Restorative Classroom Practice

Belinda Hopkins




PAGE 3

If you have the end in view of ... children learning certain set lessons, to be recited to
a teacher, your discipline must be devoted to securing that result. But if the end in
view is the development of a spirit of social co-operation and community life,
discipline must grow out of and be relative to that aim.(Dewey, 1943)

My argument is that our first question should be what do children need? followed
immediately by how can we meet those needs? and that from this point of
departure we will end up in a very different place than if we had begun by asking how
do I get children to do what I want? Kohn (1996)
There is empirical evidence to support the conclusion that when behaviour problems
arise in the classroom, one of the first factors to be examined should be instructional
procedures and materials and their appropriateness for the offending student p371
(Center, Deitz et al. 1982)




Introduction
This short booklet uses extracts from our various publications to give classroom
teachers in particular an idea of what restorative approaches might mean applied in
their day-to-day work.

Although people tend to think of restorative approaches applying only when things go
wrong, in fact the pro-active elements are by far the most important. In this regard
there is overlap with work your school may already be doing to develop active and
more participatory teaching and learning styles, social and emotional skills,
community cohesion, greater student voice and participation, and preventative
policies to minimise the risk of bullying.

We have noticed that if a school thinks of a restorative approach as an occasional
bolt-on, or as a last resort when authoritarian or punitive responses have not worked,
then very little change will be seen, either in individuals behaviour or across the
school community.

The key lies in systematic whole-school adoption of a restorative ethos and culture
and a consistent use of restorative thinking and skills in every classroom by every
teacher. The initiative will probably start with a long hard look at the staffroom culture
and the leadership style of middle and senior management. If these are not
congruent with restorative principles then it makes it very hard for individual teachers
to give of their best in their classrooms.

The Transforming Conflict model of restorative practice is based on five key themes
or ideas and these are seen as fundamental to day to day engagement, not just as a
the basis for responding to challenges and problems. They become the way we do
things around here. (See page 8-9)
PAGE 5


The Restorative Classroom

A restorative classroom is a place where relationships matter. The better the
relationships in a classroom, between teacher and students, and between the
students themselves, the better teachers can teach, the better the students can learn
and the fewer challenges and conflicts there will be.

A restorative teacher is someone who subscribes to the view that relationships
matter, and creates opportunities for everyone in the class to connect as much as
possible to connect with what they know already, make connections between what
others know, deepen their own understanding by deepening these connections and,
when things go wrong, ensure that re-connection happens as soon as possible.

Relationships matter for effective teaching and learning all the evidence on how
the brain works suggests that the safer and happier a person is the more receptive
they are to new ideas. Put another way stress and fear shrinks the brain and
reduces the ability to process new information. When young people have pro-social
connections with their fellow students and their teachers they feel safer. Without these
connections the classroom can feel like a hostile threatening place.

Relationships matter for motivation and inspiration effective learning is all about
making connections between what people already know and new knowledge and
ideas. These connections can be made more effectively if people feel excited and
inspired, engaged in their learning by being given opportunities to learn in their own
way, to interact with others and share ideas to be challenged in creative ways.
PAGE 6


Relationships matter in developing
active citizenship and community spirit
young people come to school primarily
to be with their friends and to learn how to
be social beings. They need plenty of
opportunities for learning how to be social
and how to interact in positive ways with
each other harnessing the power of
group dynamics to achieve their visions
and dreams for a better future.
Relationships matter when things go wrong and learning how to accept
responsibility, experiencing being held accountable for ones own choices, and
learning how to put things right with those who share the problem, give young people
invaluable skills for life.

Relationships matter in tackling violence and bullying hostility and prejudice,
isolation and bullying can only thrive in environments where there is no care and
connection, where there is no sense of community and belonging. Research in the
areas of violence reduction and bullying suggest that the most effective strategies a
school can employ is to ensure that every class is a cohesive community and that as
many opportunities as possible for cross-year and cross-class activities are made.

PAGE 7


The five key restorative themes












Restorative Approaches are based on 5 key themes or ideas, which underpin day to
day interactions in any institution or organisation that have adopted this way of
working:

Theme 1 Unique and equally valued perspectives Everyone has their own
unique perspective on a situation or an event, and needs an opportunity to express
this in order to feel respected, valued and listened to.

