Responding to behaviour incidents in a Restorative way
Behaviour Incidents
At DMPS we work on a remind, warn and act model, where firstly students are reminded of the expectations based on our values matrix. If a student has been reminded and is still not behaving in accordance with expectations, they will receive a formal verbal warning. After that, we are in the act stage, where a consequence will be put in place. This consequence is best negotiated with either student or parent. If a student is involved in several incidents in a term, particularly tracking major incidents, a behaviour management plan should be used.
The priority is student safety and all incidents between students are tracked online. Incidents are graded as minor, moderate, and major. Mistakes are opportunities to learn, but only if the student involved in the incident is willing to accept fault, apologise to those harmed and acknowledge a change for next time. If not willing to do these things, the mistake is ongoing and needs to be addressed further. For major (or serious) events, parents and the principal need to be involved. For other events, it is up to teacher discretion.
Restorative Conversations
Our staff work to resolve student issues and conflicts using a restorative practices framework underpinned by conferences between those affected.
When deciding whether to conduct a conference, staff establish if harm has been done and is there a need to repair that harm?
In serious cases parents can be invited to a conference, particularly when it is deemed that can value-add to the conference outcomes and agreements. Staff strive to focus on solution making with students, rather than looking just at the problem. Whether the conference is one on one with a teacher and student, or involves two students or more, the following is a good guide for teachers.
Effective questions during a Restorative Conversation
When things go wrong…
• What happened?
• What were you thinking at the time?
• Who has been affected?
• What needs to happen to make things right?
• What have you thought about since?
When someone has been hurt…
• What did you think when you realised what happened?
• What impact has this incident had on you or others?
• What has been the hardest thing for you?
• What do you think needs to happen to make things right?
Restorative Circles
In restorative circles, students will learn to value and regularly use pro-active, positive ways to build and maintain a peaceful classroom community. They will develop and enhance positive and supportive connections with peers. Students will develop an understanding of the principles and vocabulary of restorative justice. Students will learn how to use restorative questions to support conflict resolution and other types of communication. They will contribute to developing appropriate ideas for how to make things right when harms have occurred. Students will learn to communicate how they are affected by given situations using affective statements and restorative questions.
Step Forward, Step Backwards or Step Sidewards
Witnesses and bystanders to the conflict are encouraged to make a choice based on what they believe is right and will help defuse the situation.
A step forwards is not always the best option. It puts you into the situation. Only step forwards if you feel safe to do so and believe that you are impartial and will help dissolve the situation. Will I value-add to the situation?
A step backwards removes you from the situation. This is a good option if you feel that the situation may be worse because you are there and perhaps someone is showing off to you. Often, a step backwards won’t solve the problem but can help to keep you from making it worse.
A step sideways is often the best option. Stepping sideways means keeping an eye on the problem but also keeping an eye out for someone (EG a trusted adult) who can help. You may use this afterwards to keep your parents or teachers informed of what you witnessed.
Help Seeking
We share a commitment to, and a responsibility for, creating an inclusive and safe school environment for our students. In this environment, staff strive to create conditions for students to be problem-solvers and change makers. However, it is important that students feel that they can seek help. This is best done with a trusted adult. Staff will work with students to provide opportunities for help seeking:
R U Ok Box
Yard duty coloured vest
Open door policy of staffroom
Action Forums
Friendship Bench
Before asking a peer for help with a situation, students are encouraged to decide if that peer will “Value Add” to the situation or will they possibly make it worse?
The Continuum
Many things work on a continuum. One example is our mental health, going up and down based on how we are feeling and coping on a given day.
Friendships also operate on a continuum, going up and down based on how we get along.
It is an important skill for students to look at their friendships as a continuum, especially during tough times when we drop on the continuum. There can therefore be an acknowledgement that we are low now, but we have been higher in the past and can get there again if we agree and work on it.
Where are we at the moment?
Where do we want to be?
Have we ever been higher before? How does that feel?
Have we ever been lower? How does that feel?
It is also helpful if students can “build a wall” on their continuum to stop them getting past zero and as a warning sign that things are getting worse.
-2 0 +2
Reinforcing the School Values
The values matrix is used as a guide for all we say and do as students, teachers and families. It should be referred to in alignment with the following framework. We use this framework to support the values:
DEFINE - clear and concise definition of values expectations (establish Behaviour Matrix)
TEACH - direct teaching of behaviour expectations
REMIND - daily reminders & supervision
CELEBRATE - a consistent acknowledgement of the expected behaviours (Marsh On Milestones)
CORRECT - consistent correction of the problem behaviours (Remind-Warn-Act)
If you’d like to read more on our school’s Behaviour Management, please view our school’s policies here