull Note the following bull 57 of students served under IDEA are given ED disability status (The
largest category is special learning disability 388 US DOE 2017)
Disparities in ldquoEmotionally Disturbedrdquo designation
bullBlack students two times more likely to be categorized as ED relative to all other student groups (US DOE 2017)
bullLow income students and male students also more likely to be to receive ED designation (Morgan Farkas Hillemeier amp Maczuga 2017)
bullLow achieving students more likely to receive ED designation (Morgan et al 2017)
Negative correlates of ED
bullOnly 58 of students with ED graduated with a regular high school diploma (US DOE 2017)
bullED students relative to students with other disabilities are more likely to receive ISS and OSS (Meyers 2015)
The logic of prevention in addressing disparities in ED
bull Increase bias awareness and cultural competencebull Improve relationships engagement belonging
achievementbull Increase opportunities for SEL skill development
bull Prevent disparities in ED and negative trajectories of those with ED status
What are schools and districts doing at Tier 1 from a prevention
standpoint
District level policy changes
In 2014 Syracuse City School District released a revised Student Code of Conduct Character and Support
The introduction states
bull ldquoThe Code ensures that schools provide equal access to a wide range of supports and interventions that promote positive behavior help students develop self-discipline and social and emotional efficacy and enable students to improve and correct inappropriate unacceptable and unskillful behaviorsrdquo (pg 2)
Social and Emotional Learning
bullStrive to hold students and staff accountable and create opportunities for student and staff social and emotional learning
bullSocial AwarenessbullRelationship SkillsbullResponsible Decision-MakingbullSelf-AwarenessbullSelf-Management
Positive Behavior Intervention supports (PBIS) Tier1 1 (PBIS)
PBIS Culturally Responsive Field Guide
bull Identity and Bias Awarenessbull Student Voicebull Supportive Environmentbull Situational Appropriatenessbull Data for equity
bull Available at wwwPBISorg
Strengthening Relationships
Authoritative Relationships
STRUCTURE
SUPPORT
Adults in this school really care about all
students
My teachers donrsquot let me do just easy work but make me
think
Gregory Cornell amp Fan 2011
STRUCTURE
SUPPORT
Suspension Rates
BlackWhite Suspension Gaps
Gregory Cornell amp Fan 2011
Community-Building Circles (6 minutes)
bull httpswwwyoutubecomwatchv=RdKhcQrLD1w
bull Students from MetWest High School in the Oakland Unified School District (OUSD) facilitate participate in and reflect on using the Circle in the classroom to build community and relationships The video highlights the process and elements of a community building Circle
A student reflects on circles held during advisory
It will help staff growhellip because itrsquos not just students that are a part of the circle itrsquos the teachers too and thatrsquos important because they need to understand where wersquore coming fromhellip and they could understand maybe thatrsquos why Irsquom not in the mood today or what happened this morning or last night may cause me to act out during the day(Student 2017)
Okonofua Paunesku amp Walton 2016
CONDITION Empathetic Mindset vs Control
AIM uarr teachersrsquo perspective-taking about student misconduct and promote a context of trust and understanding
INTERVENTION bull read article and testimonials about
bull driving factors for misconductbull Impact of student-teacher
relationshipsbull write about their practicebull incorporate practices into teacher training
EMPATHETiC MiNDSET
50 fewer suspensions
SUSPENSiON RATES for BOYS
84 empatheticVs
146 control
SUSPENSiON RATES for AFRiCAN
AMERiCAN amp LATiNO
63 empatheticVs
123 control
Taking stock thus far and rest of the dayhellip
COR PD can be found online Just set up an account and you are ready to go
wwwcorclassroomsorg
56
Building relationships Observing
wwwcorclassroomsorg
58
Building relationships Being aware
wwwcorclassroomsorg
59
Building relationships Interactions
wwwcorclassroomsorg
60
Interaction of relationship-building components
wwwcorclassroomsorg
61
62
Letrsquos watch on corclassroomsorgModule 1 Activity 6 (3 min) and Module 1 Activity 7 (6 min)
OBSERVEINTERACTIONS OBJECTIVELY
BE AWARE OF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH STUDENTS
How might all the COR elements affect their relationship
63
BE AWAREOF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH
STUDENTS
OBSERVEINTERACTIONS OBJECTIVELY
64
Module 2 Building Relationships Through Awareness
wwwcorclassroomsorg
65
69
Letrsquos watch on corclassroomsorg Module 2 Activity 1 (10 min) Module 2 Activity 4 (20 minutes)
Ideas for peer learning
PLCs and ldquotaking your studentrsquos perspectivesrdquo
Ideas
72
Practical strategies for increasing awareness
73
Selective attention
74
Objective versus subjective observations
75
Implicit racial bias affects who is watched
Tracked ldquoeye gazerdquo of early education teachers watching a video of preschoolers bull Teachers watched Black
students for misbehavior more than others
bull Teachers also said Black boys require the most attention
(Gilliam et al 2016)
(see also Chmielewski et al 2016 Ferguson 2000 Heilburn Cornell amp Lovegrove 2015 Neal McCray Webb-Johnson amp Bridgest 2003 Okonofua amp Eberhardt 2015)
76
Suggested activity in the COR Observing
Before the observation
bull What are my beliefsattitudes about how this student engages in course activities (or does not engage)
bull What behaviors do I expect to see
After the observationbull How did my beliefs affect what I
looked for
bull What behaviors did she show that I expected
bull Which behaviors surprised me
bull What patterns did I notice ndash in student behavior and my own
77
Incorporate observation into your routine
78
Ideas for peer learning
PLCs and ldquoobserving objectivelyrdquo
Ideas
80
Ask yourself
When was the last time I had a positive interaction with this student
Do I have more negative interactions than positive ones with this student
What do I like or appreciate about this student
How do I expect this student to act
81
82
For your own reflection
bullDoes your teaching staff have regular opportunities to practice objective observation
bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students
bullHow can we think about issues of equity and ldquorecognizing rutsrdquo
83
Ideas for peer learning
PLCs and ldquorecognizing rutsrdquo
Ideas
How can we think about equity related to ldquorutsrdquo
Creating Opportunities through Relationships (COR)
Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation
85
Modules 3-5
86
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
87
Practical strategies
88
Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo
ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo
89
The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals
bull A teacher described his relationship with a Black student who was having conflict with other teachers
bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo
bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day
90
Practical strategies
91
Making sure to bring your enthusiasm
Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom
On a scale of 1 to 10 how enthusiastic do you think you are on a typical day
92
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
93
94
Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
Suspension risk for contact with policejuvenile justice system
The logic of prevention in addressing disparities in disability status
ED = emotional disturbed
bull ldquoAn inability to build or maintain satisfactory interpersonal relationships with peers and teachersrdquo
bull ldquoInappropriate types of behaviors or feelings under normal circumstancesrdquo
bull ldquoA general pervasive mood of unhappiness or depressionrdquo
bull Note the following bull 57 of students served under IDEA are given ED disability status (The
largest category is special learning disability 388 US DOE 2017)
Disparities in ldquoEmotionally Disturbedrdquo designation
bullBlack students two times more likely to be categorized as ED relative to all other student groups (US DOE 2017)
bullLow income students and male students also more likely to be to receive ED designation (Morgan Farkas Hillemeier amp Maczuga 2017)
bullLow achieving students more likely to receive ED designation (Morgan et al 2017)
Negative correlates of ED
bullOnly 58 of students with ED graduated with a regular high school diploma (US DOE 2017)
bullED students relative to students with other disabilities are more likely to receive ISS and OSS (Meyers 2015)
The logic of prevention in addressing disparities in ED
bull Increase bias awareness and cultural competencebull Improve relationships engagement belonging
achievementbull Increase opportunities for SEL skill development
bull Prevent disparities in ED and negative trajectories of those with ED status
What are schools and districts doing at Tier 1 from a prevention
standpoint
District level policy changes
In 2014 Syracuse City School District released a revised Student Code of Conduct Character and Support
The introduction states
bull ldquoThe Code ensures that schools provide equal access to a wide range of supports and interventions that promote positive behavior help students develop self-discipline and social and emotional efficacy and enable students to improve and correct inappropriate unacceptable and unskillful behaviorsrdquo (pg 2)
Social and Emotional Learning
bullStrive to hold students and staff accountable and create opportunities for student and staff social and emotional learning
bullSocial AwarenessbullRelationship SkillsbullResponsible Decision-MakingbullSelf-AwarenessbullSelf-Management
Positive Behavior Intervention supports (PBIS) Tier1 1 (PBIS)
PBIS Culturally Responsive Field Guide
bull Identity and Bias Awarenessbull Student Voicebull Supportive Environmentbull Situational Appropriatenessbull Data for equity
bull Available at wwwPBISorg
Strengthening Relationships
Authoritative Relationships
STRUCTURE
SUPPORT
Adults in this school really care about all
students
My teachers donrsquot let me do just easy work but make me
think
Gregory Cornell amp Fan 2011
STRUCTURE
SUPPORT
Suspension Rates
BlackWhite Suspension Gaps
Gregory Cornell amp Fan 2011
Community-Building Circles (6 minutes)
bull httpswwwyoutubecomwatchv=RdKhcQrLD1w
bull Students from MetWest High School in the Oakland Unified School District (OUSD) facilitate participate in and reflect on using the Circle in the classroom to build community and relationships The video highlights the process and elements of a community building Circle
A student reflects on circles held during advisory
It will help staff growhellip because itrsquos not just students that are a part of the circle itrsquos the teachers too and thatrsquos important because they need to understand where wersquore coming fromhellip and they could understand maybe thatrsquos why Irsquom not in the mood today or what happened this morning or last night may cause me to act out during the day(Student 2017)
Okonofua Paunesku amp Walton 2016
CONDITION Empathetic Mindset vs Control
AIM uarr teachersrsquo perspective-taking about student misconduct and promote a context of trust and understanding
INTERVENTION bull read article and testimonials about
bull driving factors for misconductbull Impact of student-teacher
relationshipsbull write about their practicebull incorporate practices into teacher training
EMPATHETiC MiNDSET
50 fewer suspensions
SUSPENSiON RATES for BOYS
84 empatheticVs
146 control
SUSPENSiON RATES for AFRiCAN
AMERiCAN amp LATiNO
63 empatheticVs
123 control
Taking stock thus far and rest of the dayhellip
COR PD can be found online Just set up an account and you are ready to go
wwwcorclassroomsorg
56
Building relationships Observing
wwwcorclassroomsorg
58
Building relationships Being aware
wwwcorclassroomsorg
59
Building relationships Interactions
wwwcorclassroomsorg
60
Interaction of relationship-building components
wwwcorclassroomsorg
61
62
Letrsquos watch on corclassroomsorgModule 1 Activity 6 (3 min) and Module 1 Activity 7 (6 min)
OBSERVEINTERACTIONS OBJECTIVELY
BE AWARE OF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH STUDENTS
How might all the COR elements affect their relationship
63
BE AWAREOF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH
STUDENTS
OBSERVEINTERACTIONS OBJECTIVELY
64
Module 2 Building Relationships Through Awareness
wwwcorclassroomsorg
65
69
Letrsquos watch on corclassroomsorg Module 2 Activity 1 (10 min) Module 2 Activity 4 (20 minutes)
Ideas for peer learning
PLCs and ldquotaking your studentrsquos perspectivesrdquo
Ideas
72
Practical strategies for increasing awareness
73
Selective attention
74
Objective versus subjective observations
75
Implicit racial bias affects who is watched
Tracked ldquoeye gazerdquo of early education teachers watching a video of preschoolers bull Teachers watched Black
students for misbehavior more than others
bull Teachers also said Black boys require the most attention
(Gilliam et al 2016)
(see also Chmielewski et al 2016 Ferguson 2000 Heilburn Cornell amp Lovegrove 2015 Neal McCray Webb-Johnson amp Bridgest 2003 Okonofua amp Eberhardt 2015)
76
Suggested activity in the COR Observing
Before the observation
bull What are my beliefsattitudes about how this student engages in course activities (or does not engage)
bull What behaviors do I expect to see
After the observationbull How did my beliefs affect what I
looked for
bull What behaviors did she show that I expected
bull Which behaviors surprised me
bull What patterns did I notice ndash in student behavior and my own
77
Incorporate observation into your routine
78
Ideas for peer learning
PLCs and ldquoobserving objectivelyrdquo
Ideas
80
Ask yourself
When was the last time I had a positive interaction with this student
Do I have more negative interactions than positive ones with this student
What do I like or appreciate about this student
How do I expect this student to act
81
82
For your own reflection
bullDoes your teaching staff have regular opportunities to practice objective observation
bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students
bullHow can we think about issues of equity and ldquorecognizing rutsrdquo
83
Ideas for peer learning
PLCs and ldquorecognizing rutsrdquo
Ideas
How can we think about equity related to ldquorutsrdquo
Creating Opportunities through Relationships (COR)
Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation
85
Modules 3-5
86
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
87
Practical strategies
88
Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo
ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo
89
The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals
bull A teacher described his relationship with a Black student who was having conflict with other teachers
bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo
bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day
90
Practical strategies
91
Making sure to bring your enthusiasm
Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom
On a scale of 1 to 10 how enthusiastic do you think you are on a typical day
92
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
93
94
Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
The logic of prevention in addressing disparities in disability status
ED = emotional disturbed
bull ldquoAn inability to build or maintain satisfactory interpersonal relationships with peers and teachersrdquo
bull ldquoInappropriate types of behaviors or feelings under normal circumstancesrdquo
bull ldquoA general pervasive mood of unhappiness or depressionrdquo
bull Note the following bull 57 of students served under IDEA are given ED disability status (The
largest category is special learning disability 388 US DOE 2017)
Disparities in ldquoEmotionally Disturbedrdquo designation
bullBlack students two times more likely to be categorized as ED relative to all other student groups (US DOE 2017)
bullLow income students and male students also more likely to be to receive ED designation (Morgan Farkas Hillemeier amp Maczuga 2017)
bullLow achieving students more likely to receive ED designation (Morgan et al 2017)
Negative correlates of ED
bullOnly 58 of students with ED graduated with a regular high school diploma (US DOE 2017)
bullED students relative to students with other disabilities are more likely to receive ISS and OSS (Meyers 2015)
The logic of prevention in addressing disparities in ED
bull Increase bias awareness and cultural competencebull Improve relationships engagement belonging
achievementbull Increase opportunities for SEL skill development
bull Prevent disparities in ED and negative trajectories of those with ED status
What are schools and districts doing at Tier 1 from a prevention
standpoint
District level policy changes
In 2014 Syracuse City School District released a revised Student Code of Conduct Character and Support
The introduction states
bull ldquoThe Code ensures that schools provide equal access to a wide range of supports and interventions that promote positive behavior help students develop self-discipline and social and emotional efficacy and enable students to improve and correct inappropriate unacceptable and unskillful behaviorsrdquo (pg 2)
Social and Emotional Learning
bullStrive to hold students and staff accountable and create opportunities for student and staff social and emotional learning
bullSocial AwarenessbullRelationship SkillsbullResponsible Decision-MakingbullSelf-AwarenessbullSelf-Management
Positive Behavior Intervention supports (PBIS) Tier1 1 (PBIS)
PBIS Culturally Responsive Field Guide
bull Identity and Bias Awarenessbull Student Voicebull Supportive Environmentbull Situational Appropriatenessbull Data for equity
bull Available at wwwPBISorg
Strengthening Relationships
Authoritative Relationships
STRUCTURE
SUPPORT
Adults in this school really care about all
students
My teachers donrsquot let me do just easy work but make me
think
Gregory Cornell amp Fan 2011
STRUCTURE
SUPPORT
Suspension Rates
BlackWhite Suspension Gaps
Gregory Cornell amp Fan 2011
Community-Building Circles (6 minutes)
bull httpswwwyoutubecomwatchv=RdKhcQrLD1w
bull Students from MetWest High School in the Oakland Unified School District (OUSD) facilitate participate in and reflect on using the Circle in the classroom to build community and relationships The video highlights the process and elements of a community building Circle
A student reflects on circles held during advisory
It will help staff growhellip because itrsquos not just students that are a part of the circle itrsquos the teachers too and thatrsquos important because they need to understand where wersquore coming fromhellip and they could understand maybe thatrsquos why Irsquom not in the mood today or what happened this morning or last night may cause me to act out during the day(Student 2017)
Okonofua Paunesku amp Walton 2016
CONDITION Empathetic Mindset vs Control
AIM uarr teachersrsquo perspective-taking about student misconduct and promote a context of trust and understanding
INTERVENTION bull read article and testimonials about
bull driving factors for misconductbull Impact of student-teacher
relationshipsbull write about their practicebull incorporate practices into teacher training
EMPATHETiC MiNDSET
50 fewer suspensions
SUSPENSiON RATES for BOYS
84 empatheticVs
146 control
SUSPENSiON RATES for AFRiCAN
AMERiCAN amp LATiNO
63 empatheticVs
123 control
Taking stock thus far and rest of the dayhellip
COR PD can be found online Just set up an account and you are ready to go
wwwcorclassroomsorg
56
Building relationships Observing
wwwcorclassroomsorg
58
Building relationships Being aware
wwwcorclassroomsorg
59
Building relationships Interactions
wwwcorclassroomsorg
60
Interaction of relationship-building components
wwwcorclassroomsorg
61
62
Letrsquos watch on corclassroomsorgModule 1 Activity 6 (3 min) and Module 1 Activity 7 (6 min)
OBSERVEINTERACTIONS OBJECTIVELY
BE AWARE OF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH STUDENTS
How might all the COR elements affect their relationship
63
BE AWAREOF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH
STUDENTS
OBSERVEINTERACTIONS OBJECTIVELY
64
Module 2 Building Relationships Through Awareness
wwwcorclassroomsorg
65
69
Letrsquos watch on corclassroomsorg Module 2 Activity 1 (10 min) Module 2 Activity 4 (20 minutes)
Ideas for peer learning
PLCs and ldquotaking your studentrsquos perspectivesrdquo
Ideas
72
Practical strategies for increasing awareness
73
Selective attention
74
Objective versus subjective observations
75
Implicit racial bias affects who is watched
Tracked ldquoeye gazerdquo of early education teachers watching a video of preschoolers bull Teachers watched Black
students for misbehavior more than others
bull Teachers also said Black boys require the most attention
(Gilliam et al 2016)
(see also Chmielewski et al 2016 Ferguson 2000 Heilburn Cornell amp Lovegrove 2015 Neal McCray Webb-Johnson amp Bridgest 2003 Okonofua amp Eberhardt 2015)
76
Suggested activity in the COR Observing
Before the observation
bull What are my beliefsattitudes about how this student engages in course activities (or does not engage)
bull What behaviors do I expect to see
After the observationbull How did my beliefs affect what I
looked for
bull What behaviors did she show that I expected
bull Which behaviors surprised me
bull What patterns did I notice ndash in student behavior and my own
77
Incorporate observation into your routine
78
Ideas for peer learning
PLCs and ldquoobserving objectivelyrdquo
Ideas
80
Ask yourself
When was the last time I had a positive interaction with this student
Do I have more negative interactions than positive ones with this student
What do I like or appreciate about this student
How do I expect this student to act
81
82
For your own reflection
bullDoes your teaching staff have regular opportunities to practice objective observation
bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students
bullHow can we think about issues of equity and ldquorecognizing rutsrdquo
83
Ideas for peer learning
PLCs and ldquorecognizing rutsrdquo
Ideas
How can we think about equity related to ldquorutsrdquo
Creating Opportunities through Relationships (COR)
Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation
85
Modules 3-5
86
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
87
Practical strategies
88
Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo
ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo
89
The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals
bull A teacher described his relationship with a Black student who was having conflict with other teachers
bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo
bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day
90
Practical strategies
91
Making sure to bring your enthusiasm
Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom
On a scale of 1 to 10 how enthusiastic do you think you are on a typical day
92
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
93
94
Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
Disparities in ldquoEmotionally Disturbedrdquo designation
bullBlack students two times more likely to be categorized as ED relative to all other student groups (US DOE 2017)
bullLow income students and male students also more likely to be to receive ED designation (Morgan Farkas Hillemeier amp Maczuga 2017)
bullLow achieving students more likely to receive ED designation (Morgan et al 2017)
Negative correlates of ED
bullOnly 58 of students with ED graduated with a regular high school diploma (US DOE 2017)
bullED students relative to students with other disabilities are more likely to receive ISS and OSS (Meyers 2015)
The logic of prevention in addressing disparities in ED
bull Increase bias awareness and cultural competencebull Improve relationships engagement belonging
achievementbull Increase opportunities for SEL skill development
bull Prevent disparities in ED and negative trajectories of those with ED status
What are schools and districts doing at Tier 1 from a prevention
standpoint
District level policy changes
In 2014 Syracuse City School District released a revised Student Code of Conduct Character and Support
The introduction states
bull ldquoThe Code ensures that schools provide equal access to a wide range of supports and interventions that promote positive behavior help students develop self-discipline and social and emotional efficacy and enable students to improve and correct inappropriate unacceptable and unskillful behaviorsrdquo (pg 2)
Social and Emotional Learning
bullStrive to hold students and staff accountable and create opportunities for student and staff social and emotional learning
bullSocial AwarenessbullRelationship SkillsbullResponsible Decision-MakingbullSelf-AwarenessbullSelf-Management
Positive Behavior Intervention supports (PBIS) Tier1 1 (PBIS)
PBIS Culturally Responsive Field Guide
bull Identity and Bias Awarenessbull Student Voicebull Supportive Environmentbull Situational Appropriatenessbull Data for equity
bull Available at wwwPBISorg
Strengthening Relationships
Authoritative Relationships
STRUCTURE
SUPPORT
Adults in this school really care about all
students
My teachers donrsquot let me do just easy work but make me
think
Gregory Cornell amp Fan 2011
STRUCTURE
SUPPORT
Suspension Rates
BlackWhite Suspension Gaps
Gregory Cornell amp Fan 2011
Community-Building Circles (6 minutes)
bull httpswwwyoutubecomwatchv=RdKhcQrLD1w
bull Students from MetWest High School in the Oakland Unified School District (OUSD) facilitate participate in and reflect on using the Circle in the classroom to build community and relationships The video highlights the process and elements of a community building Circle
A student reflects on circles held during advisory
It will help staff growhellip because itrsquos not just students that are a part of the circle itrsquos the teachers too and thatrsquos important because they need to understand where wersquore coming fromhellip and they could understand maybe thatrsquos why Irsquom not in the mood today or what happened this morning or last night may cause me to act out during the day(Student 2017)
Okonofua Paunesku amp Walton 2016
CONDITION Empathetic Mindset vs Control
AIM uarr teachersrsquo perspective-taking about student misconduct and promote a context of trust and understanding
INTERVENTION bull read article and testimonials about
bull driving factors for misconductbull Impact of student-teacher
relationshipsbull write about their practicebull incorporate practices into teacher training
EMPATHETiC MiNDSET
50 fewer suspensions
SUSPENSiON RATES for BOYS
84 empatheticVs
146 control
SUSPENSiON RATES for AFRiCAN
AMERiCAN amp LATiNO
63 empatheticVs
123 control
Taking stock thus far and rest of the dayhellip
COR PD can be found online Just set up an account and you are ready to go
wwwcorclassroomsorg
56
Building relationships Observing
wwwcorclassroomsorg
58
Building relationships Being aware
wwwcorclassroomsorg
59
Building relationships Interactions
wwwcorclassroomsorg
60
Interaction of relationship-building components
wwwcorclassroomsorg
61
62
Letrsquos watch on corclassroomsorgModule 1 Activity 6 (3 min) and Module 1 Activity 7 (6 min)
OBSERVEINTERACTIONS OBJECTIVELY
BE AWARE OF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH STUDENTS
How might all the COR elements affect their relationship
63
BE AWAREOF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH
STUDENTS
OBSERVEINTERACTIONS OBJECTIVELY
64
Module 2 Building Relationships Through Awareness
wwwcorclassroomsorg
65
69
Letrsquos watch on corclassroomsorg Module 2 Activity 1 (10 min) Module 2 Activity 4 (20 minutes)
Ideas for peer learning
PLCs and ldquotaking your studentrsquos perspectivesrdquo
Ideas
72
Practical strategies for increasing awareness
73
Selective attention
74
Objective versus subjective observations
75
Implicit racial bias affects who is watched
Tracked ldquoeye gazerdquo of early education teachers watching a video of preschoolers bull Teachers watched Black
students for misbehavior more than others
bull Teachers also said Black boys require the most attention
(Gilliam et al 2016)
(see also Chmielewski et al 2016 Ferguson 2000 Heilburn Cornell amp Lovegrove 2015 Neal McCray Webb-Johnson amp Bridgest 2003 Okonofua amp Eberhardt 2015)
76
Suggested activity in the COR Observing
Before the observation
bull What are my beliefsattitudes about how this student engages in course activities (or does not engage)
bull What behaviors do I expect to see
After the observationbull How did my beliefs affect what I
looked for
bull What behaviors did she show that I expected
bull Which behaviors surprised me
bull What patterns did I notice ndash in student behavior and my own
77
Incorporate observation into your routine
78
Ideas for peer learning
PLCs and ldquoobserving objectivelyrdquo
Ideas
80
Ask yourself
When was the last time I had a positive interaction with this student
Do I have more negative interactions than positive ones with this student
What do I like or appreciate about this student
How do I expect this student to act
81
82
For your own reflection
bullDoes your teaching staff have regular opportunities to practice objective observation
bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students
bullHow can we think about issues of equity and ldquorecognizing rutsrdquo
83
Ideas for peer learning
PLCs and ldquorecognizing rutsrdquo
Ideas
How can we think about equity related to ldquorutsrdquo
Creating Opportunities through Relationships (COR)
Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation
85
Modules 3-5
86
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
87
Practical strategies
88
Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo
ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo
89
The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals
bull A teacher described his relationship with a Black student who was having conflict with other teachers
bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo
bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day
90
Practical strategies
91
Making sure to bring your enthusiasm
Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom
On a scale of 1 to 10 how enthusiastic do you think you are on a typical day
92
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
93
94
Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
Negative correlates of ED
bullOnly 58 of students with ED graduated with a regular high school diploma (US DOE 2017)
bullED students relative to students with other disabilities are more likely to receive ISS and OSS (Meyers 2015)
The logic of prevention in addressing disparities in ED
bull Increase bias awareness and cultural competencebull Improve relationships engagement belonging
achievementbull Increase opportunities for SEL skill development
bull Prevent disparities in ED and negative trajectories of those with ED status
What are schools and districts doing at Tier 1 from a prevention
standpoint
District level policy changes
In 2014 Syracuse City School District released a revised Student Code of Conduct Character and Support
The introduction states
bull ldquoThe Code ensures that schools provide equal access to a wide range of supports and interventions that promote positive behavior help students develop self-discipline and social and emotional efficacy and enable students to improve and correct inappropriate unacceptable and unskillful behaviorsrdquo (pg 2)
Social and Emotional Learning
bullStrive to hold students and staff accountable and create opportunities for student and staff social and emotional learning
bullSocial AwarenessbullRelationship SkillsbullResponsible Decision-MakingbullSelf-AwarenessbullSelf-Management
Positive Behavior Intervention supports (PBIS) Tier1 1 (PBIS)
PBIS Culturally Responsive Field Guide
bull Identity and Bias Awarenessbull Student Voicebull Supportive Environmentbull Situational Appropriatenessbull Data for equity
bull Available at wwwPBISorg
Strengthening Relationships
Authoritative Relationships
STRUCTURE
SUPPORT
Adults in this school really care about all
students
My teachers donrsquot let me do just easy work but make me
think
Gregory Cornell amp Fan 2011
STRUCTURE
SUPPORT
Suspension Rates
BlackWhite Suspension Gaps
Gregory Cornell amp Fan 2011
Community-Building Circles (6 minutes)
bull httpswwwyoutubecomwatchv=RdKhcQrLD1w
bull Students from MetWest High School in the Oakland Unified School District (OUSD) facilitate participate in and reflect on using the Circle in the classroom to build community and relationships The video highlights the process and elements of a community building Circle
A student reflects on circles held during advisory
It will help staff growhellip because itrsquos not just students that are a part of the circle itrsquos the teachers too and thatrsquos important because they need to understand where wersquore coming fromhellip and they could understand maybe thatrsquos why Irsquom not in the mood today or what happened this morning or last night may cause me to act out during the day(Student 2017)
Okonofua Paunesku amp Walton 2016
CONDITION Empathetic Mindset vs Control
AIM uarr teachersrsquo perspective-taking about student misconduct and promote a context of trust and understanding
INTERVENTION bull read article and testimonials about
bull driving factors for misconductbull Impact of student-teacher
relationshipsbull write about their practicebull incorporate practices into teacher training
EMPATHETiC MiNDSET
50 fewer suspensions
SUSPENSiON RATES for BOYS
84 empatheticVs
146 control
SUSPENSiON RATES for AFRiCAN
AMERiCAN amp LATiNO
63 empatheticVs
123 control
Taking stock thus far and rest of the dayhellip
COR PD can be found online Just set up an account and you are ready to go
wwwcorclassroomsorg
56
Building relationships Observing
wwwcorclassroomsorg
58
Building relationships Being aware
wwwcorclassroomsorg
59
Building relationships Interactions
wwwcorclassroomsorg
60
Interaction of relationship-building components
wwwcorclassroomsorg
61
62
Letrsquos watch on corclassroomsorgModule 1 Activity 6 (3 min) and Module 1 Activity 7 (6 min)
OBSERVEINTERACTIONS OBJECTIVELY
BE AWARE OF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH STUDENTS
How might all the COR elements affect their relationship
63
BE AWAREOF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH
STUDENTS
OBSERVEINTERACTIONS OBJECTIVELY
64
Module 2 Building Relationships Through Awareness
wwwcorclassroomsorg
65
69
Letrsquos watch on corclassroomsorg Module 2 Activity 1 (10 min) Module 2 Activity 4 (20 minutes)
Ideas for peer learning
PLCs and ldquotaking your studentrsquos perspectivesrdquo
Ideas
72
Practical strategies for increasing awareness
73
Selective attention
74
Objective versus subjective observations
75
Implicit racial bias affects who is watched
Tracked ldquoeye gazerdquo of early education teachers watching a video of preschoolers bull Teachers watched Black
students for misbehavior more than others
bull Teachers also said Black boys require the most attention
(Gilliam et al 2016)
(see also Chmielewski et al 2016 Ferguson 2000 Heilburn Cornell amp Lovegrove 2015 Neal McCray Webb-Johnson amp Bridgest 2003 Okonofua amp Eberhardt 2015)
76
Suggested activity in the COR Observing
Before the observation
bull What are my beliefsattitudes about how this student engages in course activities (or does not engage)
bull What behaviors do I expect to see
After the observationbull How did my beliefs affect what I
looked for
bull What behaviors did she show that I expected
bull Which behaviors surprised me
bull What patterns did I notice ndash in student behavior and my own
77
Incorporate observation into your routine
78
Ideas for peer learning
PLCs and ldquoobserving objectivelyrdquo
Ideas
80
Ask yourself
When was the last time I had a positive interaction with this student
Do I have more negative interactions than positive ones with this student
What do I like or appreciate about this student
How do I expect this student to act
81
82
For your own reflection
bullDoes your teaching staff have regular opportunities to practice objective observation
bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students
bullHow can we think about issues of equity and ldquorecognizing rutsrdquo
83
Ideas for peer learning
PLCs and ldquorecognizing rutsrdquo
Ideas
How can we think about equity related to ldquorutsrdquo
Creating Opportunities through Relationships (COR)
Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation
85
Modules 3-5
86
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
87
Practical strategies
88
Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo
ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo
89
The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals
bull A teacher described his relationship with a Black student who was having conflict with other teachers
bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo
bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day
90
Practical strategies
91
Making sure to bring your enthusiasm
Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom
On a scale of 1 to 10 how enthusiastic do you think you are on a typical day
92
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
93
94
Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
The logic of prevention in addressing disparities in ED
bull Increase bias awareness and cultural competencebull Improve relationships engagement belonging
achievementbull Increase opportunities for SEL skill development
bull Prevent disparities in ED and negative trajectories of those with ED status
What are schools and districts doing at Tier 1 from a prevention
standpoint
District level policy changes
In 2014 Syracuse City School District released a revised Student Code of Conduct Character and Support
The introduction states
bull ldquoThe Code ensures that schools provide equal access to a wide range of supports and interventions that promote positive behavior help students develop self-discipline and social and emotional efficacy and enable students to improve and correct inappropriate unacceptable and unskillful behaviorsrdquo (pg 2)
Social and Emotional Learning
bullStrive to hold students and staff accountable and create opportunities for student and staff social and emotional learning
bullSocial AwarenessbullRelationship SkillsbullResponsible Decision-MakingbullSelf-AwarenessbullSelf-Management
Positive Behavior Intervention supports (PBIS) Tier1 1 (PBIS)
PBIS Culturally Responsive Field Guide
bull Identity and Bias Awarenessbull Student Voicebull Supportive Environmentbull Situational Appropriatenessbull Data for equity
bull Available at wwwPBISorg
Strengthening Relationships
Authoritative Relationships
STRUCTURE
SUPPORT
Adults in this school really care about all
students
My teachers donrsquot let me do just easy work but make me
think
Gregory Cornell amp Fan 2011
STRUCTURE
SUPPORT
Suspension Rates
BlackWhite Suspension Gaps
Gregory Cornell amp Fan 2011
Community-Building Circles (6 minutes)
bull httpswwwyoutubecomwatchv=RdKhcQrLD1w
bull Students from MetWest High School in the Oakland Unified School District (OUSD) facilitate participate in and reflect on using the Circle in the classroom to build community and relationships The video highlights the process and elements of a community building Circle
A student reflects on circles held during advisory
It will help staff growhellip because itrsquos not just students that are a part of the circle itrsquos the teachers too and thatrsquos important because they need to understand where wersquore coming fromhellip and they could understand maybe thatrsquos why Irsquom not in the mood today or what happened this morning or last night may cause me to act out during the day(Student 2017)
Okonofua Paunesku amp Walton 2016
CONDITION Empathetic Mindset vs Control
AIM uarr teachersrsquo perspective-taking about student misconduct and promote a context of trust and understanding
INTERVENTION bull read article and testimonials about
bull driving factors for misconductbull Impact of student-teacher
relationshipsbull write about their practicebull incorporate practices into teacher training
EMPATHETiC MiNDSET
50 fewer suspensions
SUSPENSiON RATES for BOYS
84 empatheticVs
146 control
SUSPENSiON RATES for AFRiCAN
AMERiCAN amp LATiNO
63 empatheticVs
123 control
Taking stock thus far and rest of the dayhellip
COR PD can be found online Just set up an account and you are ready to go
wwwcorclassroomsorg
56
Building relationships Observing
wwwcorclassroomsorg
58
Building relationships Being aware
wwwcorclassroomsorg
59
Building relationships Interactions
wwwcorclassroomsorg
60
Interaction of relationship-building components
wwwcorclassroomsorg
61
62
Letrsquos watch on corclassroomsorgModule 1 Activity 6 (3 min) and Module 1 Activity 7 (6 min)
OBSERVEINTERACTIONS OBJECTIVELY
BE AWARE OF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH STUDENTS
How might all the COR elements affect their relationship
63
BE AWAREOF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH
STUDENTS
OBSERVEINTERACTIONS OBJECTIVELY
64
Module 2 Building Relationships Through Awareness
wwwcorclassroomsorg
65
69
Letrsquos watch on corclassroomsorg Module 2 Activity 1 (10 min) Module 2 Activity 4 (20 minutes)
Ideas for peer learning
PLCs and ldquotaking your studentrsquos perspectivesrdquo
Ideas
72
Practical strategies for increasing awareness
73
Selective attention
74
Objective versus subjective observations
75
Implicit racial bias affects who is watched
Tracked ldquoeye gazerdquo of early education teachers watching a video of preschoolers bull Teachers watched Black
students for misbehavior more than others
bull Teachers also said Black boys require the most attention
(Gilliam et al 2016)
(see also Chmielewski et al 2016 Ferguson 2000 Heilburn Cornell amp Lovegrove 2015 Neal McCray Webb-Johnson amp Bridgest 2003 Okonofua amp Eberhardt 2015)
76
Suggested activity in the COR Observing
Before the observation
bull What are my beliefsattitudes about how this student engages in course activities (or does not engage)
bull What behaviors do I expect to see
After the observationbull How did my beliefs affect what I
looked for
bull What behaviors did she show that I expected
bull Which behaviors surprised me
bull What patterns did I notice ndash in student behavior and my own
77
Incorporate observation into your routine
78
Ideas for peer learning
PLCs and ldquoobserving objectivelyrdquo
Ideas
80
Ask yourself
When was the last time I had a positive interaction with this student
Do I have more negative interactions than positive ones with this student
What do I like or appreciate about this student
How do I expect this student to act
81
82
For your own reflection
bullDoes your teaching staff have regular opportunities to practice objective observation
bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students
bullHow can we think about issues of equity and ldquorecognizing rutsrdquo
83
Ideas for peer learning
PLCs and ldquorecognizing rutsrdquo
Ideas
How can we think about equity related to ldquorutsrdquo
Creating Opportunities through Relationships (COR)
Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation
85
Modules 3-5
86
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
87
Practical strategies
88
Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo
ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo
89
The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals
bull A teacher described his relationship with a Black student who was having conflict with other teachers
bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo
bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day
90
Practical strategies
91
Making sure to bring your enthusiasm
Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom
On a scale of 1 to 10 how enthusiastic do you think you are on a typical day
92
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
93
94
Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
What are schools and districts doing at Tier 1 from a prevention
standpoint
District level policy changes
In 2014 Syracuse City School District released a revised Student Code of Conduct Character and Support
The introduction states
bull ldquoThe Code ensures that schools provide equal access to a wide range of supports and interventions that promote positive behavior help students develop self-discipline and social and emotional efficacy and enable students to improve and correct inappropriate unacceptable and unskillful behaviorsrdquo (pg 2)
Social and Emotional Learning
bullStrive to hold students and staff accountable and create opportunities for student and staff social and emotional learning
bullSocial AwarenessbullRelationship SkillsbullResponsible Decision-MakingbullSelf-AwarenessbullSelf-Management
Positive Behavior Intervention supports (PBIS) Tier1 1 (PBIS)
PBIS Culturally Responsive Field Guide
bull Identity and Bias Awarenessbull Student Voicebull Supportive Environmentbull Situational Appropriatenessbull Data for equity
bull Available at wwwPBISorg
Strengthening Relationships
Authoritative Relationships
STRUCTURE
SUPPORT
Adults in this school really care about all
students
My teachers donrsquot let me do just easy work but make me
think
Gregory Cornell amp Fan 2011
STRUCTURE
SUPPORT
Suspension Rates
BlackWhite Suspension Gaps
Gregory Cornell amp Fan 2011
Community-Building Circles (6 minutes)
bull httpswwwyoutubecomwatchv=RdKhcQrLD1w
bull Students from MetWest High School in the Oakland Unified School District (OUSD) facilitate participate in and reflect on using the Circle in the classroom to build community and relationships The video highlights the process and elements of a community building Circle
A student reflects on circles held during advisory
It will help staff growhellip because itrsquos not just students that are a part of the circle itrsquos the teachers too and thatrsquos important because they need to understand where wersquore coming fromhellip and they could understand maybe thatrsquos why Irsquom not in the mood today or what happened this morning or last night may cause me to act out during the day(Student 2017)
Okonofua Paunesku amp Walton 2016