Theme 2 Thoughts influence emotions, and emotions influence subsequent
actions What people think at any given moment influences how they feel at that
moment, and these feelings inform how they behave. The thoughts and feelings are
beneath the surface and yet are very important to understand.

Theme 3 - Empathy and consideration for others When there are conflicts or
disagreements harm can result in terms of negative emotions such as anger, hurt,
fear, frustration and confusion and in terms of damaged relationships and connections
between people. To live in harmony together people need empathy and consideration
so they understand who is affected by their choice of action in any given situation and
how.
PAGE 8



Theme 4 Identifying needs comes before identifying strategies to meet these
needs
Whether someone has caused harm or been on the receiving end of harm they are
likely to have similar needs. Until these needs are met the harm may not be repaired
and relationships can remain damaged. Unmet needs can be the underlying cause for
harmful behaviour in the first place and these need exploring as well to help people
break the cycle of inappropriate behaviour. Identifying what people need
precedes identifying strategies to meet these needs.
Understanding what we all need to give of our best is also the first step to identifying
agreed codes of conduct for everyone in a school community.

Theme 5 Collective responsibility for the choices made and for their
outcomes
It is the people affected by a situation or event who are best placed to identify what
should happen so that everyone can move on, and so that the harm can be repaired.
This ownership of decision-making and problem-solving demonstrates respect and
trust, develops pro-social skills and confidence and strengthens connections.
PAGE 9


Building the foundations for a restorative approach -
Circle Time and Circle Meetings

Young people can only begin to take responsibility for each others wellbeing, and
their own behaviour, when adults begin to share this responsibility with them.
adapted from Positive Discipline in the Classroom (1988) J. Nelsen et al

The use of regular meetings in circle are proving to be the key to success for
restorative schools and restorative residential units. Staff circles, class circles,
residents circles each has something to offer the school/residential community
or your workplace.

In the early days the circles can be used to identify what everyone needs to give of
their best and thereafter they become the way that people reflect on the impact of
their own behaviour on everyone else present. This helps to develop empathy, mutual
respect and shared accountability









The five key restorative themes inform the circles so that people get a chance to
express their own experiences or perspectives, air their thoughts and feelings, share
their needs and discuss how to meet these needs together. Circles can be used to
review incidents affecting everyone present and can also be future-focussed,
encouraging people to take greater responsibility for their learning or in the planning
of key events or projects.
PAGE 10


In addition to Circle Meetings, Circle Time, with its more structured format involving
game-like activities, can be used to develop social and emotional skills, develop
self-esteem, encourage co-operation and improve communication skills. Like circle
meetings, Circle Time builds a sense of community and belonging and are
appropriate for use with adults as well as young people.









Circle Meetings and Circle Time are the bedrock of any restorative environment. They
are the mechanism by which social and emotional skills are developed and
encouraged amongst the young people, and are modelled by the adults. They help to
embed the key restorative themes and language in any community and ensure that
teaching, learning and indeed day to day living and decision-making are informed by
restorative values and principles.
PAGE 11


What is your classroom like ?

Do you ensure that the class guidelines are developed with the young people so they
take ownership of them?

Are these guidelines reviewed regularly so that everyone holds everyone else to
account?

Do you ensure that everyone in the class knows each others name on a regular basis
(since people come and go)

Do you regularly provide opportunities for everyone to work with everyone else, with
mixer activities followed by pair and small group work?

Do you actively teach, and model, caring and compassionate behaviours?

Does everyone recognise harmful behaviours as an expression of unmet needs and
respond appropriately?

Do you regularly create opportunities for the whole class to be together in circles for
team-building activities and discussions?

Do you integrate co-operative learning opportunities into lessons - to help people
make connections with what they know and understand and what others know and
understand?

Do you create opportunities for peer support and peer feedback?

Do you make time for fun, laughter and celebration?

PAGE 12


Thinking about behavioural mistakes
The following pages are extracts from The Restorative Classroom by Transforming
Conflicts director Belinda Hopkins, published in 2011 by Optimus Publishing.

