Connections Quarterly Winter 2019 - Restorative Practices - Page 35

S TA R TI N G W I TH A PAU S E “ Empower them to restore themselves with you as an ally. Often students simply need help finding solutions. “Is there anything I can do, or the school can do, to help you get to class on time?” or “Is there a way to resolve or put aside the issue playing out on your phone so you can rejoin class?” Conclusion P.A.I.R is not meant to be followed lock step. It is a guide to remind you of the essential pieces of the process. Often, when dis- ruption occurred during a lesson, I could only do the pause and acknowledge in the moment and had to follow up after class with the inquiry and repair. What is equally important to this P.A.I.R approach is building the community and culture that allows for mistakes, is uncondition- ally willing to look for our shared human- ity, and is resilient in the face of challeng- ing interactions. To me, the four pillars of this culture are: respect, safety, belong- ing, and equal voice. The more we work to build these qualities in our classrooms and schools, the less it matters whether we get P.A.I.R right. • What is equally im- portant to this P.A.I.R approach is building the community and culture that allows for mistakes, is uncondi- tionally willing to look for our shared human- ity, and is resilient in the face of challenging interactions. ” Cultural Competence, Gender Identity, Mindfulness (www.mindfulschools.org). Respect: Do I routinely drop my as- sumptions about students and invite in different views? Do I build these opportunities into our curriculum and classroom routines? Do I let others know that I have faith in our shared humanity? Strengthen your skills with training in Equity (www.tolerance.org), • Belonging: Have I recognized for my- self and shown students that they have a place in the community—that their presence matters (in how I speak, teach, assess, etc.)? Strengthen your skills with relational play (www.howardmoody. com) and circle training (www.truena- tureteaching.com). • Voice: Have I given the students equal opportunities to speak? Do I listen with open, nonjudgmental presence? Do I offer multiple ways of “speaking”? Strengthen your skills with student Continues on page 34 CSEE Connections Winter 2019 Page 33