Independent Thinking on Restorative Practice: Building relationships, improving behaviour and creating stronger communities (Independent Thinking On ... series)

Product Information

Social Work England say: "Peer reflection means that you have discussed the content of your CPD activity with a peer, your manager or another professional. But he is also down to earth, human and full of humour and sensitivity in the way he explains to us how we can help people to resolve conflict, listen, understand and empathise. Restorative practice is not a ‘soft’ or easy option, and the structures suggested in this book guide the reader through its many functions and possibilities.

Having worked in the restorative field as a facilitator for a number of years she could see how this way of working could be applied in schools, social care and beyond. In short, anyone interested in the power of human relationships to enable change to happen will find material in this book to help them. In every situation there are three truths: my truth, your truth and the truth, and ultimately the truth is it doesn’t matter who is right just that all parties feel listened to and validated.

To calculate the overall star rating and percentage breakdown by star, we don’t use a simple average.

Encourages teachers to embrace challenge and change, and suggests ways to provide a model for their pupils to develop independence and resilience. Zero tolerance ‘and ‘no excuses’ approaches are examples of such quick fixes that can do more harm than good, especially to the vulnerable children who most need our help. Restorative practice doesn’t mean ignoring this situation, it just means dealing with it in a better way.High challenge and high support– the WITH box, students know what to do due to the challenge of the situation, and know how to do it due to the support they have, this does not simply apply to work but also applies to life. A practical and inspiring introduction to the use of restorative and relational based practice aimed at anyone working with children, young people, families and across communities. Most people want to know if the approach reduces exclusions, raises attendance and raises attainment. The role of the peer is not to approve your learning but to support and help you to think about how you can improve your practice. Furthermore, it advocates an approach that is collaborative, empowering and positive – and ultimately geared to improve motivation, engagement and independent learning in even the hardest-to-reach young people.

The approach fosters better relationships, which, in turn, lead to better behaviour, but some students will need restorative conversations once an incident has happened. Greeting students at the school gate with a smile (remember, smiling at students is good for you both), a “Good morning”, or a “How are you? Josh (fake name), arrived late to school wearing white trainers and was greeted with a scowl, a finger in his chest and an angry question about why he was late and wearing trainers, Josh responded by telling that teacher to “F*** off” and was sent home. Covering coaching circles and the power of doing things with (and not to) children and young people, to moving your values off lanyards and posters and into the lived experience of every member of the school community, this book sets out how restorative practice - when done well - can transform every aspect of school life. There needs to be a clear vision, extensive communication with staff and a clear training plan matched to an outcomes framework.

For anyone already deeply committed to relational practice, this book offers an excellent framework and some excellent ideas around which it is very straightforward to apply what you already know. Full of practical strategies and insights in his work delivered with personal authenticity and delivered with humour, energy, honesty and an unswerving optimism in people and in authentic connection in particular. In my experience Mark is a lively and engaging trainer with a passion for his subject that is infectious.

This includes a range of approaches to managing conflict and tensions in a way that repairs harm and mends relationships if and when those relationships do break down.All decisions around close contact and the use of PPE should be made in line with your own school risk assessments. Restorative justice is used when resolving conflict and repairing harm, whereas restorative practice is an underpinning ethos that builds and maintains healthy relationships. What is more, relationships are both simple and hard in equal measure, so it is easy to direct our focus onto the more tangible areas of school life – such as results – and, in doing so, fall into the trap of forgetting that not everything we count counts, and not everything that counts can be counted.