Any time educators (or parents) frame the issue (of discipline or behaviour
management) in terms of the need to change a childs behaviour, they are unwittingly
buying into a larger theory, one that excludes what many of us would argue are the
things that really matter: the childs thoughts and feelings, needs and perspectives,
motives and values the things in short that result in certain behaviours. The
behaviour is only the surface phenomenon; what matters is the person who
behaves ... and why she does so.
Kohn 1996 p69

The most important reason many young people come to school is to socialise and be
with their friends. In other words for them relationships are the motivating factor. And
in this domain they have much to learn and they make many mistakes. They have lots
to learn about how to manage their relationships, such as how to make friends whilst
maintaining their own sense of self; how to disagree with, or challenge their teachers
and their friends in respectful ways; how to express strong emotions and be heard;
how to hear others do the same and listen with empathy; how to negotiate; how to
achieve consensus. Mistakes in these areas, which can lead to verbal clashes and
even physical conflicts, are often described as misbehaviour rather than seen as
errors owing to lack of skill and experience in dealing with these situations more
effectively.

Thinking about anti-social or harmful behaviours in the classroom as errors or
mistakes is a useful way forward. This is how a school for young people with
complex learning needs in Oxfordshire thinks of any behavioural challenge or
conflict. The staff team there has been using restorative responses to these
mistakes for over seven years now, with great success.
PAGE 13


It is very important to be clear what we mean by making behavioural mistakes or
getting things wrong. A restorative classroom is not a place where compliance is the
goal. In their study of behaviour for learning Ellis and Tod (2009) point out the
discrepancy between wanting our students to do as they are told and yet also wanting
them to become autonomous life-long learners

there are some inherent contradictions when we manage for basic compliance and
seek strategies to achieve this in isolation from our loftier principles in relation to
learning, involving the promotion of qualities such as independence; risk-taking;
resourcefulness; resilience and persistence p50
This is a point made strongly by Kohn (1996)
The more we manage students behaviour and try to make them do what we say, the
more difficult it is for them to become morally sophisticated people who think for
themselves and care about others.p62

It might make our lives easier if young people were taught to be obedient, to do as
they are told, and accept everything they are told, without question, and to ignore all
those around them in their pursuit of individual excellence. This may be what some of
us think of as good behaviour in a classroom. However on reflection most adults
would want young people to grow up to think for themselves, to challenge others if
they disagree, to be assertive, to spot inconsistency and flaws in the evidence they
are presented with and ultimately to take responsibility for their own learning. As
Kohn reminds us

teachers should expect and welcome childrens excuses and arguments about rules
because that is how children become thinkers- by making up their own minds about
whether something makes sense and figuring out how to convince others p76

PAGE 14


We also hope they will also become good team players, develop good inter-personal
skills and learn how to be caring and compassionate human beings. These skills take
time to learn. They need opportunities to work out how to do such things in effective
and socially beneficial ways. Classrooms are places to try these skills out, get them
wrong and try again.

The only way to help students become ethical people, as opposed to people who
merely do what they are told, is to have then construct moral meaning. It is to help
them figure out for themselves and with each other how one ought to act.
Kohn p67

It follows from this then, that the definition of a behavioural mistake for a restorative
teacher is when a person, a youngster or an adult, acts in ways that they themselves
have agreed are inappropriate in relation to their own and others needs. If the
classroom, or staffroom, agreement has been genuinely arrived at through
discussion and consensus, based on everyones needs, then a failure to adhere to
this agreement is something that needs addressing.

People will be adversely affected, and relationships may suffer, if the mistake is not
addressed. However, a behavioural mistake is also feedback. It may be feedback
about how ready, willing or able a person is to engage in whatever the task in hand is,
or feedback about how able, willing or ready he or she is to act in a caring,
considerate and respectful way towards others.

The way to respond effectively to this feedback is to find out more, by asking, rather
than telling, and then by finding ways to put things right together. In fact there is likely
to be expertise already in a school about responding to academic errors and possibly
even a policy on how to give effective feedback. This could be the starting point for
how to respond to behavioural errors as well.
PAGE 15


Mistakes are inevitable and provide useful feedback
I learnt so much from my mistake today I think Ill make another one tomorrow.

