Connections Quarterly Winter 2019 - Restorative Practices - Page 34

S TAR T ING WITH A PAUSE Continued from page 7 From the International Institute for Restorative Practices 5 (with my less formal versions in italics). • What happened? “What’s happening for you today?” “I’d like to hear your take on what happened.” • What were you thinking of at the time? “Is there something you were hoping would happen?” “I’d love to know what’s going on for you and what you were think- ing when this happened.” • What are you thinking about since or now? “Seems like you have a lot on your mind. What have you been thinking about related to this incident?” • Who has been affected by what you have done? “Have you noticed some ways your behavior has affected my teaching? Other kids learning? In what ways have they been affected?” 5. “Time to Think: Using Restorative Questions | News from IIRP.” 9 Jan. 2012, from-iirp/time-to-think-using-restorative-questions. Accessed 2 Dec. 2018. Remember—if students are escalated, they won’t have access to their “thinking brain.” Begin attending to your student’s and your own regulation by regulating your- self through controlled breathing, asking the student to take a short walk or drink of water, and prompting them to use the self-regulation tool you learned in class to- gether. Whatever the situation is, try to be specific. Instead of “What’s happening?” or “What do you need?” ask, “Is there anything going on today for you that’s making it hard to get to class?” or “Let’s take some relaxing breaths together.” Page 32 Winter 2019 R = Restore/Repair – Collaborate with students to come up with ways to restore themselves to the class, in relationship with you, or simply to self-regulate. Focus on maintaining their dignity and maintaining warm regard. • What do you think you need to do to make things right? “So what are some things we can do to move forward so I can do my job and your classmates can learn?” “How can I help you to focus more in class?” CSEE Connections