Independent Thinking on Restorative Practice: Building relationships, improving behaviour and creating stronger communities (Independent Thinking On ... series)

£5.995
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Independent Thinking on Restorative Practice: Building relationships, improving behaviour and creating stronger communities (Independent Thinking On ... series)

Independent Thinking on Restorative Practice: Building relationships, improving behaviour and creating stronger communities (Independent Thinking On ... series)

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Price: £5.995
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Furthermore, if you work in a school, you can ask the other teachers you work with about names to help you learn. All decisions around close contact and the use of PPE should be made in line with your own school risk assessments.

Greet students with a smile and, having learned their names, use their names, make every student feel that they belong in your class, you want them there and you are pleased to see them.

I adore the fact that one of the first things Mark addresses in this book is the ‘L word’ – love – and that in our school communities we need to ‘spread it thick, like my mum spreads butter’. Carlie is passionate about supporting practitioners and the community to introduce the values of working restoratively into their practice at the earliest opportunity. It is important to not immediately share any stories that your students may not be able to access due to their background.

Explains how a child’s deeper education comes via three main routes: confidence and resilience; organisation and presentation; and attitude to learning. The situation involving Josh may make you feel worried, as your students are strangers to you at first, however, with restorative practice you will build positive relationship. Greeting students at the school gate with a smile (remember, smiling at students is good for you both), a “Good morning”, or a “How are you? I often think that when I am reactive, it is emotional and not thought-through; when I am responsive, it is regulated and thought-through. For those educators who are uncomfortable with the punitive world of zero tolerance, isolation booths and school exclusions, Mark Finnis – one of the UK's leading restorative practice experts – is here to show you that there is another way.Do not share any private information with students, information that you’d only share with your loved ones is not the type of information you should be sharing. It challenges the idea of one size fits all behaviour approaches; and it challenges us to reflect honestly on our own behaviours and language when we are working in schools. It is full of practical ideas and advice on how to build relationships and create a restorative ethos at whole-school and classroom level.

In education this is providing new language and technique for a practice of inclusion over exclusion, and that sets and resets the conditions for relationships to work, one to one, one to thirty, across whole schools and trusts. While the content is primarily focused through an education/school lens, the theory and practice described in the book is equally applicable across all disciplines.Finally, this article needs several references for my inspirations around using restorative practice. Creating simplicity out of complexity, Mark beautifully captures the many different 1% changes that we can make on our ongoing journey to restorative practice. Every day, in lots of different ways, our students ask: do I matter to you, do you notice me, do I belong here? Being a senior leader at a School is not easy especially if you’re not willing to adapt to new things.



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