Schools need consistency between a teachers responses when young people get
things wrong in terms of their academic learning, and their responses when young
people get things wrong in terms of their behaviour. A classroom is a place where
young people are learning many different things . Adults respond differently when
mistakes are considered as feedback of unmet emotional, social or cognitive needs,
and therefore as an opportunity for reflection and repair. In other words the classroom
is a place where we all inevitably get things wrong, we learn how to put them right and
then endeavour to get them right next time.

This may require a paradigm shift for some in thinking about behavioural mistakes
young people make in classrooms. As Louise Porter (2007) has shown there is a
strong tendency for teachers to be judgemental about behavioural errors in the
classroom in a way that they would not be with respect to academic or technical skill
errors.
Academic errors Behavioural errors
errors are accidental errors are deliberate
errors are bound to happen errors should not happen
Learning requires exploration students
learn by questioning and challenging
what they are told
Students should not explore limits, nor
question and challenge what they are
told they should accept and obey
Academic learning difficulties signal a
need for additional or modified teaching
Behavioural difficulties should be
suppressed, and signal a need for
sanctions
Adapted from L. Porter (2000) Behaviour in Schools p298
PAGE 16


Restorative and relational pedagogy

What would your lessons be like if you taught your subject in the same way you
currently teach behaviour?


What would your lessons be like if you taught behaviour in the same way you teach
your subject?


What skills do young people need to be able to engage in your subject? How do you
teach these?


What behaviours will help them make the most of your lessons? How do you teach
these?


When behavioural mistakes are made during a task, do you begin by asking yourself
what might have been wrong with the task set, and whether the young person had the
necessary knowledge, understanding and skills to engage in it ? Off-task behaviours
often provide feedback that this was not the case.
PAGE 17


Theme Language
1
Everyone has their own
unique and equally valued
perspective
Whats happening from my own perspective?
What am I seeing and hearing?
2
Our thoughts influence our
emotions; our emotions
influence our behaviour
Whats going through my mind? What sense
am I making of this?
How is this interpretation affecting my own
emotional response?
3
Empathy and consideration How am I being affected?
4
Needs and unmet needs What do I need right now - is it appropriate to
bring these needs into the equation right
now?
5
Collective responsibility for
the choices made and for
their outcomes
Will I invite the others here to consider my
needs as well?
Can I support them to find ways forward
without my interference, or do I need extra
support myself?
Think before you react or speak
Research suggest that adults who have developed an awareness of their own
thoughts and feelings in response to a behavioural incident are much more
successful in responding to this incident . Maintaining an emotional objectivity where
possible can make one more successful in dealing with a situation.
There will be times when it is appropriate to share your own thoughts, feelings and
needs and this is addressed on page 24.
On any occasion in which harm, disruption or conflict occurs a restorative response
involves first asking yourself a set of silent questions based on the five key themes:
PAGE 18


Our belief systems affect what we tell ourselves and can interfere with this emotional
objectivity as the chart on page 18 has shown. When we interpret what we see as
someone making a mistake then it is more likely that we will feel concerned,
compassionate and empathic towards this person, rather than irritated, frustrated or
downright angry.

It becomes easier to ask oneself:
I wonder whats happened from the perspective of everyone involved?
I wonder who has been affected and how?
I wonder what do all these people need in order to put things right and move on?
I wonder how I can support them to address these various needs for themselves?

Far from being a soft option this restorative approach is predicated on an expectation
that when people get things wrong they put them right. However how things are put
right is agreed by all involved, rather than solutions or amends being imposed by
others. It is also not an easy option for those intervening, as it requires an honest look
at the context in which things have gone wrong, and a willingness to consider what
may have contributed to things going wrong.


PAGE 19


Theme Language
1
Everyone has their own
unique and equally valued
perspective
Whats happened from your perspective?

2
Our thoughts influence our
emotions; our
emotions influence our be-
haviour
What was going through your mind and
how were you feeling at the time?
And since?
3
Empathy and consideration Who has been affected and how?
4
Needs and unmet needs What do you need so that things can be put
right and everyone can move on?
5
Collective responsibility for
the choices made and for
their outcomes
How can you (all) address these various
needs (together)?