CONDITION Empathetic Mindset vs Control
AIM uarr teachersrsquo perspective-taking about student misconduct and promote a context of trust and understanding
INTERVENTION bull read article and testimonials about
bull driving factors for misconductbull Impact of student-teacher
relationshipsbull write about their practicebull incorporate practices into teacher training
EMPATHETiC MiNDSET
50 fewer suspensions
SUSPENSiON RATES for BOYS
84 empatheticVs
146 control
SUSPENSiON RATES for AFRiCAN
AMERiCAN amp LATiNO
63 empatheticVs
123 control
Taking stock thus far and rest of the dayhellip
COR PD can be found online Just set up an account and you are ready to go
wwwcorclassroomsorg
56
Building relationships Observing
wwwcorclassroomsorg
58
Building relationships Being aware
wwwcorclassroomsorg
59
Building relationships Interactions
wwwcorclassroomsorg
60
Interaction of relationship-building components
wwwcorclassroomsorg
61
62
Letrsquos watch on corclassroomsorgModule 1 Activity 6 (3 min) and Module 1 Activity 7 (6 min)
OBSERVEINTERACTIONS OBJECTIVELY
BE AWARE OF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH STUDENTS
How might all the COR elements affect their relationship
63
BE AWAREOF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH
STUDENTS
OBSERVEINTERACTIONS OBJECTIVELY
64
Module 2 Building Relationships Through Awareness
wwwcorclassroomsorg
65
69
Letrsquos watch on corclassroomsorg Module 2 Activity 1 (10 min) Module 2 Activity 4 (20 minutes)
Ideas for peer learning
PLCs and ldquotaking your studentrsquos perspectivesrdquo
Ideas
72
Practical strategies for increasing awareness
73
Selective attention
74
Objective versus subjective observations
75
Implicit racial bias affects who is watched
Tracked ldquoeye gazerdquo of early education teachers watching a video of preschoolers bull Teachers watched Black
students for misbehavior more than others
bull Teachers also said Black boys require the most attention
(Gilliam et al 2016)
(see also Chmielewski et al 2016 Ferguson 2000 Heilburn Cornell amp Lovegrove 2015 Neal McCray Webb-Johnson amp Bridgest 2003 Okonofua amp Eberhardt 2015)
76
Suggested activity in the COR Observing
Before the observation
bull What are my beliefsattitudes about how this student engages in course activities (or does not engage)
bull What behaviors do I expect to see
After the observationbull How did my beliefs affect what I
looked for
bull What behaviors did she show that I expected
bull Which behaviors surprised me
bull What patterns did I notice ndash in student behavior and my own
77
Incorporate observation into your routine
78
Ideas for peer learning
PLCs and ldquoobserving objectivelyrdquo
Ideas
80
Ask yourself
When was the last time I had a positive interaction with this student
Do I have more negative interactions than positive ones with this student
What do I like or appreciate about this student
How do I expect this student to act
81
82
For your own reflection
bullDoes your teaching staff have regular opportunities to practice objective observation
bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students
bullHow can we think about issues of equity and ldquorecognizing rutsrdquo
83
Ideas for peer learning
PLCs and ldquorecognizing rutsrdquo
Ideas
How can we think about equity related to ldquorutsrdquo
Creating Opportunities through Relationships (COR)
Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation
85
Modules 3-5
86
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
87
Practical strategies
88
Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo
ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo
89
The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals
bull A teacher described his relationship with a Black student who was having conflict with other teachers
bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo
bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day
90
Practical strategies
91
Making sure to bring your enthusiasm
Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom
On a scale of 1 to 10 how enthusiastic do you think you are on a typical day
92
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
93
94
Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
District level policy changes
In 2014 Syracuse City School District released a revised Student Code of Conduct Character and Support
The introduction states
bull ldquoThe Code ensures that schools provide equal access to a wide range of supports and interventions that promote positive behavior help students develop self-discipline and social and emotional efficacy and enable students to improve and correct inappropriate unacceptable and unskillful behaviorsrdquo (pg 2)
Social and Emotional Learning
bullStrive to hold students and staff accountable and create opportunities for student and staff social and emotional learning
bullSocial AwarenessbullRelationship SkillsbullResponsible Decision-MakingbullSelf-AwarenessbullSelf-Management
Positive Behavior Intervention supports (PBIS) Tier1 1 (PBIS)
PBIS Culturally Responsive Field Guide
bull Identity and Bias Awarenessbull Student Voicebull Supportive Environmentbull Situational Appropriatenessbull Data for equity
bull Available at wwwPBISorg
Strengthening Relationships
Authoritative Relationships
STRUCTURE
SUPPORT
Adults in this school really care about all
students
My teachers donrsquot let me do just easy work but make me
think
Gregory Cornell amp Fan 2011
STRUCTURE
SUPPORT
Suspension Rates
BlackWhite Suspension Gaps
Gregory Cornell amp Fan 2011
Community-Building Circles (6 minutes)
bull httpswwwyoutubecomwatchv=RdKhcQrLD1w
bull Students from MetWest High School in the Oakland Unified School District (OUSD) facilitate participate in and reflect on using the Circle in the classroom to build community and relationships The video highlights the process and elements of a community building Circle
A student reflects on circles held during advisory
It will help staff growhellip because itrsquos not just students that are a part of the circle itrsquos the teachers too and thatrsquos important because they need to understand where wersquore coming fromhellip and they could understand maybe thatrsquos why Irsquom not in the mood today or what happened this morning or last night may cause me to act out during the day(Student 2017)
Okonofua Paunesku amp Walton 2016
CONDITION Empathetic Mindset vs Control
AIM uarr teachersrsquo perspective-taking about student misconduct and promote a context of trust and understanding
INTERVENTION bull read article and testimonials about
bull driving factors for misconductbull Impact of student-teacher
relationshipsbull write about their practicebull incorporate practices into teacher training
EMPATHETiC MiNDSET
50 fewer suspensions
SUSPENSiON RATES for BOYS
84 empatheticVs
146 control
SUSPENSiON RATES for AFRiCAN
AMERiCAN amp LATiNO
63 empatheticVs
123 control
Taking stock thus far and rest of the dayhellip
COR PD can be found online Just set up an account and you are ready to go
wwwcorclassroomsorg
56
Building relationships Observing
wwwcorclassroomsorg
58
Building relationships Being aware
wwwcorclassroomsorg
59
Building relationships Interactions
wwwcorclassroomsorg
60
Interaction of relationship-building components
wwwcorclassroomsorg
61
62
Letrsquos watch on corclassroomsorgModule 1 Activity 6 (3 min) and Module 1 Activity 7 (6 min)
OBSERVEINTERACTIONS OBJECTIVELY
BE AWARE OF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH STUDENTS
How might all the COR elements affect their relationship
63
BE AWAREOF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH
STUDENTS
OBSERVEINTERACTIONS OBJECTIVELY
64
Module 2 Building Relationships Through Awareness
wwwcorclassroomsorg
65
69
Letrsquos watch on corclassroomsorg Module 2 Activity 1 (10 min) Module 2 Activity 4 (20 minutes)
Ideas for peer learning
PLCs and ldquotaking your studentrsquos perspectivesrdquo
Ideas
72
Practical strategies for increasing awareness
73
Selective attention
74
Objective versus subjective observations
75
Implicit racial bias affects who is watched
Tracked ldquoeye gazerdquo of early education teachers watching a video of preschoolers bull Teachers watched Black
students for misbehavior more than others
bull Teachers also said Black boys require the most attention
(Gilliam et al 2016)
(see also Chmielewski et al 2016 Ferguson 2000 Heilburn Cornell amp Lovegrove 2015 Neal McCray Webb-Johnson amp Bridgest 2003 Okonofua amp Eberhardt 2015)
76
Suggested activity in the COR Observing
Before the observation
bull What are my beliefsattitudes about how this student engages in course activities (or does not engage)
bull What behaviors do I expect to see
After the observationbull How did my beliefs affect what I
looked for
bull What behaviors did she show that I expected
bull Which behaviors surprised me
bull What patterns did I notice ndash in student behavior and my own
77
Incorporate observation into your routine
78
Ideas for peer learning
PLCs and ldquoobserving objectivelyrdquo
Ideas
80
Ask yourself
When was the last time I had a positive interaction with this student
Do I have more negative interactions than positive ones with this student
What do I like or appreciate about this student
How do I expect this student to act
81
82
For your own reflection
bullDoes your teaching staff have regular opportunities to practice objective observation
bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students
bullHow can we think about issues of equity and ldquorecognizing rutsrdquo
83
Ideas for peer learning
PLCs and ldquorecognizing rutsrdquo
Ideas
How can we think about equity related to ldquorutsrdquo
Creating Opportunities through Relationships (COR)
Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation
85
Modules 3-5
86
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
87
Practical strategies
88
Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo
ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo
89
The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals
bull A teacher described his relationship with a Black student who was having conflict with other teachers
bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo
bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day
90
Practical strategies
91
Making sure to bring your enthusiasm
Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom
On a scale of 1 to 10 how enthusiastic do you think you are on a typical day
92
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
93
94
Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
In 2014 Syracuse City School District released a revised Student Code of Conduct Character and Support
The introduction states
bull ldquoThe Code ensures that schools provide equal access to a wide range of supports and interventions that promote positive behavior help students develop self-discipline and social and emotional efficacy and enable students to improve and correct inappropriate unacceptable and unskillful behaviorsrdquo (pg 2)
Social and Emotional Learning
bullStrive to hold students and staff accountable and create opportunities for student and staff social and emotional learning
bullSocial AwarenessbullRelationship SkillsbullResponsible Decision-MakingbullSelf-AwarenessbullSelf-Management
Positive Behavior Intervention supports (PBIS) Tier1 1 (PBIS)
PBIS Culturally Responsive Field Guide
bull Identity and Bias Awarenessbull Student Voicebull Supportive Environmentbull Situational Appropriatenessbull Data for equity
bull Available at wwwPBISorg
Strengthening Relationships
Authoritative Relationships
STRUCTURE
SUPPORT
Adults in this school really care about all
students
My teachers donrsquot let me do just easy work but make me
think
Gregory Cornell amp Fan 2011
STRUCTURE
SUPPORT
Suspension Rates
BlackWhite Suspension Gaps
Gregory Cornell amp Fan 2011
Community-Building Circles (6 minutes)
bull httpswwwyoutubecomwatchv=RdKhcQrLD1w
bull Students from MetWest High School in the Oakland Unified School District (OUSD) facilitate participate in and reflect on using the Circle in the classroom to build community and relationships The video highlights the process and elements of a community building Circle
A student reflects on circles held during advisory
It will help staff growhellip because itrsquos not just students that are a part of the circle itrsquos the teachers too and thatrsquos important because they need to understand where wersquore coming fromhellip and they could understand maybe thatrsquos why Irsquom not in the mood today or what happened this morning or last night may cause me to act out during the day(Student 2017)
Okonofua Paunesku amp Walton 2016
CONDITION Empathetic Mindset vs Control
AIM uarr teachersrsquo perspective-taking about student misconduct and promote a context of trust and understanding
INTERVENTION bull read article and testimonials about
bull driving factors for misconductbull Impact of student-teacher
relationshipsbull write about their practicebull incorporate practices into teacher training
EMPATHETiC MiNDSET
50 fewer suspensions
SUSPENSiON RATES for BOYS
84 empatheticVs
146 control
SUSPENSiON RATES for AFRiCAN
AMERiCAN amp LATiNO
63 empatheticVs
123 control
Taking stock thus far and rest of the dayhellip
COR PD can be found online Just set up an account and you are ready to go
wwwcorclassroomsorg
56
Building relationships Observing
wwwcorclassroomsorg
58
Building relationships Being aware
wwwcorclassroomsorg
59
Building relationships Interactions
wwwcorclassroomsorg
60
Interaction of relationship-building components
wwwcorclassroomsorg
61
62
Letrsquos watch on corclassroomsorgModule 1 Activity 6 (3 min) and Module 1 Activity 7 (6 min)
OBSERVEINTERACTIONS OBJECTIVELY
BE AWARE OF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH STUDENTS
How might all the COR elements affect their relationship
63
BE AWAREOF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH
STUDENTS
OBSERVEINTERACTIONS OBJECTIVELY
64
Module 2 Building Relationships Through Awareness
wwwcorclassroomsorg
65
69
Letrsquos watch on corclassroomsorg Module 2 Activity 1 (10 min) Module 2 Activity 4 (20 minutes)
Ideas for peer learning
PLCs and ldquotaking your studentrsquos perspectivesrdquo
Ideas
72
Practical strategies for increasing awareness
73
Selective attention
74
Objective versus subjective observations
75
Implicit racial bias affects who is watched
Tracked ldquoeye gazerdquo of early education teachers watching a video of preschoolers bull Teachers watched Black
students for misbehavior more than others
bull Teachers also said Black boys require the most attention
(Gilliam et al 2016)
(see also Chmielewski et al 2016 Ferguson 2000 Heilburn Cornell amp Lovegrove 2015 Neal McCray Webb-Johnson amp Bridgest 2003 Okonofua amp Eberhardt 2015)
76
Suggested activity in the COR Observing
Before the observation
bull What are my beliefsattitudes about how this student engages in course activities (or does not engage)
bull What behaviors do I expect to see
After the observationbull How did my beliefs affect what I
looked for
bull What behaviors did she show that I expected
bull Which behaviors surprised me
bull What patterns did I notice ndash in student behavior and my own
77
Incorporate observation into your routine
78
Ideas for peer learning
PLCs and ldquoobserving objectivelyrdquo
Ideas
80
Ask yourself
When was the last time I had a positive interaction with this student
Do I have more negative interactions than positive ones with this student
What do I like or appreciate about this student
How do I expect this student to act
81
82
For your own reflection
bullDoes your teaching staff have regular opportunities to practice objective observation
bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students
bullHow can we think about issues of equity and ldquorecognizing rutsrdquo
83
Ideas for peer learning
PLCs and ldquorecognizing rutsrdquo
Ideas
How can we think about equity related to ldquorutsrdquo
Creating Opportunities through Relationships (COR)
Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation
85
Modules 3-5
86
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
87
Practical strategies
88
Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo
ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo
89
The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals
bull A teacher described his relationship with a Black student who was having conflict with other teachers
bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo
bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day
90
Practical strategies
91
Making sure to bring your enthusiasm
Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom
On a scale of 1 to 10 how enthusiastic do you think you are on a typical day
92
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
93
94
Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
Social and Emotional Learning
bullStrive to hold students and staff accountable and create opportunities for student and staff social and emotional learning
bullSocial AwarenessbullRelationship SkillsbullResponsible Decision-MakingbullSelf-AwarenessbullSelf-Management
Positive Behavior Intervention supports (PBIS) Tier1 1 (PBIS)
PBIS Culturally Responsive Field Guide
bull Identity and Bias Awarenessbull Student Voicebull Supportive Environmentbull Situational Appropriatenessbull Data for equity
bull Available at wwwPBISorg
Strengthening Relationships
Authoritative Relationships
STRUCTURE
SUPPORT
Adults in this school really care about all
students
My teachers donrsquot let me do just easy work but make me
think
Gregory Cornell amp Fan 2011
STRUCTURE
SUPPORT
Suspension Rates
BlackWhite Suspension Gaps
Gregory Cornell amp Fan 2011
Community-Building Circles (6 minutes)
bull httpswwwyoutubecomwatchv=RdKhcQrLD1w
bull Students from MetWest High School in the Oakland Unified School District (OUSD) facilitate participate in and reflect on using the Circle in the classroom to build community and relationships The video highlights the process and elements of a community building Circle
A student reflects on circles held during advisory
It will help staff growhellip because itrsquos not just students that are a part of the circle itrsquos the teachers too and thatrsquos important because they need to understand where wersquore coming fromhellip and they could understand maybe thatrsquos why Irsquom not in the mood today or what happened this morning or last night may cause me to act out during the day(Student 2017)
Okonofua Paunesku amp Walton 2016
CONDITION Empathetic Mindset vs Control
AIM uarr teachersrsquo perspective-taking about student misconduct and promote a context of trust and understanding
INTERVENTION bull read article and testimonials about
bull driving factors for misconductbull Impact of student-teacher
relationshipsbull write about their practicebull incorporate practices into teacher training
EMPATHETiC MiNDSET
50 fewer suspensions
SUSPENSiON RATES for BOYS
84 empatheticVs
146 control
SUSPENSiON RATES for AFRiCAN
AMERiCAN amp LATiNO
63 empatheticVs
123 control
Taking stock thus far and rest of the dayhellip
COR PD can be found online Just set up an account and you are ready to go
wwwcorclassroomsorg
56
Building relationships Observing
wwwcorclassroomsorg
58
Building relationships Being aware
wwwcorclassroomsorg
59
Building relationships Interactions
wwwcorclassroomsorg
60
Interaction of relationship-building components
wwwcorclassroomsorg
61
62
Letrsquos watch on corclassroomsorgModule 1 Activity 6 (3 min) and Module 1 Activity 7 (6 min)
OBSERVEINTERACTIONS OBJECTIVELY
BE AWARE OF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH STUDENTS
How might all the COR elements affect their relationship
63
BE AWAREOF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH
STUDENTS
OBSERVEINTERACTIONS OBJECTIVELY
64
Module 2 Building Relationships Through Awareness
wwwcorclassroomsorg
65
69
Letrsquos watch on corclassroomsorg Module 2 Activity 1 (10 min) Module 2 Activity 4 (20 minutes)
Ideas for peer learning
PLCs and ldquotaking your studentrsquos perspectivesrdquo
Ideas
72
Practical strategies for increasing awareness
73
Selective attention
74
Objective versus subjective observations
75
Implicit racial bias affects who is watched
Tracked ldquoeye gazerdquo of early education teachers watching a video of preschoolers bull Teachers watched Black
students for misbehavior more than others
bull Teachers also said Black boys require the most attention
(Gilliam et al 2016)
(see also Chmielewski et al 2016 Ferguson 2000 Heilburn Cornell amp Lovegrove 2015 Neal McCray Webb-Johnson amp Bridgest 2003 Okonofua amp Eberhardt 2015)
76
Suggested activity in the COR Observing
Before the observation
bull What are my beliefsattitudes about how this student engages in course activities (or does not engage)
bull What behaviors do I expect to see
After the observationbull How did my beliefs affect what I
looked for
bull What behaviors did she show that I expected
bull Which behaviors surprised me
bull What patterns did I notice ndash in student behavior and my own
77
Incorporate observation into your routine
78
Ideas for peer learning
PLCs and ldquoobserving objectivelyrdquo
Ideas
80
Ask yourself
When was the last time I had a positive interaction with this student
Do I have more negative interactions than positive ones with this student
What do I like or appreciate about this student
How do I expect this student to act
81
82
For your own reflection
bullDoes your teaching staff have regular opportunities to practice objective observation
bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students
bullHow can we think about issues of equity and ldquorecognizing rutsrdquo
83
Ideas for peer learning
PLCs and ldquorecognizing rutsrdquo
Ideas
How can we think about equity related to ldquorutsrdquo
Creating Opportunities through Relationships (COR)
Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation
85
Modules 3-5
86
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
87
Practical strategies
88
Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo
ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo
89
The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals
bull A teacher described his relationship with a Black student who was having conflict with other teachers
bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo
bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day
90
Practical strategies
91
Making sure to bring your enthusiasm
Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom
On a scale of 1 to 10 how enthusiastic do you think you are on a typical day
92
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
93
94
Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
Positive Behavior Intervention supports (PBIS) Tier1 1 (PBIS)
PBIS Culturally Responsive Field Guide
bull Identity and Bias Awarenessbull Student Voicebull Supportive Environmentbull Situational Appropriatenessbull Data for equity
bull Available at wwwPBISorg
Strengthening Relationships
Authoritative Relationships
STRUCTURE
SUPPORT
Adults in this school really care about all
students
My teachers donrsquot let me do just easy work but make me
think
Gregory Cornell amp Fan 2011
STRUCTURE
SUPPORT
Suspension Rates
BlackWhite Suspension Gaps
