Connections Quarterly Winter 2019 - Restorative Practices - Page 33

R ES TO R AT I V E P R AC T I C E S I N E L E M E N TA RY S C HO O L the repair step, students are more likely to repeat the behavior because they are not returning to the community by connecting with peers and are not acknowledging the space that they harmed. cial emotional learning. Restorative practices teach us that children will learn if they have a sense of community, safety, belonging, and voice. It is essential to recognize that chil- dren will learn if they are regulated and if the adults around them are regulated. Regula- tion is a vital component to connection and without connection there is no community, safety, belonging, or voice. l By implementing restorative circles and brain science into elementary classrooms, schools can better support all students in their so- References Evans, K., & Vaandering, D. (2016). The Little Book of Restorative Justice in Edu- cation: Fostering Responsibility, Healing, and Hope in Schools. Good Books. Van der Kolk, B. (2015). The Body Keeps the Score: Brain, Mind, and Body in the Healing of Trauma. New York (New York): Penguin Books. Siegel, D. J., & Bryson, T. P. (2012). The Whole-Brain Child. London: Constable & Robinson. White, S. (2012, January 9). Time to Think: Using Restorative Questions. Retrieved November 12, 2019, from https://www. storative-questions. Souers, K., & Hall, P. (2016). FOSTERING RESILIENT LEARNERS: Strategies for creat- ing a trauma-sensitive classroom. Place of publication not identified: HAWKER BROWNLOW EDUCATION. Lainie Oshlag is a fourth grade teacher in Highgate, Vermont. She is working with a team to bring restorative practices to her elementary school and combines the ideas of trauma- informed care with restorative justice in education to heal the brains of students who have experienced developmental trauma. You can connect with Lainie at lainie.oshlag@ CSEE Connections Winter 2019 Page 31