Restorative language
In the chart below you will find a series of questions that relate to each of the key
restorative themes.
All together they provide a framework for interaction which we call Restorative
Enquiry. This can be used in its entirety in the preparation you would do with
individuals prior to a face to face meeting when conflicts have arisen. They are also
embedded in these mediation meetings and provide a framework for the meeting
itself. However these meetings are unlikely to happen during a lesson, except
possibly in their briefest of forms should there be a minor altercation (over a piece of
equipment or time on a computer, for example).
However, as the following pages will illustrate, you do not need to use all the
questions at the same time. Different situations may require different questions.
Different people may respond better to one question than another. Use your
judgement and your common sense. Remember that there is always a reason for
someones behaviour and your questions are designed to help identify whether a
young person is ready, willing and able to re-engage with their learning, and how you
can help if they are not.
PAGE 20


Responding to off-task behaviours that do not impact on
others.
Always begin with the silent questions on page 18 first.
Step 1
First look over to the young person, your body language registering curiosity and
concern, not disapproval.
Step 2
If this does not prompt engagement in the task, wander slowly over towards the
person, your body language still registering curiosity and concern.
Step 3
Quietly and discretely say:
I see you ........ (describe the behaviour accurately and without judgement )
Then add - Im wondering whats up? (Theme 1)
OR
Im wondering whats going through your head just now? How are you today?
(Theme 2)
OR
Im wondering what you need from me to help you get started? (Theme 4)
OR
Im wondering what you could do to help yourself and get started on this task.
(Theme 5)
A potentially more inflammatory response would be the one below - use at your
peril!
Im wondering who you think is being affected by your behaviour (Theme 3)
PAGE 21


Responding to off-task behaviours that do impact on
others

E.g. : chatting with neighbours, laughing and joking, calling out when others are
concentrating on a task or are trying to listen to instructions, speaking Unrestorative
to you or others, or about you or others, in an audible manner.
Always begin with the silent questions on page18 first. Steady yourself!
Next follow the three steps described on the previous page, ending with
Im wondering who you think is being affected by your behaviour (Theme 3)
What do you need to get back on track ? (Theme 4)
What might the other people affected need from you? (Theme 4)
What could you do to put things right? (Theme 5)

More often than not this polite, respectful approach will help young people re-engage.
However there are times when a young person is unwilling, unready or unable to
respond to this respectful enquiry. They may need some time out.
How can you provide this in a way that keeps the window open to a longer
conversation later?
Where could they go?
What might they need there?
PAGE 22


Responding to off-task behaviours that do impact on
you as well as others

The most challenging issues to deal with in a classroom are those that impact on you
as well as on others. These may include frequency of minor disturbances that begin to
irritate you, interruptions that occur several times when you are trying to explain
something or answer questions, interruptions in plenary discussions that prevent
others from taking part, Unrestorative remarks made loudly that appear to be causing
unrest and certainly upset you, and inappropriate responses to your initial low-level
attempts to respond respectfully.








It is even more vital that you touch base with yourself first. As you go through your
own silent questioning (page 18) you may recognise that you are experiencing
negative thoughts and feelings and have needs that you want to express. If you
believe it is appropriate to have this conversation in front of the class then you will be
providing an authentic model of how to respond in a potentially conflictual situation.
See overleaf for how to hold this conversation - in public or in private.
PAGE 23


Affective conversations using I messages
What follows is known as an I message - it is an adaptation from various sources,
incorporating the five key restorative themes of the Transforming Conflict model of
restorative practice.


Theme 1 Sharing your own unique perspective
When I see ............. (or when I hear ............)

Theme 2 Explaining your interpretation and your feelings
I tell myself ........... and so I feel ...........

Theme 3 Inviting empathy and consideration
This is how I am affected. Others here may be as well.

Theme 4 Explaining your own unmet needs
My need right now is for ............

Theme 5 Requesting their support in meeting your needs
Would you be willing to .............


PAGE 24


TOP TIPS FOR I MESSAGES
When expressing your feelings keep them pure. Try to avoid adjectives ending in
ed as people will often hear them as accusations. This is called guilt tripping and
is not a restorative way to communicate.
E.g.
I feel disappointed may be heard as You have disappointed me
I feel embarrassed may be heard as You have embarrassed me
I feel let down may be heard as You have let me down

When expressing your needs make sure you use needs using the phrase My need
is for ... rather than imposing strategies with phrases like
I need you to .....
You need to .....

