Restorative Practices

Wirreanda Secondary  School is moving towards implementing restorative practices within the school community. Restorative practices are designed to address a range of opportunities and needs in emphasising prevention and a whole school approach, while embracing the right blend of high control and support.

During 2014 all staff will gain an understanding of the philosophy and framework of restorative practices. Restorative processes create opportunities for those involved in a conflict to work together to understand, clarify and resolve the situation and work together towards repairing the harm caused. It encourages students to develop a sense of accountability and personal responsibility for their own behaviour.

At Wirreanda  we will aim to develop:

  • Quality relationships that consistently demonstrate behaviour that reflects the school values
  • The skilling of the school community in the successful resolution of conflict
  • The prevention of conflict and harm to relationships within the school community
  • Restorative skills in the way we interact with young people so as to use teachable moments to enhance

Wirreanda staff in term 2 underwent training in Restorative Practices . Staff have encouraged students to take full responsibility for their actions, both positive and negative. This is implemented via a Restorative Practices approach, including daily activities based on sharing, and restorative practices meetings to resolves student issues. Staff have effectively complimented this with group activities, a supportive classroom culture, clear expectations, and linking students with positive role models, to nurture student’s empathy and respect for others.Our aim is to provide students with the building blocks needed to exhibit initiative, self-esteem, resilience, resourcefulness, higher-order thinking and creativity while learning . 

The Wirreanda Secondary School Restorative Practice Working Party has chosen to develop our school community’s understanding of restorative language, restorative questioning & using affective statements as a focus for terms 3 & 4. As part of this focus, the working party has chosen posters which we will see in every classroom & common areas throughout the school. The aim of this strategy is to serve as a visual reminder to both staff and students of the importance of constantly reflecting and reviewing our practice to embed a restorative culture within WSS.

Finally – I’d like to thank the working party for their efforts, time and contributions thus far. I am lucky enough to have the opportunity to be part of a team of committed and highly skilled professionals, whose knowledge and passion for education is awe-inspiring.

Restorative Practice questions

self_esteem

work_together

Affective Statements

Description & Purpose:

Affective Statements:

  • Are central to all of the more formal restorative practices.
  • Are personal expressions of feeling in response to specific positive or negative behaviours of others.
  • Provide feedback on the impact and scope of intended or unintended harm resulting from negative behaviours.
  • Provide information that can be used to restore a good feeling between people when harm has been done to their relationship.
  • Humanize the person making them, immediately changing the dynamic between the people involved. This sharing of emotions or “getting real” is what makes it possible to improve relationships in a school community.
  • Have a significant and cumulative impact in a school community.

Characteristics of High Quality Affective Statements:

  • Are “I” statements that express a feeling.
  • Make people aware of either the positive or negative impact of their behaviour.
  • Provide a precise description of a student’s behaviours and the specific impact of those behaviours.
  • Do NOT protect students from the consequences of their behaviour.
  • Are strategically delivered in a time frame, place and manner most likely to maximize impact.
  • Are delivered in a personalized manner directly to the student who impacted others.
  • Focus on behaviour, not on the intrinsic worth of the person (separates the deed from the doer).
  • Are respectful in tone.
  • Encourage students to express feelings.

Emily Parker

Student Counsellor

Wirreanda Secondary School

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