1. Introduction to Restitution
Reynolds Secondary School
May 17th, 2013
With
Rose Mackenzie
Restitution trainer

2. People Use Restitution because
It works
It saves time (Slow down to speed up.)
It is highly preventative
It is research based
It provides you and your students with an effective tool set, skill set, and mind set
The characteristics of Restitution match the demands of the next economy to a startling degree.

3. Tony Wagner

4. What is 21st Century Education?

5. Recession (2008-2010) and recovery (2010-2012)5
Those with a high school diploma or less
lost 5.6 million jobs in the recession, and
lost a further 230,000 jobs in the recovery
Those with an Associate’s degree
lost 1.75 million jobs in the recession, but
gained 1.6 million jobs in the recovery
Those with at least a Bachelor’s degree
gained 187,000 jobs in the recession, and
gained a further 2 million jobs in the recovery
Carnevale, Jayasundera, and Cheah (2012)

6. The era of left brain dominance and the Information Age it engendered is giving way to a new world in which right brain qualities inventiveness, empathy, meaning will govern.
Dan Pink, A Whole New Mind

7. A Whole New Mind…

9. Old Think vs. Next Think Source: Re-imagine by Tom Peters
Was
Competition
Rules
Unitasking
Issuing orders
Management
Command and control
Next
Cooperation
Relationships
Multitasking
Asking questions
Empowerment
Connect and cajole

10. There is only one 21st century skill10
So the model that says learn while you’re at school, while you’re young, the skills that you will apply during your lifetime is no longer tenable. The skills that you can learn when you’re at school will not be applicable. They will be obsolete by the time you get into the workplace and need them, except for one skill. The one really competitive skill is the skill of being able to learn. It is the skill of being able not to give the right answer to questions about what you were taught in school, but to make the right response to situations that are outside the scope of what you were taught in school. We need to produce people who know how to act when they’re faced with situations for which they were not specifically prepared. (Papert, 1998)

12. Formative Assessment questions
Where are YOU going with your learning?
How is it going?
Where to next?

13. Unpacking classroom formative assessment13
Where the learner is going
Where the learner is
How to get there
Engineering effective discussions, tasks, and activities that elicit evidence of learning
Providing feedback that moves learners forward
Teacher
Clarifying, sharing and understanding learning intentions
Peer
Activating students as learning
resources for one another
Activating students as owners of their own learning
Learner

14. Where the learner is going
And one big idea 14
Where the learner is going
Where the learner is
How to get there
Using evidence of achievement to adapt what happens in classrooms to meet learner needs
Teacher
Peer
Learner

16. Choice Theory Questions – Lead to Change….
What do you want?
What are you doing?
How’s it working?
Do you want to make a Plan?

17. “Never underestimate the therapeutic or learning power of asking good questions.”

18. Is it OK to Coerce? Is it okay to coerce people for their own good?
Is it okay to take what people want and need and make the receipt of it contingent on their compliance?
What does it do to the relationship?

22. Daniel Pink – Why Bonuses Don’t Work

23. Relationship Research
Research shows that teachers’actions in their classroom have twice the impact on student achievement as do school policies regarding curriculum, assessment, staff collegiality, and community involvement.” – Marzano 2003a
In a recent meta-analysis of more than 100 studies (Marzano 2003b) it found that the quality of the student-teacher relationship is the keystone for all other aspects of classroom management.

24. Self regulation
Self regulation will always be a challenge but if someone is going to be in charge it might as well be me.
(Daniel Akst: We Have Met the Enemy: Self Control in an Age of Excess, 2011)

26. Teaching With the Brain in Mind – Eric Jensen
Threatening behaviors may foster more of the same behavior that we are trying to avoid. Threats, even if occurring indirectly through rewards, may hinder our ability to tolerate ambiguity and to delay gratification. Learner dependence on social conformity and reliance on extrinsic rewards actually increase with threat.

29. The Big Picture Behavior Toolbox Restitution Social contractM A N G E R
Restitution
lessons:
• Needs
• Behavior car
Social contract
• T-charts
• Y-charts P r o a c t i v e
Prosocial behavior R e s t o r a i v M O N I T R
“Grey Area” behavior
• 30 sec. interventions
• Weaving
• Collapsing conflict •
Bottom line behavior: Prevents learning, compromises safety
R R
e e
m s
o & t
v i
e t u t e
Violence/ harassment
Drugs
Weapons
Defiance •

30. Precursors To Violence By: James Gilligan
1. Does not feel part of the group.
2. Does not have behaviors to deal with frustration.
3. Shame of being ashamed.