Gregory Cornell amp Fan 2011
Community-Building Circles (6 minutes)
bull httpswwwyoutubecomwatchv=RdKhcQrLD1w
bull Students from MetWest High School in the Oakland Unified School District (OUSD) facilitate participate in and reflect on using the Circle in the classroom to build community and relationships The video highlights the process and elements of a community building Circle
A student reflects on circles held during advisory
It will help staff growhellip because itrsquos not just students that are a part of the circle itrsquos the teachers too and thatrsquos important because they need to understand where wersquore coming fromhellip and they could understand maybe thatrsquos why Irsquom not in the mood today or what happened this morning or last night may cause me to act out during the day(Student 2017)
Okonofua Paunesku amp Walton 2016
CONDITION Empathetic Mindset vs Control
AIM uarr teachersrsquo perspective-taking about student misconduct and promote a context of trust and understanding
INTERVENTION bull read article and testimonials about
bull driving factors for misconductbull Impact of student-teacher
relationshipsbull write about their practicebull incorporate practices into teacher training
EMPATHETiC MiNDSET
50 fewer suspensions
SUSPENSiON RATES for BOYS
84 empatheticVs
146 control
SUSPENSiON RATES for AFRiCAN
AMERiCAN amp LATiNO
63 empatheticVs
123 control
Taking stock thus far and rest of the dayhellip
COR PD can be found online Just set up an account and you are ready to go
wwwcorclassroomsorg
56
Building relationships Observing
wwwcorclassroomsorg
58
Building relationships Being aware
wwwcorclassroomsorg
59
Building relationships Interactions
wwwcorclassroomsorg
60
Interaction of relationship-building components
wwwcorclassroomsorg
61
62
Letrsquos watch on corclassroomsorgModule 1 Activity 6 (3 min) and Module 1 Activity 7 (6 min)
OBSERVEINTERACTIONS OBJECTIVELY
BE AWARE OF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH STUDENTS
How might all the COR elements affect their relationship
63
BE AWAREOF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH
STUDENTS
OBSERVEINTERACTIONS OBJECTIVELY
64
Module 2 Building Relationships Through Awareness
wwwcorclassroomsorg
65
69
Letrsquos watch on corclassroomsorg Module 2 Activity 1 (10 min) Module 2 Activity 4 (20 minutes)
Ideas for peer learning
PLCs and ldquotaking your studentrsquos perspectivesrdquo
Ideas
72
Practical strategies for increasing awareness
73
Selective attention
74
Objective versus subjective observations
75
Implicit racial bias affects who is watched
Tracked ldquoeye gazerdquo of early education teachers watching a video of preschoolers bull Teachers watched Black
students for misbehavior more than others
bull Teachers also said Black boys require the most attention
(Gilliam et al 2016)
(see also Chmielewski et al 2016 Ferguson 2000 Heilburn Cornell amp Lovegrove 2015 Neal McCray Webb-Johnson amp Bridgest 2003 Okonofua amp Eberhardt 2015)
76
Suggested activity in the COR Observing
Before the observation
bull What are my beliefsattitudes about how this student engages in course activities (or does not engage)
bull What behaviors do I expect to see
After the observationbull How did my beliefs affect what I
looked for
bull What behaviors did she show that I expected
bull Which behaviors surprised me
bull What patterns did I notice ndash in student behavior and my own
77
Incorporate observation into your routine
78
Ideas for peer learning
PLCs and ldquoobserving objectivelyrdquo
Ideas
80
Ask yourself
When was the last time I had a positive interaction with this student
Do I have more negative interactions than positive ones with this student
What do I like or appreciate about this student
How do I expect this student to act
81
82
For your own reflection
bullDoes your teaching staff have regular opportunities to practice objective observation
bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students
bullHow can we think about issues of equity and ldquorecognizing rutsrdquo
83
Ideas for peer learning
PLCs and ldquorecognizing rutsrdquo
Ideas
How can we think about equity related to ldquorutsrdquo
Creating Opportunities through Relationships (COR)
Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation
85
Modules 3-5
86
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
87
Practical strategies
88
Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo
ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo
89
The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals
bull A teacher described his relationship with a Black student who was having conflict with other teachers
bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo
bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day
90
Practical strategies
91
Making sure to bring your enthusiasm
Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom
On a scale of 1 to 10 how enthusiastic do you think you are on a typical day
92
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
93
94
Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
PBIS Culturally Responsive Field Guide
bull Identity and Bias Awarenessbull Student Voicebull Supportive Environmentbull Situational Appropriatenessbull Data for equity
bull Available at wwwPBISorg
Strengthening Relationships
Authoritative Relationships
STRUCTURE
SUPPORT
Adults in this school really care about all
students
My teachers donrsquot let me do just easy work but make me
think
Gregory Cornell amp Fan 2011
STRUCTURE
SUPPORT
Suspension Rates
BlackWhite Suspension Gaps
Gregory Cornell amp Fan 2011
Community-Building Circles (6 minutes)
bull httpswwwyoutubecomwatchv=RdKhcQrLD1w
bull Students from MetWest High School in the Oakland Unified School District (OUSD) facilitate participate in and reflect on using the Circle in the classroom to build community and relationships The video highlights the process and elements of a community building Circle
A student reflects on circles held during advisory
It will help staff growhellip because itrsquos not just students that are a part of the circle itrsquos the teachers too and thatrsquos important because they need to understand where wersquore coming fromhellip and they could understand maybe thatrsquos why Irsquom not in the mood today or what happened this morning or last night may cause me to act out during the day(Student 2017)
Okonofua Paunesku amp Walton 2016
CONDITION Empathetic Mindset vs Control
AIM uarr teachersrsquo perspective-taking about student misconduct and promote a context of trust and understanding
INTERVENTION bull read article and testimonials about
bull driving factors for misconductbull Impact of student-teacher
relationshipsbull write about their practicebull incorporate practices into teacher training
EMPATHETiC MiNDSET
50 fewer suspensions
SUSPENSiON RATES for BOYS
84 empatheticVs
146 control
SUSPENSiON RATES for AFRiCAN
AMERiCAN amp LATiNO
63 empatheticVs
123 control
Taking stock thus far and rest of the dayhellip
COR PD can be found online Just set up an account and you are ready to go
wwwcorclassroomsorg
56
Building relationships Observing
wwwcorclassroomsorg
58
Building relationships Being aware
wwwcorclassroomsorg
59
Building relationships Interactions
wwwcorclassroomsorg
60
Interaction of relationship-building components
wwwcorclassroomsorg
61
62
Letrsquos watch on corclassroomsorgModule 1 Activity 6 (3 min) and Module 1 Activity 7 (6 min)
OBSERVEINTERACTIONS OBJECTIVELY
BE AWARE OF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH STUDENTS
How might all the COR elements affect their relationship
63
BE AWAREOF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH
STUDENTS
OBSERVEINTERACTIONS OBJECTIVELY
64
Module 2 Building Relationships Through Awareness
wwwcorclassroomsorg
65
69
Letrsquos watch on corclassroomsorg Module 2 Activity 1 (10 min) Module 2 Activity 4 (20 minutes)
Ideas for peer learning
PLCs and ldquotaking your studentrsquos perspectivesrdquo
Ideas
72
Practical strategies for increasing awareness
73
Selective attention
74
Objective versus subjective observations
75
Implicit racial bias affects who is watched
Tracked ldquoeye gazerdquo of early education teachers watching a video of preschoolers bull Teachers watched Black
students for misbehavior more than others
bull Teachers also said Black boys require the most attention
(Gilliam et al 2016)
(see also Chmielewski et al 2016 Ferguson 2000 Heilburn Cornell amp Lovegrove 2015 Neal McCray Webb-Johnson amp Bridgest 2003 Okonofua amp Eberhardt 2015)
76
Suggested activity in the COR Observing
Before the observation
bull What are my beliefsattitudes about how this student engages in course activities (or does not engage)
bull What behaviors do I expect to see
After the observationbull How did my beliefs affect what I
looked for
bull What behaviors did she show that I expected
bull Which behaviors surprised me
bull What patterns did I notice ndash in student behavior and my own
77
Incorporate observation into your routine
78
Ideas for peer learning
PLCs and ldquoobserving objectivelyrdquo
Ideas
80
Ask yourself
When was the last time I had a positive interaction with this student
Do I have more negative interactions than positive ones with this student
What do I like or appreciate about this student
How do I expect this student to act
81
82
For your own reflection
bullDoes your teaching staff have regular opportunities to practice objective observation
bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students
bullHow can we think about issues of equity and ldquorecognizing rutsrdquo
83
Ideas for peer learning
PLCs and ldquorecognizing rutsrdquo
Ideas
How can we think about equity related to ldquorutsrdquo
Creating Opportunities through Relationships (COR)
Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation
85
Modules 3-5
86
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
87
Practical strategies
88
Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo
ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo
89
The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals
bull A teacher described his relationship with a Black student who was having conflict with other teachers
bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo
bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day
90
Practical strategies
91
Making sure to bring your enthusiasm
Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom
On a scale of 1 to 10 how enthusiastic do you think you are on a typical day
92
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
93
94
Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
Strengthening Relationships
Authoritative Relationships
STRUCTURE
SUPPORT
Adults in this school really care about all
students
My teachers donrsquot let me do just easy work but make me
think
Gregory Cornell amp Fan 2011
STRUCTURE
SUPPORT
Suspension Rates
BlackWhite Suspension Gaps
Gregory Cornell amp Fan 2011
Community-Building Circles (6 minutes)
bull httpswwwyoutubecomwatchv=RdKhcQrLD1w
bull Students from MetWest High School in the Oakland Unified School District (OUSD) facilitate participate in and reflect on using the Circle in the classroom to build community and relationships The video highlights the process and elements of a community building Circle
A student reflects on circles held during advisory
It will help staff growhellip because itrsquos not just students that are a part of the circle itrsquos the teachers too and thatrsquos important because they need to understand where wersquore coming fromhellip and they could understand maybe thatrsquos why Irsquom not in the mood today or what happened this morning or last night may cause me to act out during the day(Student 2017)
Okonofua Paunesku amp Walton 2016
CONDITION Empathetic Mindset vs Control
AIM uarr teachersrsquo perspective-taking about student misconduct and promote a context of trust and understanding
INTERVENTION bull read article and testimonials about
bull driving factors for misconductbull Impact of student-teacher
relationshipsbull write about their practicebull incorporate practices into teacher training
EMPATHETiC MiNDSET
50 fewer suspensions
SUSPENSiON RATES for BOYS
84 empatheticVs
146 control
SUSPENSiON RATES for AFRiCAN
AMERiCAN amp LATiNO
63 empatheticVs
123 control
Taking stock thus far and rest of the dayhellip
COR PD can be found online Just set up an account and you are ready to go
wwwcorclassroomsorg
56
Building relationships Observing
wwwcorclassroomsorg
58
Building relationships Being aware
wwwcorclassroomsorg
59
Building relationships Interactions
wwwcorclassroomsorg
60
Interaction of relationship-building components
wwwcorclassroomsorg
61
62
Letrsquos watch on corclassroomsorgModule 1 Activity 6 (3 min) and Module 1 Activity 7 (6 min)
OBSERVEINTERACTIONS OBJECTIVELY
BE AWARE OF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH STUDENTS
How might all the COR elements affect their relationship
63
BE AWAREOF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH
STUDENTS
OBSERVEINTERACTIONS OBJECTIVELY
64
Module 2 Building Relationships Through Awareness
wwwcorclassroomsorg
65
69
Letrsquos watch on corclassroomsorg Module 2 Activity 1 (10 min) Module 2 Activity 4 (20 minutes)
Ideas for peer learning
PLCs and ldquotaking your studentrsquos perspectivesrdquo
Ideas
72
Practical strategies for increasing awareness
73
Selective attention
74
Objective versus subjective observations
75
Implicit racial bias affects who is watched
Tracked ldquoeye gazerdquo of early education teachers watching a video of preschoolers bull Teachers watched Black
students for misbehavior more than others
bull Teachers also said Black boys require the most attention
(Gilliam et al 2016)
(see also Chmielewski et al 2016 Ferguson 2000 Heilburn Cornell amp Lovegrove 2015 Neal McCray Webb-Johnson amp Bridgest 2003 Okonofua amp Eberhardt 2015)
76
Suggested activity in the COR Observing
Before the observation
bull What are my beliefsattitudes about how this student engages in course activities (or does not engage)
bull What behaviors do I expect to see
After the observationbull How did my beliefs affect what I
looked for
bull What behaviors did she show that I expected
bull Which behaviors surprised me
bull What patterns did I notice ndash in student behavior and my own
77
Incorporate observation into your routine
78
Ideas for peer learning
PLCs and ldquoobserving objectivelyrdquo
Ideas
80
Ask yourself
When was the last time I had a positive interaction with this student
Do I have more negative interactions than positive ones with this student
What do I like or appreciate about this student
How do I expect this student to act
81
82
For your own reflection
bullDoes your teaching staff have regular opportunities to practice objective observation
bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students
bullHow can we think about issues of equity and ldquorecognizing rutsrdquo
83
Ideas for peer learning
PLCs and ldquorecognizing rutsrdquo
Ideas
How can we think about equity related to ldquorutsrdquo
Creating Opportunities through Relationships (COR)
Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation
85
Modules 3-5
86
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
87
Practical strategies
88
Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo
ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo
89
The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals
bull A teacher described his relationship with a Black student who was having conflict with other teachers
bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo
bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day
90
Practical strategies
91
Making sure to bring your enthusiasm
Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom
On a scale of 1 to 10 how enthusiastic do you think you are on a typical day
92
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
93
94
Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
Authoritative Relationships
STRUCTURE
SUPPORT
Adults in this school really care about all
students
My teachers donrsquot let me do just easy work but make me
think
Gregory Cornell amp Fan 2011
STRUCTURE
SUPPORT
Suspension Rates
BlackWhite Suspension Gaps
Gregory Cornell amp Fan 2011
Community-Building Circles (6 minutes)
bull httpswwwyoutubecomwatchv=RdKhcQrLD1w
bull Students from MetWest High School in the Oakland Unified School District (OUSD) facilitate participate in and reflect on using the Circle in the classroom to build community and relationships The video highlights the process and elements of a community building Circle
A student reflects on circles held during advisory
It will help staff growhellip because itrsquos not just students that are a part of the circle itrsquos the teachers too and thatrsquos important because they need to understand where wersquore coming fromhellip and they could understand maybe thatrsquos why Irsquom not in the mood today or what happened this morning or last night may cause me to act out during the day(Student 2017)
Okonofua Paunesku amp Walton 2016
CONDITION Empathetic Mindset vs Control
AIM uarr teachersrsquo perspective-taking about student misconduct and promote a context of trust and understanding
INTERVENTION bull read article and testimonials about
bull driving factors for misconductbull Impact of student-teacher
relationshipsbull write about their practicebull incorporate practices into teacher training
EMPATHETiC MiNDSET
50 fewer suspensions
SUSPENSiON RATES for BOYS
84 empatheticVs
146 control
SUSPENSiON RATES for AFRiCAN
AMERiCAN amp LATiNO
63 empatheticVs
123 control
Taking stock thus far and rest of the dayhellip
COR PD can be found online Just set up an account and you are ready to go
wwwcorclassroomsorg
56
Building relationships Observing
wwwcorclassroomsorg
58
Building relationships Being aware
wwwcorclassroomsorg
59
Building relationships Interactions
wwwcorclassroomsorg
60
Interaction of relationship-building components
wwwcorclassroomsorg
61
62
Letrsquos watch on corclassroomsorgModule 1 Activity 6 (3 min) and Module 1 Activity 7 (6 min)
OBSERVEINTERACTIONS OBJECTIVELY
BE AWARE OF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH STUDENTS
How might all the COR elements affect their relationship
63
BE AWAREOF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH
STUDENTS
OBSERVEINTERACTIONS OBJECTIVELY
64
Module 2 Building Relationships Through Awareness
wwwcorclassroomsorg
65
69
Letrsquos watch on corclassroomsorg Module 2 Activity 1 (10 min) Module 2 Activity 4 (20 minutes)
Ideas for peer learning
PLCs and ldquotaking your studentrsquos perspectivesrdquo
Ideas
72
Practical strategies for increasing awareness
73
Selective attention
74
Objective versus subjective observations
75
Implicit racial bias affects who is watched
Tracked ldquoeye gazerdquo of early education teachers watching a video of preschoolers bull Teachers watched Black
students for misbehavior more than others
bull Teachers also said Black boys require the most attention
(Gilliam et al 2016)
(see also Chmielewski et al 2016 Ferguson 2000 Heilburn Cornell amp Lovegrove 2015 Neal McCray Webb-Johnson amp Bridgest 2003 Okonofua amp Eberhardt 2015)
76
Suggested activity in the COR Observing
Before the observation
bull What are my beliefsattitudes about how this student engages in course activities (or does not engage)
bull What behaviors do I expect to see
After the observationbull How did my beliefs affect what I
looked for
bull What behaviors did she show that I expected
bull Which behaviors surprised me
bull What patterns did I notice ndash in student behavior and my own
77
Incorporate observation into your routine
78
Ideas for peer learning
PLCs and ldquoobserving objectivelyrdquo
Ideas
80
Ask yourself
When was the last time I had a positive interaction with this student
Do I have more negative interactions than positive ones with this student
What do I like or appreciate about this student
How do I expect this student to act
81
82
For your own reflection
bullDoes your teaching staff have regular opportunities to practice objective observation
bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students
bullHow can we think about issues of equity and ldquorecognizing rutsrdquo
83
Ideas for peer learning
PLCs and ldquorecognizing rutsrdquo
Ideas
How can we think about equity related to ldquorutsrdquo
Creating Opportunities through Relationships (COR)
Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation
85
Modules 3-5
86
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
87
Practical strategies
88
Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo
ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo
89
The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals
bull A teacher described his relationship with a Black student who was having conflict with other teachers
bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo
bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day
90
Practical strategies
91
Making sure to bring your enthusiasm
Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom
On a scale of 1 to 10 how enthusiastic do you think you are on a typical day
92
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
93
94
Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
STRUCTURE
SUPPORT
Suspension Rates
BlackWhite Suspension Gaps
Gregory Cornell amp Fan 2011
Community-Building Circles (6 minutes)
bull httpswwwyoutubecomwatchv=RdKhcQrLD1w
bull Students from MetWest High School in the Oakland Unified School District (OUSD) facilitate participate in and reflect on using the Circle in the classroom to build community and relationships The video highlights the process and elements of a community building Circle
A student reflects on circles held during advisory
It will help staff growhellip because itrsquos not just students that are a part of the circle itrsquos the teachers too and thatrsquos important because they need to understand where wersquore coming fromhellip and they could understand maybe thatrsquos why Irsquom not in the mood today or what happened this morning or last night may cause me to act out during the day(Student 2017)
Okonofua Paunesku amp Walton 2016
CONDITION Empathetic Mindset vs Control
AIM uarr teachersrsquo perspective-taking about student misconduct and promote a context of trust and understanding
INTERVENTION bull read article and testimonials about
bull driving factors for misconductbull Impact of student-teacher
relationshipsbull write about their practicebull incorporate practices into teacher training
EMPATHETiC MiNDSET
50 fewer suspensions
SUSPENSiON RATES for BOYS
84 empatheticVs
146 control
SUSPENSiON RATES for AFRiCAN
AMERiCAN amp LATiNO
63 empatheticVs
123 control
Taking stock thus far and rest of the dayhellip
COR PD can be found online Just set up an account and you are ready to go
wwwcorclassroomsorg
56
Building relationships Observing
wwwcorclassroomsorg
58
Building relationships Being aware
wwwcorclassroomsorg
59
Building relationships Interactions
wwwcorclassroomsorg
60
Interaction of relationship-building components
wwwcorclassroomsorg
61
62
Letrsquos watch on corclassroomsorgModule 1 Activity 6 (3 min) and Module 1 Activity 7 (6 min)
OBSERVEINTERACTIONS OBJECTIVELY
BE AWARE OF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH STUDENTS
