Connections Quarterly Winter 2019 - Restorative Practices - Page 17

J U S TI C E I S N’ T BL I N D tices. 5 This has helped provide context for re-thinking classrooms, and opportunities for student choice, so that every child has a sense of belonging and is an active contrib- utor to their own learning. Faculty have em- braced opportunities to create new learning spaces, student-friendly tasks, and lesson designs that incorporate student feedback and voice. As the diversity of learner needs is addressed, students are supported, feel a sense of belonging, and feel braver taking academic risks. The emphasis on celebrat- ing and supporting the range of diversity within our community has aligned our aca- demic and social-emotional work, decreas- ing off-task behaviors (and the perception thereof ). We are more aligned and are pro- viding the tools and resources to support every child in our community. fees, or launching into classroom activities, we review norms that were co-crafted WITH each group. How do we expect to work and learn together? How will we engage with one another? What might happen if we break these agreements? Our diversity work and norm- setting allows us to be, simply said, more human. All of the learners in our community can reflect on the classroom or community agreements that they helped shape. We create regular opportunities to give grati- tude and normalize apologies. And when a norm or community agreement is broken, we dialog and ask, “What happened and how are we going to make things right?” All community members affected may provide input on a logical consequence, promoting problem-solving and conflict resolution. It is messy and iterative, requires thoughtful- ness and dialoging, aligns with our school values of taking responsibility, has a growth mindset, and celebrates diversity of all kinds —key ingredients to sustaining intellect and imagination. What norms support your school’s ecosys- tem? How do we make things right? Mistakes are expected, respected, inspect- ed, and corrected... Make your teammates look good... Assume good will... Make “yes...and” statements... Be more curious than certain... I have a dream that we won’t have to talk about ‘restorative justice’ because it will be understood that true justice is about restoration, and about transformation. I have a dream. –Howard Zehr Reflection is essential for learning. We are intentional about modeling reflection and collaboration for students. For example, be- fore faculty meetings, parent/guardian cof- They hate your brilliance. They hate your beauty. They hate us. But we not gonna hate ourselves. –When They See Us 5. For the past four years, San Francisco Day School has partnered with the CAST Institute to broaden our teaching practices to support the range of diverse learners in our community (Universal Design for Learning). Continues on page 16 CSEE Connections Winter 2019 Page 15