1. Restorative Practices for the Classroom NSW INSTITUTE OF TEACHERS Nine Behavioural Interventions New Scheme Teachers’ Conference September 2011

2. Continuum of Restorative Strategies for School Communities Affective Questions Affective Statements Collaborative Problem Solving Circles Restorative Meeting Key Stakeholders Conferencing Language of Choice RJ Student Workshop RJ Parent Workshop Nine Behavioural Interventions InformalFormal Mediation

3. “The quality of teacher- student relationship is the keystone for all other aspects of classroom management” Mazano, Mazano & Picketing 2003 Research Digest ACER 2008/1

4. The teacher I respected most at school was…..

5. Summer Heights DVD

6. Nine Behavioural Interventions for De-escalating Behaviour 1. Managing the Environment 2. Prompting 3. Caring Gesture 4. Hurdle Help 5. Redirection 6. Proximity 7. Planned Ignoring & Positive Attention 8. Directive Statements 9. Time Away Therapeutic Crisis Intervention (2001) Family Life Development Center New York The following 9 interventions: Ref. “Managing Students with Challenging Behaviours or How to Love the Hard to Love Child” Lyn Harrison, MYC Restorative Justice Newsletter June 2006

7. Negotiated Rules (5): positively stated and displayed Appropriate consequences Routines Seating Transitions 1. Managing the Environment

8. 2. Prompting A verbal or non verbal signal to the student to either begin a desired behaviour or stop and inappropriate behaviour Non critical eg “It’s time to pack up the equipment.” Given only once or twice or may become nagging Can be a ‘secret sign previously negotiated with the student

9. 3. Caring Gesture Sincere display of concern or affection for the student Relationship building Verbal or non verbal eg encouraging comment, thumbs up Can defuse or redirect escalating behaviour

10. 4. Hurdle Help Assisting students with difficult tasks to prevent frustration and increase motivation eg breaking tasks into steps, using graphic organisers, study buddies

11. 5.Redirection Diverting the student’s attention to a substitute appropriate activity Helps calm and return to normal eg send on a message, hand out materials, work on the computer for 10 minutes

12. 6. Proximity For minor disruption, move quietly near to the student in a non threatening manner For defiant behaviour it is better to place the student next to positive peer (nominated by the student) Oppositional students may escalate when the teacher is ‘hovering’ around (Hewitt 1999) If a student is agitated, approach from the side not the front (less confrontational )

13. 7. Planned Ignoring & Positive Attention Ignore attention seeking behaviour if possible (consider if the behaviour is harmful to the student or others) Requires a conscious effort by the teacher Give positive attention to the desired behaviour “Catch them being good”

14. 8. Directive Statements When the student’s behaviour escalates, their rational thinking diminishes. Direct statements should be clear and specific Stated calmly in an authoritative rather than authoritarian manner “Broken Record” approach calmly repeats a request several times without being drawn into an argument (Lillica 2005)

15. 9.Time Away A student may need to be removed from the class/learning environment Time away offers the student an alternative place with the clear understanding that when they are calm and able to cooperate with the class, then they can return Can be a place in the classroom, office or time at home. A positive re-entry is essential to the success of this strategy

16. Activity: Match the strategies with the 9 Interventions

17. Suggested Answers A 1 B 4 C 2 D 8 E 6 F 9 G 8 H 1 I 3 J 4 K 5 L 9 M 9 N 1 O 2 P 4 Q 1 R 3 S 3 T 7 U 6 V 5 W 7 X 6 Y 8 Z 5

18. Remember…… It’s okay not to have the answers It’s okay to make mistakes It’s okay to ask for help

19. Workshops available Restorative Practices and strategies for: Teachers Executive Student Leaders Parents NSW INSTITUTE OF TEACHERS