See the next page for ideas.
PAGE 25


Need or strategy what's the difference?
Common human needs include:
love respect tolerance
patience understanding empathy
kindness honesty connection
recognition appreciation consideration
affirmation support encouragement
clarity cooperation hope
positivity

When things have gone wrong between people these needs can become more acute.

Do not confuse the needs above with phrases like:
I need you to .......
I need people to .......
I need John to .....
John needs to .......
These phrases are often covert ways of saying what people should, ought to or
must do. They are what we call imposed strategies .Transforming Conflicts model
of restorative engagement is based on the idea that it is more helpful to identify what
everyone needs are first, and then discuss together the strategies that will address
these needs.
The work of Marshall Rosenberg and his model of Non-Violent Communication (NVC)
has greatly inspired this model. We thank him.

PAGE 26


Restorative Conversations
When you deal with misbehaviour or conflict is your response already informed
by these five key themes - themes which are also important for developing
pro-social skills and emotional literacy.

Do you invite everyone involved to give you their perspective? yes/no

Do you express sincere curiosity about their thoughts,
feelings and needs during the incident and since? yes/no

Do you ask them to think who else may have been affected
or involved? yes/no

Do you invite them to think about what their own needs are
for closure and repair? yes/no

Do you encourage them to work together to find ways to put things right yes/no

Do you listen actively, and demonstrate impartiality, by refraining from:

using your body or tone to threaten or show disapproval? yes/no

giving your own opinion about what has happened? yes/no

taking sides? yes/no

assuming you know what has happened? yes/no

telling people what to do? yes/no

offering unasked - for advice? yes/no

insisting people apologise and make up? yes/no
PAGE 27


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.



PAGE 30
Conflict resolution
- A structured decision-making process based on the five themes
Well I need ..............
Ok so now we have
everyones needs to
consider, how are going to
move forward?
Well I suggest ......
What about you?
Well I need ..............
What about you?.
Well , I think ..........needs to
be thought about.
And you what are your
needs around this?
OK well my thoughts
are.........and so Im
feeling ..... So who else do
we need to consider here?
I think ..... would be
affected. Who do you think
we need to consider?
OK well .... (he/she
explains his /her
side)..................
so now tell me what you
are thinking about this,
OK, well my thoughts
are.........and so Im
feeling .......thanks for
listening. Now its your turn.
You tell me how you see
it then Ill tell you my
side
OK..... (he/she
explains).............
........ .....thanks for
listening. Now its your
turn.
Person A






Person B


































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PAGE 32
Restorative approach, recommended resources.

Books

Hopkins, B. (2004) Just Schools, a whole school approach to restorative justice. London: Jessica Kingsley Publishers

Hopkins, B. (2007) The peer mediation and mentoring trainers manual. London: Optimus
Education: A division of Optimus professional Publishing Ltd.

Hopkins, B. (2009) Just Care; Restorative justice approaches to working with children in public care.
London: Jessica Kingsley Publishers

Hopkins, B. (2011) The Restorative Classroom; Using Restorative Approaches to Foster Effective Learning.
London: Optimus Education

Bliss, T. (2008) Mediation and Restoration in Circle Time Milton Keynes Teach to Inspire: a division of Optimus
Publishing Ltd
Cowie, H . And Jennifer, D.(2008) New Perspectives on Bullying. Maidenhead: Open University Press

Faber, A. and Mazlish, E. (1980) How to talk so Kids will listen and listen so kids will talk. New York: Avon Books.

Hendry, R. (2009) Building and Restoring Respectful Relationships at School, a Guide to using Restorative Practice.
Abingdon: Routledge

Kohn, A. (1999) Punished by Rewards, New York: Houghton Mills

Mahaffey, H. and Newton, C. (2008) Restorative Solutions, Making it Work. UK: Inclusive Solutions UK Ltd.

Morrison, B. (2007) Restoring Safe School Communities. Sidney: The Federation Press

Riestenberg, N. (2012) Circle in the Square St Paul MN Living Justice Press.
Rosenberg, M, B. (2005) Non-violent Communication, A Language of Life. Encinitas, CA: PuddleDancer Press.