How might all the COR elements affect their relationship
63
BE AWAREOF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH
STUDENTS
OBSERVEINTERACTIONS OBJECTIVELY
64
Module 2 Building Relationships Through Awareness
wwwcorclassroomsorg
65
69
Letrsquos watch on corclassroomsorg Module 2 Activity 1 (10 min) Module 2 Activity 4 (20 minutes)
Ideas for peer learning
PLCs and ldquotaking your studentrsquos perspectivesrdquo
Ideas
72
Practical strategies for increasing awareness
73
Selective attention
74
Objective versus subjective observations
75
Implicit racial bias affects who is watched
Tracked ldquoeye gazerdquo of early education teachers watching a video of preschoolers bull Teachers watched Black
students for misbehavior more than others
bull Teachers also said Black boys require the most attention
(Gilliam et al 2016)
(see also Chmielewski et al 2016 Ferguson 2000 Heilburn Cornell amp Lovegrove 2015 Neal McCray Webb-Johnson amp Bridgest 2003 Okonofua amp Eberhardt 2015)
76
Suggested activity in the COR Observing
Before the observation
bull What are my beliefsattitudes about how this student engages in course activities (or does not engage)
bull What behaviors do I expect to see
After the observationbull How did my beliefs affect what I
looked for
bull What behaviors did she show that I expected
bull Which behaviors surprised me
bull What patterns did I notice ndash in student behavior and my own
77
Incorporate observation into your routine
78
Ideas for peer learning
PLCs and ldquoobserving objectivelyrdquo
Ideas
80
Ask yourself
When was the last time I had a positive interaction with this student
Do I have more negative interactions than positive ones with this student
What do I like or appreciate about this student
How do I expect this student to act
81
82
For your own reflection
bullDoes your teaching staff have regular opportunities to practice objective observation
bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students
bullHow can we think about issues of equity and ldquorecognizing rutsrdquo
83
Ideas for peer learning
PLCs and ldquorecognizing rutsrdquo
Ideas
How can we think about equity related to ldquorutsrdquo
Creating Opportunities through Relationships (COR)
Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation
85
Modules 3-5
86
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
87
Practical strategies
88
Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo
ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo
89
The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals
bull A teacher described his relationship with a Black student who was having conflict with other teachers
bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo
bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day
90
Practical strategies
91
Making sure to bring your enthusiasm
Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom
On a scale of 1 to 10 how enthusiastic do you think you are on a typical day
92
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
93
94
Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
Community-Building Circles (6 minutes)
bull httpswwwyoutubecomwatchv=RdKhcQrLD1w
bull Students from MetWest High School in the Oakland Unified School District (OUSD) facilitate participate in and reflect on using the Circle in the classroom to build community and relationships The video highlights the process and elements of a community building Circle
A student reflects on circles held during advisory
It will help staff growhellip because itrsquos not just students that are a part of the circle itrsquos the teachers too and thatrsquos important because they need to understand where wersquore coming fromhellip and they could understand maybe thatrsquos why Irsquom not in the mood today or what happened this morning or last night may cause me to act out during the day(Student 2017)
Okonofua Paunesku amp Walton 2016
CONDITION Empathetic Mindset vs Control
AIM uarr teachersrsquo perspective-taking about student misconduct and promote a context of trust and understanding
INTERVENTION bull read article and testimonials about
bull driving factors for misconductbull Impact of student-teacher
relationshipsbull write about their practicebull incorporate practices into teacher training
EMPATHETiC MiNDSET
50 fewer suspensions
SUSPENSiON RATES for BOYS
84 empatheticVs
146 control
SUSPENSiON RATES for AFRiCAN
AMERiCAN amp LATiNO
63 empatheticVs
123 control
Taking stock thus far and rest of the dayhellip
COR PD can be found online Just set up an account and you are ready to go
wwwcorclassroomsorg
56
Building relationships Observing
wwwcorclassroomsorg
58
Building relationships Being aware
wwwcorclassroomsorg
59
Building relationships Interactions
wwwcorclassroomsorg
60
Interaction of relationship-building components
wwwcorclassroomsorg
61
62
Letrsquos watch on corclassroomsorgModule 1 Activity 6 (3 min) and Module 1 Activity 7 (6 min)
OBSERVEINTERACTIONS OBJECTIVELY
BE AWARE OF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH STUDENTS
How might all the COR elements affect their relationship
63
BE AWAREOF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH
STUDENTS
OBSERVEINTERACTIONS OBJECTIVELY
64
Module 2 Building Relationships Through Awareness
wwwcorclassroomsorg
65
69
Letrsquos watch on corclassroomsorg Module 2 Activity 1 (10 min) Module 2 Activity 4 (20 minutes)
Ideas for peer learning
PLCs and ldquotaking your studentrsquos perspectivesrdquo
Ideas
72
Practical strategies for increasing awareness
73
Selective attention
74
Objective versus subjective observations
75
Implicit racial bias affects who is watched
Tracked ldquoeye gazerdquo of early education teachers watching a video of preschoolers bull Teachers watched Black
students for misbehavior more than others
bull Teachers also said Black boys require the most attention
(Gilliam et al 2016)
(see also Chmielewski et al 2016 Ferguson 2000 Heilburn Cornell amp Lovegrove 2015 Neal McCray Webb-Johnson amp Bridgest 2003 Okonofua amp Eberhardt 2015)
76
Suggested activity in the COR Observing
Before the observation
bull What are my beliefsattitudes about how this student engages in course activities (or does not engage)
bull What behaviors do I expect to see
After the observationbull How did my beliefs affect what I
looked for
bull What behaviors did she show that I expected
bull Which behaviors surprised me
bull What patterns did I notice ndash in student behavior and my own
77
Incorporate observation into your routine
78
Ideas for peer learning
PLCs and ldquoobserving objectivelyrdquo
Ideas
80
Ask yourself
When was the last time I had a positive interaction with this student
Do I have more negative interactions than positive ones with this student
What do I like or appreciate about this student
How do I expect this student to act
81
82
For your own reflection
bullDoes your teaching staff have regular opportunities to practice objective observation
bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students
bullHow can we think about issues of equity and ldquorecognizing rutsrdquo
83
Ideas for peer learning
PLCs and ldquorecognizing rutsrdquo
Ideas
How can we think about equity related to ldquorutsrdquo
Creating Opportunities through Relationships (COR)
Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation
85
Modules 3-5
86
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
87
Practical strategies
88
Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo
ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo
89
The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals
bull A teacher described his relationship with a Black student who was having conflict with other teachers
bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo
bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day
90
Practical strategies
91
Making sure to bring your enthusiasm
Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom
On a scale of 1 to 10 how enthusiastic do you think you are on a typical day
92
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
93
94
Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
A student reflects on circles held during advisory
It will help staff growhellip because itrsquos not just students that are a part of the circle itrsquos the teachers too and thatrsquos important because they need to understand where wersquore coming fromhellip and they could understand maybe thatrsquos why Irsquom not in the mood today or what happened this morning or last night may cause me to act out during the day(Student 2017)
Okonofua Paunesku amp Walton 2016
CONDITION Empathetic Mindset vs Control
AIM uarr teachersrsquo perspective-taking about student misconduct and promote a context of trust and understanding
INTERVENTION bull read article and testimonials about
bull driving factors for misconductbull Impact of student-teacher
relationshipsbull write about their practicebull incorporate practices into teacher training
EMPATHETiC MiNDSET
50 fewer suspensions
SUSPENSiON RATES for BOYS
84 empatheticVs
146 control
SUSPENSiON RATES for AFRiCAN
AMERiCAN amp LATiNO
63 empatheticVs
123 control
Taking stock thus far and rest of the dayhellip
COR PD can be found online Just set up an account and you are ready to go
wwwcorclassroomsorg
56
Building relationships Observing
wwwcorclassroomsorg
58
Building relationships Being aware
wwwcorclassroomsorg
59
Building relationships Interactions
wwwcorclassroomsorg
60
Interaction of relationship-building components
wwwcorclassroomsorg
61
62
Letrsquos watch on corclassroomsorgModule 1 Activity 6 (3 min) and Module 1 Activity 7 (6 min)
OBSERVEINTERACTIONS OBJECTIVELY
BE AWARE OF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH STUDENTS
How might all the COR elements affect their relationship
63
BE AWAREOF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH
STUDENTS
OBSERVEINTERACTIONS OBJECTIVELY
64
Module 2 Building Relationships Through Awareness
wwwcorclassroomsorg
65
69
Letrsquos watch on corclassroomsorg Module 2 Activity 1 (10 min) Module 2 Activity 4 (20 minutes)
Ideas for peer learning
PLCs and ldquotaking your studentrsquos perspectivesrdquo
Ideas
72
Practical strategies for increasing awareness
73
Selective attention
74
Objective versus subjective observations
75
Implicit racial bias affects who is watched
Tracked ldquoeye gazerdquo of early education teachers watching a video of preschoolers bull Teachers watched Black
students for misbehavior more than others
bull Teachers also said Black boys require the most attention
(Gilliam et al 2016)
(see also Chmielewski et al 2016 Ferguson 2000 Heilburn Cornell amp Lovegrove 2015 Neal McCray Webb-Johnson amp Bridgest 2003 Okonofua amp Eberhardt 2015)
76
Suggested activity in the COR Observing
Before the observation
bull What are my beliefsattitudes about how this student engages in course activities (or does not engage)
bull What behaviors do I expect to see
After the observationbull How did my beliefs affect what I
looked for
bull What behaviors did she show that I expected
bull Which behaviors surprised me
bull What patterns did I notice ndash in student behavior and my own
77
Incorporate observation into your routine
78
Ideas for peer learning
PLCs and ldquoobserving objectivelyrdquo
Ideas
80
Ask yourself
When was the last time I had a positive interaction with this student
Do I have more negative interactions than positive ones with this student
What do I like or appreciate about this student
How do I expect this student to act
81
82
For your own reflection
bullDoes your teaching staff have regular opportunities to practice objective observation
bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students
bullHow can we think about issues of equity and ldquorecognizing rutsrdquo
83
Ideas for peer learning
PLCs and ldquorecognizing rutsrdquo
Ideas
How can we think about equity related to ldquorutsrdquo
Creating Opportunities through Relationships (COR)
Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation
85
Modules 3-5
86
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
87
Practical strategies
88
Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo
ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo
89
The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals
bull A teacher described his relationship with a Black student who was having conflict with other teachers
bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo
bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day
90
Practical strategies
91
Making sure to bring your enthusiasm
Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom
On a scale of 1 to 10 how enthusiastic do you think you are on a typical day
92
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
93
94
Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
Okonofua Paunesku amp Walton 2016
CONDITION Empathetic Mindset vs Control
AIM uarr teachersrsquo perspective-taking about student misconduct and promote a context of trust and understanding
INTERVENTION bull read article and testimonials about
bull driving factors for misconductbull Impact of student-teacher
relationshipsbull write about their practicebull incorporate practices into teacher training
EMPATHETiC MiNDSET
50 fewer suspensions
SUSPENSiON RATES for BOYS
84 empatheticVs
146 control
SUSPENSiON RATES for AFRiCAN
AMERiCAN amp LATiNO
63 empatheticVs
123 control
Taking stock thus far and rest of the dayhellip
COR PD can be found online Just set up an account and you are ready to go
wwwcorclassroomsorg
56
Building relationships Observing
wwwcorclassroomsorg
58
Building relationships Being aware
wwwcorclassroomsorg
59
Building relationships Interactions
wwwcorclassroomsorg
60
Interaction of relationship-building components
wwwcorclassroomsorg
61
62
Letrsquos watch on corclassroomsorgModule 1 Activity 6 (3 min) and Module 1 Activity 7 (6 min)
OBSERVEINTERACTIONS OBJECTIVELY
BE AWARE OF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH STUDENTS
How might all the COR elements affect their relationship
63
BE AWAREOF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH
STUDENTS
OBSERVEINTERACTIONS OBJECTIVELY
64
Module 2 Building Relationships Through Awareness
wwwcorclassroomsorg
65
69
Letrsquos watch on corclassroomsorg Module 2 Activity 1 (10 min) Module 2 Activity 4 (20 minutes)
Ideas for peer learning
PLCs and ldquotaking your studentrsquos perspectivesrdquo
Ideas
72
Practical strategies for increasing awareness
73
Selective attention
74
Objective versus subjective observations
75
Implicit racial bias affects who is watched
Tracked ldquoeye gazerdquo of early education teachers watching a video of preschoolers bull Teachers watched Black
students for misbehavior more than others
bull Teachers also said Black boys require the most attention
(Gilliam et al 2016)
(see also Chmielewski et al 2016 Ferguson 2000 Heilburn Cornell amp Lovegrove 2015 Neal McCray Webb-Johnson amp Bridgest 2003 Okonofua amp Eberhardt 2015)
76
Suggested activity in the COR Observing
Before the observation
bull What are my beliefsattitudes about how this student engages in course activities (or does not engage)
bull What behaviors do I expect to see
After the observationbull How did my beliefs affect what I
looked for
bull What behaviors did she show that I expected
bull Which behaviors surprised me
bull What patterns did I notice ndash in student behavior and my own
77
Incorporate observation into your routine
78
Ideas for peer learning
PLCs and ldquoobserving objectivelyrdquo
Ideas
80
Ask yourself
When was the last time I had a positive interaction with this student
Do I have more negative interactions than positive ones with this student
What do I like or appreciate about this student
How do I expect this student to act
81
82
For your own reflection
bullDoes your teaching staff have regular opportunities to practice objective observation
bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students
bullHow can we think about issues of equity and ldquorecognizing rutsrdquo
83
Ideas for peer learning
PLCs and ldquorecognizing rutsrdquo
Ideas
How can we think about equity related to ldquorutsrdquo
Creating Opportunities through Relationships (COR)
Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation
85
Modules 3-5
86
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
87
Practical strategies
88
Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo
ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo
89
The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals
bull A teacher described his relationship with a Black student who was having conflict with other teachers
bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo
bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day
90
Practical strategies
91
Making sure to bring your enthusiasm
Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom
On a scale of 1 to 10 how enthusiastic do you think you are on a typical day
92
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
93
94
Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
EMPATHETiC MiNDSET
50 fewer suspensions
SUSPENSiON RATES for BOYS
84 empatheticVs
146 control
SUSPENSiON RATES for AFRiCAN
AMERiCAN amp LATiNO
63 empatheticVs
123 control
Taking stock thus far and rest of the dayhellip
COR PD can be found online Just set up an account and you are ready to go
wwwcorclassroomsorg
56
Building relationships Observing
wwwcorclassroomsorg
58
Building relationships Being aware
wwwcorclassroomsorg
59
Building relationships Interactions
wwwcorclassroomsorg
60
Interaction of relationship-building components
wwwcorclassroomsorg
61
62
Letrsquos watch on corclassroomsorgModule 1 Activity 6 (3 min) and Module 1 Activity 7 (6 min)
OBSERVEINTERACTIONS OBJECTIVELY
BE AWARE OF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH STUDENTS
How might all the COR elements affect their relationship
63
BE AWAREOF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH
STUDENTS
OBSERVEINTERACTIONS OBJECTIVELY
64
Module 2 Building Relationships Through Awareness
wwwcorclassroomsorg
65
69
Letrsquos watch on corclassroomsorg Module 2 Activity 1 (10 min) Module 2 Activity 4 (20 minutes)
Ideas for peer learning
PLCs and ldquotaking your studentrsquos perspectivesrdquo
Ideas
72
Practical strategies for increasing awareness
73
Selective attention
74
Objective versus subjective observations
75
Implicit racial bias affects who is watched
Tracked ldquoeye gazerdquo of early education teachers watching a video of preschoolers bull Teachers watched Black
students for misbehavior more than others
bull Teachers also said Black boys require the most attention
(Gilliam et al 2016)
(see also Chmielewski et al 2016 Ferguson 2000 Heilburn Cornell amp Lovegrove 2015 Neal McCray Webb-Johnson amp Bridgest 2003 Okonofua amp Eberhardt 2015)
76
Suggested activity in the COR Observing
Before the observation
bull What are my beliefsattitudes about how this student engages in course activities (or does not engage)
bull What behaviors do I expect to see
After the observationbull How did my beliefs affect what I
looked for
bull What behaviors did she show that I expected
bull Which behaviors surprised me
bull What patterns did I notice ndash in student behavior and my own
77
Incorporate observation into your routine
78
Ideas for peer learning
PLCs and ldquoobserving objectivelyrdquo
Ideas
80
Ask yourself
When was the last time I had a positive interaction with this student
Do I have more negative interactions than positive ones with this student
What do I like or appreciate about this student
How do I expect this student to act
81
82
For your own reflection
bullDoes your teaching staff have regular opportunities to practice objective observation
bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students
bullHow can we think about issues of equity and ldquorecognizing rutsrdquo
83
Ideas for peer learning
PLCs and ldquorecognizing rutsrdquo
Ideas
How can we think about equity related to ldquorutsrdquo
Creating Opportunities through Relationships (COR)
Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation
85
Modules 3-5
86
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
87
Practical strategies
88
Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo
ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo
89
The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals
bull A teacher described his relationship with a Black student who was having conflict with other teachers
bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo
bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day
90
Practical strategies
91
Making sure to bring your enthusiasm
Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom
On a scale of 1 to 10 how enthusiastic do you think you are on a typical day
92
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
93
94
Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
Taking stock thus far and rest of the dayhellip
COR PD can be found online Just set up an account and you are ready to go
wwwcorclassroomsorg
56
Building relationships Observing
wwwcorclassroomsorg
58
Building relationships Being aware
wwwcorclassroomsorg
59
Building relationships Interactions
wwwcorclassroomsorg
60
Interaction of relationship-building components
wwwcorclassroomsorg
61
62
Letrsquos watch on corclassroomsorgModule 1 Activity 6 (3 min) and Module 1 Activity 7 (6 min)
OBSERVEINTERACTIONS OBJECTIVELY
BE AWARE OF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH STUDENTS
How might all the COR elements affect their relationship
63
BE AWAREOF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH
STUDENTS
OBSERVEINTERACTIONS OBJECTIVELY
64
Module 2 Building Relationships Through Awareness
wwwcorclassroomsorg
65
69
Letrsquos watch on corclassroomsorg Module 2 Activity 1 (10 min) Module 2 Activity 4 (20 minutes)
Ideas for peer learning
PLCs and ldquotaking your studentrsquos perspectivesrdquo
Ideas
72
Practical strategies for increasing awareness
73
Selective attention
74
Objective versus subjective observations
75
Implicit racial bias affects who is watched
Tracked ldquoeye gazerdquo of early education teachers watching a video of preschoolers bull Teachers watched Black
students for misbehavior more than others
bull Teachers also said Black boys require the most attention
(Gilliam et al 2016)
(see also Chmielewski et al 2016 Ferguson 2000 Heilburn Cornell amp Lovegrove 2015 Neal McCray Webb-Johnson amp Bridgest 2003 Okonofua amp Eberhardt 2015)
76
Suggested activity in the COR Observing
Before the observation
bull What are my beliefsattitudes about how this student engages in course activities (or does not engage)
bull What behaviors do I expect to see
After the observationbull How did my beliefs affect what I
looked for
bull What behaviors did she show that I expected
bull Which behaviors surprised me
bull What patterns did I notice ndash in student behavior and my own
77
Incorporate observation into your routine
78
Ideas for peer learning
PLCs and ldquoobserving objectivelyrdquo
Ideas
80
Ask yourself
When was the last time I had a positive interaction with this student
Do I have more negative interactions than positive ones with this student
What do I like or appreciate about this student
How do I expect this student to act
81
82