31. Five Positions of Control
Punisher
Guilter
Buddy
Monitor
Manager

32. Punisher

33. Meltdown

34. Guilter

35. The MUM song

36. Buddy

37. Monitor

38. Manager

39. Diane Gossen questions

40. Five Reason To Not Use Rewards Alfie Kohn
Impedes performance (students look externally)
Hidden punitive side
Negatively effects relationships (perceive others as obstacles)
Failure to uncover the source of the problem (the need)
Long term erosion of intrinsic motivation

41. Alfie Kohn - Bucks

42. Reach consensus involving the whole community.
FOUR PRINCIPLES OF ABORIGINAL JUSTICE Family Group Conference, New Zealand
Reach consensus involving the whole community.
Reconciliation and restitution rather than punishment.
Focus is not blame but the wider reasons (needs).
Restore harmony through learning and healing.

43. Why People Behave TO AVOID PAIN. 2. FOR RESPECT OR REWARD FROM OTHERS.
3. FOR RESPECT OF SELF.
What will happen if I don’t do it?
What do I get if I do it?
Who will I be if I do it?

44. Dan Siegel Being vs Doing
Ideas – importance of connection CASEL study
We are called human beings for a reason!

45. What is Restitution?
Create the conditions for the person to fix their mistake and to return to the group strengthened.
Restitution is a researched based program:
We respect each individual’s view of the world (Control Theory)
We create conditions of safety and space for reflection so the brain can take in and evaluate information and create moral meaning. (Brain based learning)
We reduce both rewards and consequences, which deflect youth form developing self-discipline (Kohn)

46. Con’t…
4) We develop internal moral sense rather than forcing conformity. (Aboriginal Beliefs) 5) Bottom lines will be upheld consistently and publicly so people feel safe. (Violence Research)

47. BASIC NEEDS Belonging Importance Friendship Recognition Caring Skill
William Glasser
Belonging
Friendship
Caring
Involvement
Importance
Recognition
Skill
Competence
Choice
Independence
Liberty
Autonomy
Pleasure
Enjoyment
Learning
Laughter
Food, clothing, shelter, rest, exercise, health, savings, sexuality

48. Basic Needs in the Class
The characteristics of the 5 basic needs:
- universal
- are genetic and in-born
- can evolve over time
- are our internal motivation
ALL behavior is purposeful (To meet a need)
Each of us is responsible for meeting our own needs.
If the teachers create a need-fulfilling classroom, incidents of “misbehavior” decrease.

49. What need is not being met and how can we meet that need?
Rather than……
How can I make this kid do what I want?

50. Restitution Re-Thinking Plan
What was your mistake?
How did your mistake meet your needs? (love, power, freedom, fun, survival)
How did you hurt ____’s needs?
What plan will help you without hurting another?
How will your plan make you stronger?

51. Communication Research
Words 10%
Tone 35%
Body 55%

52. WEAVING BETWEEN 8 MONITOR MANAGER
Rules
Beliefs
MONITOR
MANAGER
Consequences
Fixing It
If you don’t ________ I have to _________ (Give you a consequence -discomfort)
I would rather _______________
(Fix it. We both get what we need)

53. Restitution is not a payback; it is a pay forward.
Restitution restores relationships.
Restitution is an invitation not coercion.
Restitution teaches the person to look inside.
Restitution is looking for the basic need behind the problem.
Self restitution is the most powerful tool.
Restitution is about “being” not “doing”.
Restitution strengthens.
Restitution focuses on solutions.
Restitution restores one to the group.

54. SELF RESTITUTION I don’t like how I am talking to you.
My part of the problem is
…I was tired and trying to go too fast.
…I was not clear on what I wanted.
…I have information you didn’t have.
3. Next time I will… 54 54

55. Two-By-Ten Think of a student you find unattractive.
For 10 consecutive days, spend 2 minutes saying something to the student that is not related to school, school rules, or the student’s behavior, and see if the relationship improves. 55 55

56. Thirty-Second Interventions
Is what you’re
doing okay now?
What’s your job now?
It looks like you have a problem.
How could I help you solve it?
What can
I do to
help you
so you
can -----?
What's the rule?
When will you be
ready to start?
Is what you’re doing
now helping or hurting?
Do you want to figure out a better way?
How can I help you? 56 56

57. RULES
Monitor of Consequences
1. What’s the rule?
2. What’s the consequence?
3. What did you do?
4. What happens now?
BELIEFS
Manager of Restitution
1. What do we believe?
2. Do you believe it?
3. If you believe it do
you want to fix it?
4. If you fix it, what
does it say about you?

58. The Big Picture Behavior Toolbox Restitution Social contractM A N G E R
Restitution
lessons:
• Needs
• Behavior car
Social contract
• T-charts
• Y-charts P r o a c t i v e
Prosocial behavior R e s t o r a i v M O N I T R
“Grey Area” behavior
• 30 sec. interventions
• Weaving
• Collapsing conflict •
Bottom line behavior: Prevents learning, compromises safety
R R
e e
m s
o & t
v i
e t u t e
Violence/ harassment
Drugs
Weapons
Defiance •