Restorative Approaches
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Restorative approaches are all about making, maintaining and when things go wrong, repairing relationships. It is an approach which is values-based and need-led. A restorative response to harm or wrongdoing involves giving everyone a voice, valuing everyone’s unique perspective, considering everybody’s thoughts, feelings and needs. It requires a belief in people’s ability to find the solutions to their problems by working together. It is an approach that helps people move from a negative state to a more positive state so that ideally everyone feels involved and feels better after the process than they did before, about themselves, about each other and about the situation.
The restorative approach informs a style of teaching, just as much as it does an approach to problem-solving and conflict resolution. It makes sense to have an approach in the classroom on a day-to-day basis that is congruent with the way we respond when things go wrong. Young people need to the skills to be able to make relationships. They require the vocabulary to express their thoughts, feelings and needs and be able to listen to others doing the same.
The restorative mind-set informs the approach to practice at all levels. Actions are taken with reference to five core restorative principles.
- Everyone has a unique perspective, and everyone is equally valued.
- Our thoughts and feelings influence our behaviours.
- Our actions have an impact.
- We have needs that connect us to people and purpose.
- The people best placed to find solutions are the people themselves.
The restorative approach informs a style of teaching, just as much as it does an approach to problem-solving and conflict resolution. It makes sense to have an approach in the classroom on a day-to-day basis that is congruent with the way we respond when things go wrong. Young people need to the skills to be able to make relationships. They require the vocabulary to express their thoughts, feelings and needs and be able to listen to others doing the same.
The restorative mind-set informs the approach to practice at all levels. Actions are taken with reference to five core restorative principles.
- Everyone has a unique perspective, and everyone is equally valued.
- Our thoughts and feelings influence our behaviours.
- Our actions have an impact.
- We have needs that connect us to people and purpose.
- The people best placed to find solutions are the people themselves.
Circle Time
One critical relationship is the one each young person in a class has with their peers. Pro-social connections with a peer group is a critical factor in protecting young people from adverse influences that might lead them down harmful roads to drugs and alcohol, disaffection and delinquency. The sense of acceptance and belonging as part of a team creates a very strong motivation for engagement in learning. At Caerau Primary School we use a Circle Time Frame that helps to secure classroom relationships through fun and a sense of humour.
In recent years there has been so much more research on how people learn and how important it is to be in the right state physiologically, emotionally and mentally to even want to learn, let alone be able to. Circle Time is a great opportunity for introducing humour and having fun. Each member of staff has a mini-book outlining the Circle Time Frame with examples they can use to secure classroom relationships.
One critical relationship is the one each young person in a class has with their peers. Pro-social connections with a peer group is a critical factor in protecting young people from adverse influences that might lead them down harmful roads to drugs and alcohol, disaffection and delinquency. The sense of acceptance and belonging as part of a team creates a very strong motivation for engagement in learning. At Caerau Primary School we use a Circle Time Frame that helps to secure classroom relationships through fun and a sense of humour.
In recent years there has been so much more research on how people learn and how important it is to be in the right state physiologically, emotionally and mentally to even want to learn, let alone be able to. Circle Time is a great opportunity for introducing humour and having fun. Each member of staff has a mini-book outlining the Circle Time Frame with examples they can use to secure classroom relationships.