For your own reflection
bullDoes your teaching staff have regular opportunities to practice objective observation
bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students
bullHow can we think about issues of equity and ldquorecognizing rutsrdquo
83
Ideas for peer learning
PLCs and ldquorecognizing rutsrdquo
Ideas
How can we think about equity related to ldquorutsrdquo
Creating Opportunities through Relationships (COR)
Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation
85
Modules 3-5
86
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
87
Practical strategies
88
Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo
ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo
89
The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals
bull A teacher described his relationship with a Black student who was having conflict with other teachers
bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo
bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day
90
Practical strategies
91
Making sure to bring your enthusiasm
Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom
On a scale of 1 to 10 how enthusiastic do you think you are on a typical day
92
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
93
94
Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
COR PD can be found online Just set up an account and you are ready to go
wwwcorclassroomsorg
56
Building relationships Observing
wwwcorclassroomsorg
58
Building relationships Being aware
wwwcorclassroomsorg
59
Building relationships Interactions
wwwcorclassroomsorg
60
Interaction of relationship-building components
wwwcorclassroomsorg
61
62
Letrsquos watch on corclassroomsorgModule 1 Activity 6 (3 min) and Module 1 Activity 7 (6 min)
OBSERVEINTERACTIONS OBJECTIVELY
BE AWARE OF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH STUDENTS
How might all the COR elements affect their relationship
63
BE AWAREOF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH
STUDENTS
OBSERVEINTERACTIONS OBJECTIVELY
64
Module 2 Building Relationships Through Awareness
wwwcorclassroomsorg
65
69
Letrsquos watch on corclassroomsorg Module 2 Activity 1 (10 min) Module 2 Activity 4 (20 minutes)
Ideas for peer learning
PLCs and ldquotaking your studentrsquos perspectivesrdquo
Ideas
72
Practical strategies for increasing awareness
73
Selective attention
74
Objective versus subjective observations
75
Implicit racial bias affects who is watched
Tracked ldquoeye gazerdquo of early education teachers watching a video of preschoolers bull Teachers watched Black
students for misbehavior more than others
bull Teachers also said Black boys require the most attention
(Gilliam et al 2016)
(see also Chmielewski et al 2016 Ferguson 2000 Heilburn Cornell amp Lovegrove 2015 Neal McCray Webb-Johnson amp Bridgest 2003 Okonofua amp Eberhardt 2015)
76
Suggested activity in the COR Observing
Before the observation
bull What are my beliefsattitudes about how this student engages in course activities (or does not engage)
bull What behaviors do I expect to see
After the observationbull How did my beliefs affect what I
looked for
bull What behaviors did she show that I expected
bull Which behaviors surprised me
bull What patterns did I notice ndash in student behavior and my own
77
Incorporate observation into your routine
78
Ideas for peer learning
PLCs and ldquoobserving objectivelyrdquo
Ideas
80
Ask yourself
When was the last time I had a positive interaction with this student
Do I have more negative interactions than positive ones with this student
What do I like or appreciate about this student
How do I expect this student to act
81
82
For your own reflection
bullDoes your teaching staff have regular opportunities to practice objective observation
bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students
bullHow can we think about issues of equity and ldquorecognizing rutsrdquo
83
Ideas for peer learning
PLCs and ldquorecognizing rutsrdquo
Ideas
How can we think about equity related to ldquorutsrdquo
Creating Opportunities through Relationships (COR)
Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation
85
Modules 3-5
86
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
87
Practical strategies
88
Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo
ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo
89
The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals
bull A teacher described his relationship with a Black student who was having conflict with other teachers
bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo
bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day
90
Practical strategies
91
Making sure to bring your enthusiasm
Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom
On a scale of 1 to 10 how enthusiastic do you think you are on a typical day
92
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
93
94
Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
Building relationships Observing
wwwcorclassroomsorg
58
Building relationships Being aware
wwwcorclassroomsorg
59
Building relationships Interactions
wwwcorclassroomsorg
60
Interaction of relationship-building components
wwwcorclassroomsorg
61
62
Letrsquos watch on corclassroomsorgModule 1 Activity 6 (3 min) and Module 1 Activity 7 (6 min)
OBSERVEINTERACTIONS OBJECTIVELY
BE AWARE OF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH STUDENTS
How might all the COR elements affect their relationship
63
BE AWAREOF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH
STUDENTS
OBSERVEINTERACTIONS OBJECTIVELY
64
Module 2 Building Relationships Through Awareness
wwwcorclassroomsorg
65
69
Letrsquos watch on corclassroomsorg Module 2 Activity 1 (10 min) Module 2 Activity 4 (20 minutes)
Ideas for peer learning
PLCs and ldquotaking your studentrsquos perspectivesrdquo
Ideas
72
Practical strategies for increasing awareness
73
Selective attention
74
Objective versus subjective observations
75
Implicit racial bias affects who is watched
Tracked ldquoeye gazerdquo of early education teachers watching a video of preschoolers bull Teachers watched Black
students for misbehavior more than others
bull Teachers also said Black boys require the most attention
(Gilliam et al 2016)
(see also Chmielewski et al 2016 Ferguson 2000 Heilburn Cornell amp Lovegrove 2015 Neal McCray Webb-Johnson amp Bridgest 2003 Okonofua amp Eberhardt 2015)
76
Suggested activity in the COR Observing
Before the observation
bull What are my beliefsattitudes about how this student engages in course activities (or does not engage)
bull What behaviors do I expect to see
After the observationbull How did my beliefs affect what I
looked for
bull What behaviors did she show that I expected
bull Which behaviors surprised me
bull What patterns did I notice ndash in student behavior and my own
77
Incorporate observation into your routine
78
Ideas for peer learning
PLCs and ldquoobserving objectivelyrdquo
Ideas
80
Ask yourself
When was the last time I had a positive interaction with this student
Do I have more negative interactions than positive ones with this student
What do I like or appreciate about this student
How do I expect this student to act
81
82
For your own reflection
bullDoes your teaching staff have regular opportunities to practice objective observation
bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students
bullHow can we think about issues of equity and ldquorecognizing rutsrdquo
83
Ideas for peer learning
PLCs and ldquorecognizing rutsrdquo
Ideas
How can we think about equity related to ldquorutsrdquo
Creating Opportunities through Relationships (COR)
Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation
85
Modules 3-5
86
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
87
Practical strategies
88
Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo
ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo
89
The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals
bull A teacher described his relationship with a Black student who was having conflict with other teachers
bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo
bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day
90
Practical strategies
91
Making sure to bring your enthusiasm
Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom
On a scale of 1 to 10 how enthusiastic do you think you are on a typical day
92
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
93
94
Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
Building relationships Being aware
wwwcorclassroomsorg
59
Building relationships Interactions
wwwcorclassroomsorg
60
Interaction of relationship-building components
wwwcorclassroomsorg
61
62
Letrsquos watch on corclassroomsorgModule 1 Activity 6 (3 min) and Module 1 Activity 7 (6 min)
OBSERVEINTERACTIONS OBJECTIVELY
BE AWARE OF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH STUDENTS
How might all the COR elements affect their relationship
63
BE AWAREOF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH
STUDENTS
OBSERVEINTERACTIONS OBJECTIVELY
64
Module 2 Building Relationships Through Awareness
wwwcorclassroomsorg
65
69
Letrsquos watch on corclassroomsorg Module 2 Activity 1 (10 min) Module 2 Activity 4 (20 minutes)
Ideas for peer learning
PLCs and ldquotaking your studentrsquos perspectivesrdquo
Ideas
72
Practical strategies for increasing awareness
73
Selective attention
74
Objective versus subjective observations
75
Implicit racial bias affects who is watched
Tracked ldquoeye gazerdquo of early education teachers watching a video of preschoolers bull Teachers watched Black
students for misbehavior more than others
bull Teachers also said Black boys require the most attention
(Gilliam et al 2016)
(see also Chmielewski et al 2016 Ferguson 2000 Heilburn Cornell amp Lovegrove 2015 Neal McCray Webb-Johnson amp Bridgest 2003 Okonofua amp Eberhardt 2015)
76
Suggested activity in the COR Observing
Before the observation
bull What are my beliefsattitudes about how this student engages in course activities (or does not engage)
bull What behaviors do I expect to see
After the observationbull How did my beliefs affect what I
looked for
bull What behaviors did she show that I expected
bull Which behaviors surprised me
bull What patterns did I notice ndash in student behavior and my own
77
Incorporate observation into your routine
78
Ideas for peer learning
PLCs and ldquoobserving objectivelyrdquo
Ideas
80
Ask yourself
When was the last time I had a positive interaction with this student
Do I have more negative interactions than positive ones with this student
What do I like or appreciate about this student
How do I expect this student to act
81
82
For your own reflection
bullDoes your teaching staff have regular opportunities to practice objective observation
bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students
bullHow can we think about issues of equity and ldquorecognizing rutsrdquo
83
Ideas for peer learning
PLCs and ldquorecognizing rutsrdquo
Ideas
How can we think about equity related to ldquorutsrdquo
Creating Opportunities through Relationships (COR)
Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation
85
Modules 3-5
86
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
87
Practical strategies
88
Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo
ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo
89
The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals
bull A teacher described his relationship with a Black student who was having conflict with other teachers
bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo
bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day
90
Practical strategies
91
Making sure to bring your enthusiasm
Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom
On a scale of 1 to 10 how enthusiastic do you think you are on a typical day
92
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
93
94
Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
Building relationships Interactions
wwwcorclassroomsorg
60
Interaction of relationship-building components
wwwcorclassroomsorg
61
62
Letrsquos watch on corclassroomsorgModule 1 Activity 6 (3 min) and Module 1 Activity 7 (6 min)
OBSERVEINTERACTIONS OBJECTIVELY
BE AWARE OF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH STUDENTS
How might all the COR elements affect their relationship
63
BE AWAREOF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH
STUDENTS
OBSERVEINTERACTIONS OBJECTIVELY
64
Module 2 Building Relationships Through Awareness
wwwcorclassroomsorg
65
69
Letrsquos watch on corclassroomsorg Module 2 Activity 1 (10 min) Module 2 Activity 4 (20 minutes)
Ideas for peer learning
PLCs and ldquotaking your studentrsquos perspectivesrdquo
Ideas
72
Practical strategies for increasing awareness
73
Selective attention
74
Objective versus subjective observations
75
Implicit racial bias affects who is watched
Tracked ldquoeye gazerdquo of early education teachers watching a video of preschoolers bull Teachers watched Black
students for misbehavior more than others
bull Teachers also said Black boys require the most attention
(Gilliam et al 2016)
(see also Chmielewski et al 2016 Ferguson 2000 Heilburn Cornell amp Lovegrove 2015 Neal McCray Webb-Johnson amp Bridgest 2003 Okonofua amp Eberhardt 2015)
76
Suggested activity in the COR Observing
Before the observation
bull What are my beliefsattitudes about how this student engages in course activities (or does not engage)
bull What behaviors do I expect to see
After the observationbull How did my beliefs affect what I
looked for
bull What behaviors did she show that I expected
bull Which behaviors surprised me
bull What patterns did I notice ndash in student behavior and my own
77
Incorporate observation into your routine
78
Ideas for peer learning
PLCs and ldquoobserving objectivelyrdquo
Ideas
80
Ask yourself
When was the last time I had a positive interaction with this student
Do I have more negative interactions than positive ones with this student
What do I like or appreciate about this student
How do I expect this student to act
81
82
For your own reflection
bullDoes your teaching staff have regular opportunities to practice objective observation
bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students
bullHow can we think about issues of equity and ldquorecognizing rutsrdquo
83
Ideas for peer learning
PLCs and ldquorecognizing rutsrdquo
Ideas
How can we think about equity related to ldquorutsrdquo
Creating Opportunities through Relationships (COR)
Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation
85
Modules 3-5
86
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
87
Practical strategies
88
Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo
ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo
89
The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals
bull A teacher described his relationship with a Black student who was having conflict with other teachers
bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo
bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day
90
Practical strategies
91
Making sure to bring your enthusiasm
Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom
On a scale of 1 to 10 how enthusiastic do you think you are on a typical day
92
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
93
94
Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
Interaction of relationship-building components
wwwcorclassroomsorg
61
62
Letrsquos watch on corclassroomsorgModule 1 Activity 6 (3 min) and Module 1 Activity 7 (6 min)
OBSERVEINTERACTIONS OBJECTIVELY
BE AWARE OF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH STUDENTS
How might all the COR elements affect their relationship
63
BE AWAREOF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH
STUDENTS
OBSERVEINTERACTIONS OBJECTIVELY
64
Module 2 Building Relationships Through Awareness
wwwcorclassroomsorg
65
69
Letrsquos watch on corclassroomsorg Module 2 Activity 1 (10 min) Module 2 Activity 4 (20 minutes)
Ideas for peer learning
PLCs and ldquotaking your studentrsquos perspectivesrdquo
Ideas
72
Practical strategies for increasing awareness
73
Selective attention
74
Objective versus subjective observations
75
Implicit racial bias affects who is watched
Tracked ldquoeye gazerdquo of early education teachers watching a video of preschoolers bull Teachers watched Black
students for misbehavior more than others
bull Teachers also said Black boys require the most attention
(Gilliam et al 2016)
(see also Chmielewski et al 2016 Ferguson 2000 Heilburn Cornell amp Lovegrove 2015 Neal McCray Webb-Johnson amp Bridgest 2003 Okonofua amp Eberhardt 2015)
76
Suggested activity in the COR Observing
Before the observation
bull What are my beliefsattitudes about how this student engages in course activities (or does not engage)
bull What behaviors do I expect to see
After the observationbull How did my beliefs affect what I
looked for
bull What behaviors did she show that I expected
bull Which behaviors surprised me
bull What patterns did I notice ndash in student behavior and my own
77
Incorporate observation into your routine
78
Ideas for peer learning
PLCs and ldquoobserving objectivelyrdquo
Ideas
80
Ask yourself
When was the last time I had a positive interaction with this student
Do I have more negative interactions than positive ones with this student
What do I like or appreciate about this student
How do I expect this student to act
81
82
For your own reflection
bullDoes your teaching staff have regular opportunities to practice objective observation
bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students
bullHow can we think about issues of equity and ldquorecognizing rutsrdquo
83
Ideas for peer learning
PLCs and ldquorecognizing rutsrdquo
Ideas
How can we think about equity related to ldquorutsrdquo
Creating Opportunities through Relationships (COR)
Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation
85
Modules 3-5
86
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
87
Practical strategies
88
Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo
ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo
89
The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals
bull A teacher described his relationship with a Black student who was having conflict with other teachers
bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo
bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day
90
Practical strategies
91
Making sure to bring your enthusiasm
Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom
On a scale of 1 to 10 how enthusiastic do you think you are on a typical day
92
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
93
94
Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
62
Letrsquos watch on corclassroomsorgModule 1 Activity 6 (3 min) and Module 1 Activity 7 (6 min)
OBSERVEINTERACTIONS OBJECTIVELY
BE AWARE OF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH STUDENTS
How might all the COR elements affect their relationship
63
BE AWAREOF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH
STUDENTS
OBSERVEINTERACTIONS OBJECTIVELY
64
Module 2 Building Relationships Through Awareness
wwwcorclassroomsorg
65
69
Letrsquos watch on corclassroomsorg Module 2 Activity 1 (10 min) Module 2 Activity 4 (20 minutes)
Ideas for peer learning
PLCs and ldquotaking your studentrsquos perspectivesrdquo
Ideas
72
Practical strategies for increasing awareness
73
Selective attention
74
Objective versus subjective observations
75
Implicit racial bias affects who is watched
Tracked ldquoeye gazerdquo of early education teachers watching a video of preschoolers bull Teachers watched Black
students for misbehavior more than others
bull Teachers also said Black boys require the most attention
(Gilliam et al 2016)
(see also Chmielewski et al 2016 Ferguson 2000 Heilburn Cornell amp Lovegrove 2015 Neal McCray Webb-Johnson amp Bridgest 2003 Okonofua amp Eberhardt 2015)
76
Suggested activity in the COR Observing
Before the observation
bull What are my beliefsattitudes about how this student engages in course activities (or does not engage)
bull What behaviors do I expect to see
After the observationbull How did my beliefs affect what I
looked for
bull What behaviors did she show that I expected
bull Which behaviors surprised me
bull What patterns did I notice ndash in student behavior and my own
77
Incorporate observation into your routine
78
Ideas for peer learning
PLCs and ldquoobserving objectivelyrdquo
Ideas
80
Ask yourself
When was the last time I had a positive interaction with this student
Do I have more negative interactions than positive ones with this student
What do I like or appreciate about this student
How do I expect this student to act
81
82
For your own reflection
bullDoes your teaching staff have regular opportunities to practice objective observation
bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students
bullHow can we think about issues of equity and ldquorecognizing rutsrdquo
83
Ideas for peer learning
PLCs and ldquorecognizing rutsrdquo
Ideas
How can we think about equity related to ldquorutsrdquo
Creating Opportunities through Relationships (COR)
Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation
85
Modules 3-5
86
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
87
Practical strategies
88
Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo
ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo
89
The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals
bull A teacher described his relationship with a Black student who was having conflict with other teachers
bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo
bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day
90
Practical strategies
91
Making sure to bring your enthusiasm
Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom
On a scale of 1 to 10 how enthusiastic do you think you are on a typical day
92
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
93
94
Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
OBSERVEINTERACTIONS OBJECTIVELY
BE AWARE OF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH STUDENTS
How might all the COR elements affect their relationship
63
BE AWAREOF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH
STUDENTS
OBSERVEINTERACTIONS OBJECTIVELY
64
Module 2 Building Relationships Through Awareness
wwwcorclassroomsorg
65
69
Letrsquos watch on corclassroomsorg Module 2 Activity 1 (10 min) Module 2 Activity 4 (20 minutes)
Ideas for peer learning
PLCs and ldquotaking your studentrsquos perspectivesrdquo
Ideas
72
Practical strategies for increasing awareness
73
Selective attention
74
Objective versus subjective observations
75
Implicit racial bias affects who is watched
Tracked ldquoeye gazerdquo of early education teachers watching a video of preschoolers bull Teachers watched Black
students for misbehavior more than others
bull Teachers also said Black boys require the most attention
(Gilliam et al 2016)
(see also Chmielewski et al 2016 Ferguson 2000 Heilburn Cornell amp Lovegrove 2015 Neal McCray Webb-Johnson amp Bridgest 2003 Okonofua amp Eberhardt 2015)
76
Suggested activity in the COR Observing
Before the observation
bull What are my beliefsattitudes about how this student engages in course activities (or does not engage)
bull What behaviors do I expect to see
