Conversation Guide | Student-Led Restorative Practices

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Conversation Guide

"Our Tools They Deserve" Conversation Guide

Introduction

  • How does the story of Jasmine in the introduction illustrate the potential benefits of a student-led restorative approach? What challenges does Jasmine's story highlight in shifting from a retributive to a restorative model?
  • What are the key differences between restorative practices and retributive practices, as defined in the introduction? What are similarities?
  • Which is better: a restorative approach or a retributive approach? Why?
  • What is maximization and why does it matter to the author?

Part I: Why Adults Choose Retribution

  • Chapter 1: Knowledge-Based Reasons
    • What are some specific examples of knowledge gaps that school system leaders might have that lead to a default reliance on retribution?
    • How can these knowledge gaps be addressed? What kind of professional development or training might be helpful for school system leaders?
    • What are some of the common misconceptions about "community" discussed in this chapter? How do these misconceptions contribute to a retributive approach to school culture?
  • Chapter 2: Skill-Based Reasons
    • What specific tools are important for creating a school culture that bends toward belonging, connection, and reparation?
    • Why does it matter if adults model accountability and responsibility? How can adults in a school community demonstrate these tools?
    • Why are active listening and empathy crucial tools for fostering connection in a school community? How do these tools contribute to a more effective and supportive environment?
    • What are metacognition and self-regulation? Why do the matter in your own life?
  • Chapter 3: Mindset-Based Reasons
    • What harmful mindsets can prevent adults from adopting a restorative approach? What are some examples of these mindsets? Where have you experienced these in your own life?
    • How can adults shift their mindsets to better support student maximization? What are aspects of your view of the world that are currently harmful -- whether intended or unintended -- to student maximization?
    • What are some specific actions that you could take to move away from a minimization mindset and toward a maximization mindset?

Part II: How Students Can Practice Restoration

Step One: Focus Mindset

  • Chapter 4: Maximization
    • What does maximization mean? What are some examples of how schools can support students in experiencing maximization?
    • What are the differences between a maximization mindset and a minimization mindset? How can these mindsets impact student behavior and outcomes?
    • What are some specific examples of how a minimization mindset can manifest in your own life? What are the potential benefits for adults who engage in minimization?
  • Chapter 5: Trust
    • Why is trust essential for laying the foundation for maximization in a school community? How can adults earn and maintain students' trust?
    • What are some common reasons that adults might break their agreements with students? What are the costs of breaking these agreements?
    • When is a time when you broke an agreement you allowed a student to expect? How can you become more aware of behaviors that might damage students' trust?
  • Chapter 6: Choice
    • How can adults in a school community create more opportunities for student choice? Why is student choice important for maximization?
    • What is "Self-Connection Practice," and how can it help students make more thoughtful choices?
    • What are some examples of choices that you can make to support student maximization, even in challenging situations?

Step Two: Commit Leadership

  • Chapter 7: School System Leadership
    • Why is it important to have a system-wide champion for student-led restorative practices? What are the qualities of an effective champion?
    • What are the roles and responsibilities of a Restorative Leadership Team at the school system level? How can this team effectively support schools in implementing student-led restorative practices?
    • How can a school system ensure that restorative practices are a long-term commitment, not just a temporary initiative?
  • Chapter 8: School-Based Leadership
    • What are the key steps in building a strong coalition of willing adults to support student-led restorative practices at the school level?
    • How can a school based Restorative Leadership Team effectively plan, implement, and monitor student-led restorative practices?
    • Why is it important to communicate with families about the school's shift to a restorative approach? How can families be involved in the process?

Step Three: Clarify and Monitor Priorities

  • Chapter 9: Setting Goals
    • Why is it essential for schools to set clear, measurable goals for their student-led restorative practices efforts? How can these goals guide implementation and ensure accountability?
    • What are SMART goals, and why are they important for student-led restorative practices? In this context, what are some examples of SMART goals that focus on student outcomes that you find inspiring?
    • How can schools gather data and input from their community to inform their goal-setting process?
  • Chapter 10: Monitor What Matters
    • Why is progress monitoring essential for ensuring that student-led restorative practices are having a positive impact? How can schools effectively monitor their progress?
    • What is the Student-Led Restorative Practices implementation instrument, and how can it be used for self-evaluation?
    • What are some key considerations for Restorative Leadership Teams when reviewing progress monitoring data?

Step Four: Practice Community Circles

  • Chapter 11: Creating Belonging
    • What is psychological safety, and how can it be fostered in a school community?
    • Why is belonging important for student maximization? How can Community Circles contribute to a sense of belonging?
    • What are the key elements of a successful Community Circle?
  • Chapter 12: Implementing Community Circles
    • What are the essential steps in preparing for a Community Circle (Pre-Circle)?
    • How can student facilitators effectively conduct a Community Circle? What are some examples of different types of Community Circles and how they might be facilitated?
    • What are the key steps in following up after a Community Circle (Post-Circle)?

Step Five: Practice Mediation Circles

  • Chapter 13: Creating Connection
    • Why is it important for students to learn how to navigate conflict effectively? How can Mediation Circles help students develop these tools?
    • What is the role of a facilitator in a Mediation Circle? Why is it important for the facilitator to create a space of connection rather than solving the conflict for the students?
    • What are some of the benefits of using Mediation Circles to navigate conflicts? How can these benefits contribute to students experiencing maximization?
  • Chapter 14: Implementing Mediation Circles
    • What are the essential steps in preparing for a Mediation Circle (Pre-Circle)?
    • How can student facilitators effectively conduct a Mediation Circle?
    • What are the key steps in following up after a Mediation Circle (Post-Circle)?

Step Six: Practice Restorative Circles

  • Chapter 15: Creating Reparation
    • What is the difference between retribution and reparation? How can Restorative Circles support reparation and healing in a school community?
    • How can schools shift their mindset from viewing student behavior as something that requires punishment to a learning opportunity that requires support and reteaching?
    • Why is it important for students to have access to tools and support in low-stakes environments when they make mistakes? How can Restorative Circles provide these opportunities?
  • Chapter 16: Implementing Restorative Circles
    • What are the essential steps in preparing for a Restorative Circle (Pre-Circle)?
    • How can student facilitators effectively conduct a Restorative Circle?
    • What are the key steps in following up after a Restorative Circle (Post-Circle)?

Part III: Continuous Improvement

  • Chapter 17: Next Steps
    • What are some key steps that school systems can take to successfully implement a student-led restorative practices initiative?
    • What are some common challenges that schools might face when implementing student-led restorative practices, and how can these challenges be addressed?
    • Why is it important to have a long-term plan for sustaining and expanding student-led restorative practices in a school system?
  • Chapter 18: Challenges & Strategies
    • What are some common forms of staff pushback against restorative practices? How can school leaders address these concerns and build buy-in among staff?
    • How can schools address concerns from parents and families who are uncomfortable with a restorative approach to discipline?
    • What are some key leadership qualities and actions that can help schools overcome resistance to restorative practices?


Bonus Conversation Starters

  • This book never mentions restorative justice or character education. Why not? What are the authors thoughts toward these ideas?
  • The author users the term apartheid to describe certain aspects of schooling in the United States. What are the characteristics of apartheid? To what extent is the comparison either fair or hyperbolic?
  • In the book, the concept of trauma is separated from events or circumstances. To what extend is this reframing of trauma either harmful or beneficial?
  • This book refers to the idea of adultism. What about this concept resonates with or concerns you?