Peacebuilders use restorative practices to support the well-being of school communities as they navigate through conflict. Restorative justice and restorative practices are informed by Indigenous legal traditions that have existed on Turtle Island (North America) for thousands of years, and continue to be practiced today. Restorative practices enable the individual who caused harm, the people who were affected by it, and the larger community to work together to understand why something happened and how to create a meaningful resolution. Instead of punishing each act of wrongdoing, restorative approaches focus on repairing harm and restoring relationships. Peacebuilders learned about restorative practices from the Carcross/Tagish First Nation (Yukon).
To explore what well-being means to your classroom community and to Peacebuilders, you can watch the videos below and use causal modeling. You can causal model what causes:
A welcoming school community
Good conflict resolution
Bad relationships between students
Good relationships between students
Bad relationships between students and adults in the school community
Good relationships between students and adults in the school community
The Working with Adults vs Students challenge is geared towards grades K-5.
The Working with the Community vs Being the Experts challenge is geared towards Grades 6 – 8.
Fill out this form to register for the first Office Hours with the Peacebuilders team. The session is on Tuesday, April 16th from 10:15am – 11:00am. You can join in at any point. Additional office hours will be added.
You can extend the learning into math by using trends and observations to inform thinking. Under the Support Resources section of the website are Board-specific documents, some with data that you can also use. Use the Ladder of Inference to help students make sense of their data. Here are some suggestions of math extensions for your classroom:
How often are students sent to the office?
How often are students asked to leave the room?
Observations during recess:
How often is there conflict?
How often are teachers/lunch supervisors approached?
Trends regarding the number of conflicts, the time of day/week
Tracking the number of individuals involved in each conflict
Is there a self-regulation system set up in the class?
How many times are these systems used? What parts are used?
Step 1: Sketching your opposable models and creating better benefits.
Step 2: Clarity finding commonalities and reframing the problem.
Step 3: Key questions for Double Down, Hidden Gem and Decomposition.