After the observationbull How did my beliefs affect what I
looked for
bull What behaviors did she show that I expected
bull Which behaviors surprised me
bull What patterns did I notice ndash in student behavior and my own
77
Incorporate observation into your routine
78
Ideas for peer learning
PLCs and ldquoobserving objectivelyrdquo
Ideas
80
Ask yourself
When was the last time I had a positive interaction with this student
Do I have more negative interactions than positive ones with this student
What do I like or appreciate about this student
How do I expect this student to act
81
82
For your own reflection
bullDoes your teaching staff have regular opportunities to practice objective observation
bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students
bullHow can we think about issues of equity and ldquorecognizing rutsrdquo
83
Ideas for peer learning
PLCs and ldquorecognizing rutsrdquo
Ideas
How can we think about equity related to ldquorutsrdquo
Creating Opportunities through Relationships (COR)
Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation
85
Modules 3-5
86
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
87
Practical strategies
88
Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo
ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo
89
The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals
bull A teacher described his relationship with a Black student who was having conflict with other teachers
bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo
bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day
90
Practical strategies
91
Making sure to bring your enthusiasm
Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom
On a scale of 1 to 10 how enthusiastic do you think you are on a typical day
92
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
93
94
Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
BE AWAREOF OWN AND OTHERSrsquo
BELIEFS amp FEELINGS
INTERACTEFFECTIVELY WITH
STUDENTS
OBSERVEINTERACTIONS OBJECTIVELY
64
Module 2 Building Relationships Through Awareness
wwwcorclassroomsorg
65
69
Letrsquos watch on corclassroomsorg Module 2 Activity 1 (10 min) Module 2 Activity 4 (20 minutes)
Ideas for peer learning
PLCs and ldquotaking your studentrsquos perspectivesrdquo
Ideas
72
Practical strategies for increasing awareness
73
Selective attention
74
Objective versus subjective observations
75
Implicit racial bias affects who is watched
Tracked ldquoeye gazerdquo of early education teachers watching a video of preschoolers bull Teachers watched Black
students for misbehavior more than others
bull Teachers also said Black boys require the most attention
(Gilliam et al 2016)
(see also Chmielewski et al 2016 Ferguson 2000 Heilburn Cornell amp Lovegrove 2015 Neal McCray Webb-Johnson amp Bridgest 2003 Okonofua amp Eberhardt 2015)
76
Suggested activity in the COR Observing
Before the observation
bull What are my beliefsattitudes about how this student engages in course activities (or does not engage)
bull What behaviors do I expect to see
After the observationbull How did my beliefs affect what I
looked for
bull What behaviors did she show that I expected
bull Which behaviors surprised me
bull What patterns did I notice ndash in student behavior and my own
77
Incorporate observation into your routine
78
Ideas for peer learning
PLCs and ldquoobserving objectivelyrdquo
Ideas
80
Ask yourself
When was the last time I had a positive interaction with this student
Do I have more negative interactions than positive ones with this student
What do I like or appreciate about this student
How do I expect this student to act
81
82
For your own reflection
bullDoes your teaching staff have regular opportunities to practice objective observation
bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students
bullHow can we think about issues of equity and ldquorecognizing rutsrdquo
83
Ideas for peer learning
PLCs and ldquorecognizing rutsrdquo
Ideas
How can we think about equity related to ldquorutsrdquo
Creating Opportunities through Relationships (COR)
Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation
85
Modules 3-5
86
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
87
Practical strategies
88
Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo
ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo
89
The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals
bull A teacher described his relationship with a Black student who was having conflict with other teachers
bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo
bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day
90
Practical strategies
91
Making sure to bring your enthusiasm
Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom
On a scale of 1 to 10 how enthusiastic do you think you are on a typical day
92
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
93
94
Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
Module 2 Building Relationships Through Awareness
wwwcorclassroomsorg
65
69
Letrsquos watch on corclassroomsorg Module 2 Activity 1 (10 min) Module 2 Activity 4 (20 minutes)
Ideas for peer learning
PLCs and ldquotaking your studentrsquos perspectivesrdquo
Ideas
72
Practical strategies for increasing awareness
73
Selective attention
74
Objective versus subjective observations
75
Implicit racial bias affects who is watched
Tracked ldquoeye gazerdquo of early education teachers watching a video of preschoolers bull Teachers watched Black
students for misbehavior more than others
bull Teachers also said Black boys require the most attention
(Gilliam et al 2016)
(see also Chmielewski et al 2016 Ferguson 2000 Heilburn Cornell amp Lovegrove 2015 Neal McCray Webb-Johnson amp Bridgest 2003 Okonofua amp Eberhardt 2015)
76
Suggested activity in the COR Observing
Before the observation
bull What are my beliefsattitudes about how this student engages in course activities (or does not engage)
bull What behaviors do I expect to see
After the observationbull How did my beliefs affect what I
looked for
bull What behaviors did she show that I expected
bull Which behaviors surprised me
bull What patterns did I notice ndash in student behavior and my own
77
Incorporate observation into your routine
78
Ideas for peer learning
PLCs and ldquoobserving objectivelyrdquo
Ideas
80
Ask yourself
When was the last time I had a positive interaction with this student
Do I have more negative interactions than positive ones with this student
What do I like or appreciate about this student
How do I expect this student to act
81
82
For your own reflection
bullDoes your teaching staff have regular opportunities to practice objective observation
bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students
bullHow can we think about issues of equity and ldquorecognizing rutsrdquo
83
Ideas for peer learning
PLCs and ldquorecognizing rutsrdquo
Ideas
How can we think about equity related to ldquorutsrdquo
Creating Opportunities through Relationships (COR)
Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation
85
Modules 3-5
86
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
87
Practical strategies
88
Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo
ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo
89
The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals
bull A teacher described his relationship with a Black student who was having conflict with other teachers
bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo
bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day
90
Practical strategies
91
Making sure to bring your enthusiasm
Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom
On a scale of 1 to 10 how enthusiastic do you think you are on a typical day
92
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
93
94
Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
69
Letrsquos watch on corclassroomsorg Module 2 Activity 1 (10 min) Module 2 Activity 4 (20 minutes)
Ideas for peer learning
PLCs and ldquotaking your studentrsquos perspectivesrdquo
Ideas
72
Practical strategies for increasing awareness
73
Selective attention
74
Objective versus subjective observations
75
Implicit racial bias affects who is watched
Tracked ldquoeye gazerdquo of early education teachers watching a video of preschoolers bull Teachers watched Black
students for misbehavior more than others
bull Teachers also said Black boys require the most attention
(Gilliam et al 2016)
(see also Chmielewski et al 2016 Ferguson 2000 Heilburn Cornell amp Lovegrove 2015 Neal McCray Webb-Johnson amp Bridgest 2003 Okonofua amp Eberhardt 2015)
76
Suggested activity in the COR Observing
Before the observation
bull What are my beliefsattitudes about how this student engages in course activities (or does not engage)
bull What behaviors do I expect to see
After the observationbull How did my beliefs affect what I
looked for
bull What behaviors did she show that I expected
bull Which behaviors surprised me
bull What patterns did I notice ndash in student behavior and my own
77
Incorporate observation into your routine
78
Ideas for peer learning
PLCs and ldquoobserving objectivelyrdquo
Ideas
80
Ask yourself
When was the last time I had a positive interaction with this student
Do I have more negative interactions than positive ones with this student
What do I like or appreciate about this student
How do I expect this student to act
81
82
For your own reflection
bullDoes your teaching staff have regular opportunities to practice objective observation
bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students
bullHow can we think about issues of equity and ldquorecognizing rutsrdquo
83
Ideas for peer learning
PLCs and ldquorecognizing rutsrdquo
Ideas
How can we think about equity related to ldquorutsrdquo
Creating Opportunities through Relationships (COR)
Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation
85
Modules 3-5
86
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
87
Practical strategies
88
Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo
ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo
89
The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals
bull A teacher described his relationship with a Black student who was having conflict with other teachers
bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo
bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day
90
Practical strategies
91
Making sure to bring your enthusiasm
Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom
On a scale of 1 to 10 how enthusiastic do you think you are on a typical day
92
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
93
94
Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
Ideas for peer learning
PLCs and ldquotaking your studentrsquos perspectivesrdquo
Ideas
72
Practical strategies for increasing awareness
73
Selective attention
74
Objective versus subjective observations
75
Implicit racial bias affects who is watched
Tracked ldquoeye gazerdquo of early education teachers watching a video of preschoolers bull Teachers watched Black
students for misbehavior more than others
bull Teachers also said Black boys require the most attention
(Gilliam et al 2016)
(see also Chmielewski et al 2016 Ferguson 2000 Heilburn Cornell amp Lovegrove 2015 Neal McCray Webb-Johnson amp Bridgest 2003 Okonofua amp Eberhardt 2015)
76
Suggested activity in the COR Observing
Before the observation
bull What are my beliefsattitudes about how this student engages in course activities (or does not engage)
bull What behaviors do I expect to see
After the observationbull How did my beliefs affect what I
looked for
bull What behaviors did she show that I expected
bull Which behaviors surprised me
bull What patterns did I notice ndash in student behavior and my own
77
Incorporate observation into your routine
78
Ideas for peer learning
PLCs and ldquoobserving objectivelyrdquo
Ideas
80
Ask yourself
When was the last time I had a positive interaction with this student
Do I have more negative interactions than positive ones with this student
What do I like or appreciate about this student
How do I expect this student to act
81
82
For your own reflection
bullDoes your teaching staff have regular opportunities to practice objective observation
bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students
bullHow can we think about issues of equity and ldquorecognizing rutsrdquo
83
Ideas for peer learning
PLCs and ldquorecognizing rutsrdquo
Ideas
How can we think about equity related to ldquorutsrdquo
Creating Opportunities through Relationships (COR)
Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation
85
Modules 3-5
86
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
87
Practical strategies
88
Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo
ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo
89
The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals
bull A teacher described his relationship with a Black student who was having conflict with other teachers
bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo
bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day
90
Practical strategies
91
Making sure to bring your enthusiasm
Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom
On a scale of 1 to 10 how enthusiastic do you think you are on a typical day
92
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
93
94
Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
72
Practical strategies for increasing awareness
73
Selective attention
74
Objective versus subjective observations
75
Implicit racial bias affects who is watched
Tracked ldquoeye gazerdquo of early education teachers watching a video of preschoolers bull Teachers watched Black
students for misbehavior more than others
bull Teachers also said Black boys require the most attention
(Gilliam et al 2016)
(see also Chmielewski et al 2016 Ferguson 2000 Heilburn Cornell amp Lovegrove 2015 Neal McCray Webb-Johnson amp Bridgest 2003 Okonofua amp Eberhardt 2015)
76
Suggested activity in the COR Observing
Before the observation
bull What are my beliefsattitudes about how this student engages in course activities (or does not engage)
bull What behaviors do I expect to see
After the observationbull How did my beliefs affect what I
looked for
bull What behaviors did she show that I expected
bull Which behaviors surprised me
bull What patterns did I notice ndash in student behavior and my own
77
Incorporate observation into your routine
78
Ideas for peer learning
PLCs and ldquoobserving objectivelyrdquo
Ideas
80
Ask yourself
When was the last time I had a positive interaction with this student
Do I have more negative interactions than positive ones with this student
What do I like or appreciate about this student
How do I expect this student to act
81
82
For your own reflection
bullDoes your teaching staff have regular opportunities to practice objective observation
bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students
bullHow can we think about issues of equity and ldquorecognizing rutsrdquo
83
Ideas for peer learning
PLCs and ldquorecognizing rutsrdquo
Ideas
How can we think about equity related to ldquorutsrdquo
Creating Opportunities through Relationships (COR)
Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation
85
Modules 3-5
86
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
87
Practical strategies
88
Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo
ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo
89
The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals
bull A teacher described his relationship with a Black student who was having conflict with other teachers
bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo
bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day
90
Practical strategies
91
Making sure to bring your enthusiasm
Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom
On a scale of 1 to 10 how enthusiastic do you think you are on a typical day
92
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
93
94
Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
Practical strategies for increasing awareness
73
Selective attention
74
Objective versus subjective observations
75
Implicit racial bias affects who is watched
Tracked ldquoeye gazerdquo of early education teachers watching a video of preschoolers bull Teachers watched Black
students for misbehavior more than others
bull Teachers also said Black boys require the most attention
(Gilliam et al 2016)
(see also Chmielewski et al 2016 Ferguson 2000 Heilburn Cornell amp Lovegrove 2015 Neal McCray Webb-Johnson amp Bridgest 2003 Okonofua amp Eberhardt 2015)
76
Suggested activity in the COR Observing
Before the observation
bull What are my beliefsattitudes about how this student engages in course activities (or does not engage)
bull What behaviors do I expect to see
After the observationbull How did my beliefs affect what I
looked for
bull What behaviors did she show that I expected
bull Which behaviors surprised me
bull What patterns did I notice ndash in student behavior and my own
77
Incorporate observation into your routine
78
Ideas for peer learning
PLCs and ldquoobserving objectivelyrdquo
Ideas
80
Ask yourself
When was the last time I had a positive interaction with this student
Do I have more negative interactions than positive ones with this student
What do I like or appreciate about this student
How do I expect this student to act
81
82
For your own reflection
bullDoes your teaching staff have regular opportunities to practice objective observation
bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students
bullHow can we think about issues of equity and ldquorecognizing rutsrdquo
83
Ideas for peer learning
PLCs and ldquorecognizing rutsrdquo
Ideas
How can we think about equity related to ldquorutsrdquo
Creating Opportunities through Relationships (COR)
Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation
85
Modules 3-5
86
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
87
Practical strategies
88
Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo
ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo
89
The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals
bull A teacher described his relationship with a Black student who was having conflict with other teachers
bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo
bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day
90
Practical strategies
91
Making sure to bring your enthusiasm
Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom
On a scale of 1 to 10 how enthusiastic do you think you are on a typical day
92
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
93
94
Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
Selective attention
74
Objective versus subjective observations
75
Implicit racial bias affects who is watched
Tracked ldquoeye gazerdquo of early education teachers watching a video of preschoolers bull Teachers watched Black
students for misbehavior more than others
bull Teachers also said Black boys require the most attention
(Gilliam et al 2016)
(see also Chmielewski et al 2016 Ferguson 2000 Heilburn Cornell amp Lovegrove 2015 Neal McCray Webb-Johnson amp Bridgest 2003 Okonofua amp Eberhardt 2015)
76
Suggested activity in the COR Observing
Before the observation
bull What are my beliefsattitudes about how this student engages in course activities (or does not engage)
bull What behaviors do I expect to see
After the observationbull How did my beliefs affect what I
looked for
bull What behaviors did she show that I expected
bull Which behaviors surprised me
bull What patterns did I notice ndash in student behavior and my own
77
Incorporate observation into your routine
78
Ideas for peer learning
PLCs and ldquoobserving objectivelyrdquo
Ideas
80
Ask yourself
When was the last time I had a positive interaction with this student
Do I have more negative interactions than positive ones with this student
What do I like or appreciate about this student
How do I expect this student to act
81
82
For your own reflection
bullDoes your teaching staff have regular opportunities to practice objective observation
bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students
bullHow can we think about issues of equity and ldquorecognizing rutsrdquo
83
Ideas for peer learning
PLCs and ldquorecognizing rutsrdquo
Ideas
How can we think about equity related to ldquorutsrdquo
Creating Opportunities through Relationships (COR)
Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation
85
Modules 3-5
86
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
87
Practical strategies
88
Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo
ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo
89
The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals
bull A teacher described his relationship with a Black student who was having conflict with other teachers
bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo
bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day
90
Practical strategies
91
Making sure to bring your enthusiasm
Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom
On a scale of 1 to 10 how enthusiastic do you think you are on a typical day
92
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
93
94
Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
Objective versus subjective observations
75
Implicit racial bias affects who is watched
Tracked ldquoeye gazerdquo of early education teachers watching a video of preschoolers bull Teachers watched Black
students for misbehavior more than others
bull Teachers also said Black boys require the most attention
(Gilliam et al 2016)
(see also Chmielewski et al 2016 Ferguson 2000 Heilburn Cornell amp Lovegrove 2015 Neal McCray Webb-Johnson amp Bridgest 2003 Okonofua amp Eberhardt 2015)
76
Suggested activity in the COR Observing
Before the observation
bull What are my beliefsattitudes about how this student engages in course activities (or does not engage)
bull What behaviors do I expect to see
After the observationbull How did my beliefs affect what I
looked for
bull What behaviors did she show that I expected
bull Which behaviors surprised me
bull What patterns did I notice ndash in student behavior and my own
77
Incorporate observation into your routine
78
Ideas for peer learning
PLCs and ldquoobserving objectivelyrdquo
Ideas
80
Ask yourself
When was the last time I had a positive interaction with this student
Do I have more negative interactions than positive ones with this student
What do I like or appreciate about this student
How do I expect this student to act
81
82
For your own reflection
bullDoes your teaching staff have regular opportunities to practice objective observation
bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students
bullHow can we think about issues of equity and ldquorecognizing rutsrdquo
83
Ideas for peer learning
PLCs and ldquorecognizing rutsrdquo
Ideas
How can we think about equity related to ldquorutsrdquo
Creating Opportunities through Relationships (COR)
Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation
85
Modules 3-5
86
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
87
Practical strategies
88
Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo
ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo
89
