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

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Ask your students about the city you are teaching in and where or how you can learn about their culture, ask them what you should do whilst you’re in the country you are in. Restorative practice doesn’t mean ignoring this situation, it just means dealing with it in a better way. Deb has been an Independent Trainer and Restorative Practitioner for over 20 years and has experience of working with a wide range of agencies, organisations and communities. This all sounds like it might take a lot of time, however a simple sentence might be ‘when you disrupt my lesson by talking, I feel a little frustrated because I want to teach you, so what I need is for you to listen when I’m talking just as I want to listen to you if I pick you to speak in lessons.

What is really important in all this questioning is try to avoid ‘why’ questions, as they often create blame ‘why did you do that? Writing with passion, humour and enthusiasm, Mark has successfully managed to capture the essence of restorative practice he so expertly and inspiringly talks about at his training events. Restorative practice is intended for teachers working in the UK, but it can be used in any country, as it will help you and your students develop and deal with situations. Furthermore, it advocates an approach that is collaborative, empowering and positive – and ultimately geared to improve motivation, engagement and independent learning in even the hardest-to-reach young people. For any person or organisation frustrated by systems of compliance, assessment, behavioural management and organisational tension, this book offers a way forward.

In 2012 Alastair became an independent trainer and has continued to work with both Primary and Secondary schools across Yorkshire and Lancashire. of communication is non-verbal (which is good if you’re struggling to learn the language in your new country), so remember, smile, don’t fold your arms, if you need to reprimand a student try not to stand over them, sit beside them or crouch down so you are smaller than them, the chances are you are taller than them so remember this, nobody likes being talked down to. Restorative and Relational Practice supports schools in finding inclusive and effective approaches to transform and manage a range of behaviours.He has been involved in the field of restorative practices since 1998 firstly as a hands on practitioner and then asa trainer and consultant.

That said, I actually know that I couldn’t have written this book myself and that Mark, with his vast experience and knowledge of restorative practice, was exactly the man for the job. It is about elevating the culture of a school or organisation so that people are pulled in, not pushed out, about fostering a greater sense of community and a communal ownership of control and fear, about encouraging a willingness to act in the right way for the right reasons. In Independent Thinking on Restorative Practice: Building relationships, improving behaviour and creating stronger communities, Mark Finnis shares a practical and inspiring introduction to the use of restorative practice in educational settings. The role of the peer is not to approve your learning but to support and help you to think about how you can improve your practice. If you are new to restorative practice, this book is a great place to start as a welcome and timely introduction to restorative practice from one of the UK’s leading trainers.His early experience was training and delivering restorative services in the criminal justice sector and he continues to work for and with youth offending teams and Police Services.

The sections on culture, community and relationships are full of language, principles and ideas that have permeated my practice and link to the work of many other like-minded educationalists who are transforming schools into relational and nurturing environments. Independent Thinking on Restorative Practice is an enjoyable, thought-provoking and, in some parts, laugh-out-loud easy read – and teachers and leaders at every stage of their careers need to read it.

And yes, we’ve seen schools move from “requires improvement” to “good” and “outstanding” under Ofsted. Drawing on his many years’ experience working with schools, social services and local governments across the country, Mark shares all you need to know about what restorative practice is, how it works, where to start and the many benefits of embedding a relational approach into any educational organisation that genuinely has people at its heart. These children know how to manage conflict - and that’s because relationships are at the heart of everything their school does. Restorative practice describes a way of being, an underpinning ethos, which enables us to build and maintain healthy relationships. As one of the early, Restorative trailblazers she has been involved promoting and developing different models and applications of restorative practice nationally and internationally.