Sellman, E.; Cremin, H.; McCluskey, G. (2013) Restorative Approaches to Conflict in Schools London: Routledge:

Stewart, S. (1998) Conflict Resolution, A foundation guide. Winchester: Waterside Press.

Stone, D. Patton, B. and Heen, S. (1999) Difficult Conversations, How to discuss what matters most. Now York: Michael
Joseph, Viking Penguin, a member of penguin Putnam Inc.

Stutzman Amstutz, L. and Mullet, J, H. (2005) The little book of restorative discipline for schools.
Intercourse, PA: Good Books

Thorsborne, M. and Blood, P.(2013) Implementing Restorative Practices in Schools. London: Jessica Kingsley
Publishers
Thorsborne, M. and Vinegrad, D. (2002) Restorative Practices in Schools, Rethinking Behaviour
Management. Milton Keynes: Incentive Publishing.

Thorsborne, M. and Vinegrad, D. (2004) Restorative Practices in Classrooms, Rethinking Behaviour
Management. Milton Keynes: Incentive Publishing.

Thorsborne, M. and Vinegrad, D. (2009) Restorative Justice Pocketbook Victoria, Teacher's Pocketbooks Series,
Curriculum Press

The Restorative Practices Development Team, University of Waikato. (2003) Restorative Practices for schools,
A resource. Hamilton, NZ: The School of Education, University of Waikato.

The Restorative Practices Development Team, University of Waikato. (2003) Restorative Practices for schools,
A resource. Hamilton, NZ: The School of Education, University of Waikato.

Warren, C. (2008) Restoring the Balance Lewisham: LAMP (Lewisham Action on Mediation Project)

Warren, C. and Williams, S. (2008) Restoring the Balance 2 Lewisham: LAMP (Lewisham Action on
Mediation Project)


PAGE 33
The Restorative Classroom
Using Restorative Approaches to Foster Effective Learning
by Belinda Hopkins

This very practical book provides lots of practical ideas for learning how to
make, maintain and repair relationships in the classroom and also considers
the important role of the classroom teacher in modeling restorative practice.
It makes sense to have an approach in the classroom, on a day to day basis,
that develops the skills we all need in order to respond when things go wrong.
Young people need these skills to be able to make relationships. They require
the vocabulary to express their thoughts, feelings and needs and to be able to
listen to others doing the same. They need micro-skills to keep relationships
going, knowing how to manage the inevitable dips and troughs of connection
we all experience on a daily basis. They must be given plenty of opportunities
to practice these skills so they are comfortable with a diversity of opinions,
beliefs, personalities, learning styles and temperaments. And they need the
skills to handle conflict and challenge in constructive ways. This approach
amounts to a way of teaching and learning which this book calls a relational
and restorative pedagogy.




The Restorative Classroom is now available
at 69.00 plus 6.50 p.& p.

You can order your copy now by returning this order form to the address below, enclosing a cheque made payable to
Transforming Conflict Ltd for the total order value including postage


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Organisation: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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. . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Telephone: . . . . . . . . . . . . . . . . . . . . . . . . . . . . Email Address . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Published July 2011
The Restorative Classroom


This booklet is simply a taste of restorative classroom practice. You will find much
more information about: classroom practice and the full range of restorative
approaches, including how to run a restorative conference or develop a peer
mediation service , in Belindas other books:


















We also have an excellent introductory film with a downloadable introductory
brochure .
And for information about our courses and for further reading visit our website
(www.transformingconflict.org). We have lots of free downloadable resources, and a
one-stop shop that stocks many of our favourite books covering the topics of
restorative approaches in schools and care settings.
PAGE 34




Transforming Conflict
The National Centre for Restorative Approaches in Youth Settings
Mortimer Hill, Mortimer, Berkshire, RG7 3PW
T 01189331520 E info@transformingconflict.org
W www.transformingconflict.org

If you have the end in view of ... children learning certain set
lessons, to be recited to a teacher, your discipline must be devoted
to securing that result. But if the end in view is the development of
a spirit of social co-operation and community life, discipline must
grow out of and be relative to that aim. (Dewey, 1943)