The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals
bull A teacher described his relationship with a Black student who was having conflict with other teachers
bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo
bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day
90
Practical strategies
91
Making sure to bring your enthusiasm
Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom
On a scale of 1 to 10 how enthusiastic do you think you are on a typical day
92
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
93
94
Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
Implicit racial bias affects who is watched
Tracked ldquoeye gazerdquo of early education teachers watching a video of preschoolers bull Teachers watched Black
students for misbehavior more than others
bull Teachers also said Black boys require the most attention
(Gilliam et al 2016)
(see also Chmielewski et al 2016 Ferguson 2000 Heilburn Cornell amp Lovegrove 2015 Neal McCray Webb-Johnson amp Bridgest 2003 Okonofua amp Eberhardt 2015)
76
Suggested activity in the COR Observing
Before the observation
bull What are my beliefsattitudes about how this student engages in course activities (or does not engage)
bull What behaviors do I expect to see
After the observationbull How did my beliefs affect what I
looked for
bull What behaviors did she show that I expected
bull Which behaviors surprised me
bull What patterns did I notice ndash in student behavior and my own
77
Incorporate observation into your routine
78
Ideas for peer learning
PLCs and ldquoobserving objectivelyrdquo
Ideas
80
Ask yourself
When was the last time I had a positive interaction with this student
Do I have more negative interactions than positive ones with this student
What do I like or appreciate about this student
How do I expect this student to act
81
82
For your own reflection
bullDoes your teaching staff have regular opportunities to practice objective observation
bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students
bullHow can we think about issues of equity and ldquorecognizing rutsrdquo
83
Ideas for peer learning
PLCs and ldquorecognizing rutsrdquo
Ideas
How can we think about equity related to ldquorutsrdquo
Creating Opportunities through Relationships (COR)
Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation
85
Modules 3-5
86
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
87
Practical strategies
88
Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo
ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo
89
The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals
bull A teacher described his relationship with a Black student who was having conflict with other teachers
bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo
bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day
90
Practical strategies
91
Making sure to bring your enthusiasm
Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom
On a scale of 1 to 10 how enthusiastic do you think you are on a typical day
92
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
93
94
Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
Suggested activity in the COR Observing
Before the observation
bull What are my beliefsattitudes about how this student engages in course activities (or does not engage)
bull What behaviors do I expect to see
After the observationbull How did my beliefs affect what I
looked for
bull What behaviors did she show that I expected
bull Which behaviors surprised me
bull What patterns did I notice ndash in student behavior and my own
77
Incorporate observation into your routine
78
Ideas for peer learning
PLCs and ldquoobserving objectivelyrdquo
Ideas
80
Ask yourself
When was the last time I had a positive interaction with this student
Do I have more negative interactions than positive ones with this student
What do I like or appreciate about this student
How do I expect this student to act
81
82
For your own reflection
bullDoes your teaching staff have regular opportunities to practice objective observation
bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students
bullHow can we think about issues of equity and ldquorecognizing rutsrdquo
83
Ideas for peer learning
PLCs and ldquorecognizing rutsrdquo
Ideas
How can we think about equity related to ldquorutsrdquo
Creating Opportunities through Relationships (COR)
Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation
85
Modules 3-5
86
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
87
Practical strategies
88
Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo
ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo
89
The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals
bull A teacher described his relationship with a Black student who was having conflict with other teachers
bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo
bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day
90
Practical strategies
91
Making sure to bring your enthusiasm
Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom
On a scale of 1 to 10 how enthusiastic do you think you are on a typical day
92
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
93
94
Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
Incorporate observation into your routine
78
Ideas for peer learning
PLCs and ldquoobserving objectivelyrdquo
Ideas
80
Ask yourself
When was the last time I had a positive interaction with this student
Do I have more negative interactions than positive ones with this student
What do I like or appreciate about this student
How do I expect this student to act
81
82
For your own reflection
bullDoes your teaching staff have regular opportunities to practice objective observation
bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students
bullHow can we think about issues of equity and ldquorecognizing rutsrdquo
83
Ideas for peer learning
PLCs and ldquorecognizing rutsrdquo
Ideas
How can we think about equity related to ldquorutsrdquo
Creating Opportunities through Relationships (COR)
Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation
85
Modules 3-5
86
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
87
Practical strategies
88
Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo
ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo
89
The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals
bull A teacher described his relationship with a Black student who was having conflict with other teachers
bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo
bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day
90
Practical strategies
91
Making sure to bring your enthusiasm
Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom
On a scale of 1 to 10 how enthusiastic do you think you are on a typical day
92
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
93
94
Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
Ideas for peer learning
PLCs and ldquoobserving objectivelyrdquo
Ideas
80
Ask yourself
When was the last time I had a positive interaction with this student
Do I have more negative interactions than positive ones with this student
What do I like or appreciate about this student
How do I expect this student to act
81
82
For your own reflection
bullDoes your teaching staff have regular opportunities to practice objective observation
bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students
bullHow can we think about issues of equity and ldquorecognizing rutsrdquo
83
Ideas for peer learning
PLCs and ldquorecognizing rutsrdquo
Ideas
How can we think about equity related to ldquorutsrdquo
Creating Opportunities through Relationships (COR)
Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation
85
Modules 3-5
86
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
87
Practical strategies
88
Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo
ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo
89
The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals
bull A teacher described his relationship with a Black student who was having conflict with other teachers
bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo
bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day
90
Practical strategies
91
Making sure to bring your enthusiasm
Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom
On a scale of 1 to 10 how enthusiastic do you think you are on a typical day
92
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
93
94
Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
80
Ask yourself
When was the last time I had a positive interaction with this student
Do I have more negative interactions than positive ones with this student
What do I like or appreciate about this student
How do I expect this student to act
81
82
For your own reflection
bullDoes your teaching staff have regular opportunities to practice objective observation
bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students
bullHow can we think about issues of equity and ldquorecognizing rutsrdquo
83
Ideas for peer learning
PLCs and ldquorecognizing rutsrdquo
Ideas
How can we think about equity related to ldquorutsrdquo
Creating Opportunities through Relationships (COR)
Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation
85
Modules 3-5
86
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
87
Practical strategies
88
Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo
ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo
89
The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals
bull A teacher described his relationship with a Black student who was having conflict with other teachers
bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo
bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day
90
Practical strategies
91
Making sure to bring your enthusiasm
Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom
On a scale of 1 to 10 how enthusiastic do you think you are on a typical day
92
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
93
94
Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
Ask yourself
When was the last time I had a positive interaction with this student
Do I have more negative interactions than positive ones with this student
What do I like or appreciate about this student
How do I expect this student to act
81
82
For your own reflection
bullDoes your teaching staff have regular opportunities to practice objective observation
bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students
bullHow can we think about issues of equity and ldquorecognizing rutsrdquo
83
Ideas for peer learning
PLCs and ldquorecognizing rutsrdquo
Ideas
How can we think about equity related to ldquorutsrdquo
Creating Opportunities through Relationships (COR)
Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation
85
Modules 3-5
86
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
87
Practical strategies
88
Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo
ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo
89
The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals
bull A teacher described his relationship with a Black student who was having conflict with other teachers
bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo
bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day
90
Practical strategies
91
Making sure to bring your enthusiasm
Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom
On a scale of 1 to 10 how enthusiastic do you think you are on a typical day
92
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
93
94
Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
82
For your own reflection
bullDoes your teaching staff have regular opportunities to practice objective observation
bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students
bullHow can we think about issues of equity and ldquorecognizing rutsrdquo
83
Ideas for peer learning
PLCs and ldquorecognizing rutsrdquo
Ideas
How can we think about equity related to ldquorutsrdquo
Creating Opportunities through Relationships (COR)
Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation
85
Modules 3-5
86
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
87
Practical strategies
88
Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo
ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo
89
The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals
bull A teacher described his relationship with a Black student who was having conflict with other teachers
bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo
bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day
90
Practical strategies
91
Making sure to bring your enthusiasm
Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom
On a scale of 1 to 10 how enthusiastic do you think you are on a typical day
92
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
93
94
Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
For your own reflection
bullDoes your teaching staff have regular opportunities to practice objective observation
bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students
bullHow can we think about issues of equity and ldquorecognizing rutsrdquo
83
Ideas for peer learning
PLCs and ldquorecognizing rutsrdquo
Ideas
How can we think about equity related to ldquorutsrdquo
Creating Opportunities through Relationships (COR)
Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation
85
Modules 3-5
86
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
87
Practical strategies
88
Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo
ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo
89
The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals
bull A teacher described his relationship with a Black student who was having conflict with other teachers
bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo
bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day
90
Practical strategies
91
Making sure to bring your enthusiasm
Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom
On a scale of 1 to 10 how enthusiastic do you think you are on a typical day
92
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
93
94
Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
Ideas for peer learning
PLCs and ldquorecognizing rutsrdquo
Ideas
How can we think about equity related to ldquorutsrdquo
Creating Opportunities through Relationships (COR)
Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation
85
Modules 3-5
86
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
87
Practical strategies
88
Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo
ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo
89
The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals
bull A teacher described his relationship with a Black student who was having conflict with other teachers
bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo
bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day
90
Practical strategies
91
Making sure to bring your enthusiasm
Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom
On a scale of 1 to 10 how enthusiastic do you think you are on a typical day
92
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
93
94
Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
Creating Opportunities through Relationships (COR)
Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation
85
Modules 3-5
86
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
87
Practical strategies
88
Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo
ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo
89
The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals
bull A teacher described his relationship with a Black student who was having conflict with other teachers
bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo
bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day
90
Practical strategies
91
Making sure to bring your enthusiasm
Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom
On a scale of 1 to 10 how enthusiastic do you think you are on a typical day
92
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
93
94
Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
Modules 3-5
86
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
87
Practical strategies
88
Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo
ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo
89
The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals
bull A teacher described his relationship with a Black student who was having conflict with other teachers
bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo
bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day
90
Practical strategies
91
Making sure to bring your enthusiasm
Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom
On a scale of 1 to 10 how enthusiastic do you think you are on a typical day
92
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
93
94
Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
87
Practical strategies
88
Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo
ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo
89
The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals
bull A teacher described his relationship with a Black student who was having conflict with other teachers
bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo
bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day
90
Practical strategies
91
Making sure to bring your enthusiasm
Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom
On a scale of 1 to 10 how enthusiastic do you think you are on a typical day
92
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
93
94
Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
Practical strategies
88
Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo
ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo
89
The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals
bull A teacher described his relationship with a Black student who was having conflict with other teachers
bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo
bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day
90
Practical strategies
91
Making sure to bring your enthusiasm
Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom
On a scale of 1 to 10 how enthusiastic do you think you are on a typical day
92
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
93
94
Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo
ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo
89
The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals
bull A teacher described his relationship with a Black student who was having conflict with other teachers
bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo
bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day
90
Practical strategies
91
Making sure to bring your enthusiasm
Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom
On a scale of 1 to 10 how enthusiastic do you think you are on a typical day
92
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
93
94
Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals
bull A teacher described his relationship with a Black student who was having conflict with other teachers
bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo
bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day
90
Practical strategies
91
Making sure to bring your enthusiasm
Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom
On a scale of 1 to 10 how enthusiastic do you think you are on a typical day
92
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
93
94
Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
Practical strategies
91
Making sure to bring your enthusiasm
Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom
On a scale of 1 to 10 how enthusiastic do you think you are on a typical day
92
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
93
94
Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
Making sure to bring your enthusiasm
Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom
On a scale of 1 to 10 how enthusiastic do you think you are on a typical day
92
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
93
94
Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
93
94
Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
94
Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
REFLECTION How have you harnessed the leadership qualities of
students who have multiple discipline referrals
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
Creating Opportunities through Relationships (COR)
Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses
Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning
97
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
98
Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
How can we think about issues of equity when we work on ldquoinspiring learningrdquo
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
100
Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
Distributing your praise
102
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
Micro-affirmations and ldquoWise critical feedbackrdquo
teachers communicating high academic standards coupled with their belief in the studentsrsquo potential
(Yeager et al 2014)
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
Restorative Practices
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
RESTORATIVE APPROACHES to disciplineRestorative approach to discipline
bull Focuses on relationships
bull Gives voice to the person harmed and the person who caused the harm
bull Engages collaborative problem-solving
bull Dialogue-based decision-making process
bull An agreed upon plan leads to actions aimed at repairing the harm done
Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident
From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning
What happened What were you thinking about at the time What have your thoughts been since
Who has been affected by what you did In what way have they been affected
What do you think you need to do to make things right
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
Example of a restorative conference (20 min)
bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw
bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators
asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now
bull 1040-1200end
bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s
bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
Restorative Justice (RJ)
Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
REFLECTIONDo your school norms lay the foundation for
repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)
Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
Changing habits and mindsets is slow It requires courage and resources to support
implementation
(Oakes et al 1993)
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
A teacher explained
ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you
hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
bullClear vision and leadership from administrators
bullStart with key opinion leaders ndash grow the change within buildings
bullOrient students to the rationale for the changes and nurture student leadership to lead the charge
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
Implementation supports are crucial
annegreggsapprutgersedu
DR ANNE GREGORY
annegreggsapprutgersedu
DR ANNE GREGORY