At Bourchier Street Primary School, we believe that the foundation of a positive and productive school environment is built on strong, respectful relationships. We have for a number of year embraced restorative practices in our school. Recently a well-known educator Adam Voight (picture below) has shone a light on some less than thorough implementation of restorative practices in schools and provided guidance on how we embrace Restorative Practices effectively to create a space where every student feels valued, heard, and supported, not only in our classrooms but across the entire school community. We has coined this approach, Restorative Practice 2.0 and there are some great things in it.
What does Restorative Practice 2.0 look like in practice? One of the most powerful tools we use is language. The way we speak to and with our students has a significant impact on their learning, their behaviour, and their sense of belonging. We want to share some of this language with you, so you can use it at home and help reinforce the positive culture we’re building at school.
1. Focus on Relationships First
At BSPS, relationships come before anything else. When we talk to our students, we focus on building and maintaining strong, respectful connections. Instead of starting with what went wrong, we start with how we can work together to make things right.
Language example:
Instead of saying, "You shouldn’t have done that," we might say, "I can see you’re upset. Let’s talk about what happened and how we can fix it together."
2. Encouraging Accountability, Not Blame
We teach our students that everyone makes mistakes, but it’s important to take responsibility for our actions and understand how they affect others. This helps students learn empathy and self-reflection.
Language example:
Rather than asking, "Why did you do that?" we might say, "What was your thinking at the time, and how do you think it affected others?"
3. Emphasizing the Impact on the Community
We all need to understand that our actions affect those around us. We encourage students to think about the broader impact of their choices on their peers, teachers, and the school community.
Language example:
Instead of saying, "That was wrong," we might say, "How do you think your actions made your classmate feel, and what can we do to make things better?"
4. Working Together to Find Solutions
We believe in empowering our students to be part of the solution. When issues arise, we involve them in the problem-solving process, helping them develop critical thinking and decision-making skills.
Language example:
Rather than saying, "You need to apologise," we might say, "What do you think you could do to make thing right?"
5. Reinforcing Positive Behavior
Positive reinforcement is a key part of RP 2.0. We celebrate successes and acknowledge the efforts our students make to grow and learn from their experiences.
Language example:
Instead of simply saying, "Good job," we might say, "I noticed how you worked hard to listen to your friend’s feelings. That’s a great way to show respect."
It is our hope that by sharing this approach with families, these conversations can continue at home. The idea is that consistent use of this language will help our students develop into thoughtful, empathetic, and responsible individuals.
If you have any questions or would like to learn more about how we’re using Restorative practice at Bourchier Street Primary, please feel free to reach out!
Comments