Circle Forum

Whatever the district plan for remote, in person or hybrid learning, it’s important to plan especially for the adults to have time to talk together. Teachers need the permission to take the time needed to re-build relationships with students who have been impacted by Covid for the past 2 school years. Craft the questions for the conversations to build on what’s been learned through the pandemic. R...

Listen in for examples of fair process from business, from a community and from schools. Students, staff and parents all benefit from a fair process.  For example, when setting classroom rules, engage the students in the conversation, explain the reasons for certain rules and set the expectation clarity around how the classroom will be. It’s important to go into a fair process with an open mi...

Although being quick to act is often seen as a sign of authority, rushing to judgment or punishment can be harmful. Think of the movie Breakfast Club and the hilarious conversation around “not another word!” and “But I..” and “that’s another week of detention”. Over time, students, parents and teachers will see that a restorative approach does manage conflict and does deal with the harm. That buil...

The first guest on Circle Forum, Larry Hope, join in a conversation about affecting restorative practices from his role as Director of 2 Ontario school districts. Indigenous communities need our gratitude for the path and the 7 Grandfather Teachings which can bring a shift and change in attitude for all, settlers and indigenous peoples. Restorative practice is a way of being with each other in com...

Steve’s Story Time describes bullying on the yard with primary students. The initial circle meetings were modelled by the principal then later run by teachers. The initial time invested paid off in less time spent dealing with yard situations throughout the school year. Secondary students discussed cell phone use in class using a circle. In the feature “Have your say,” talk focuses on how to fit r...

Student perceptions of teachers has an impact on student achievement. Distinguishing between the person and the behaviour can shape restorative conversations to clarify what is happening for teachers, parents and students. The power of a restorative conversation lies in the potential clarity of communication and language used by students and by adults. In the feature “Have your say!”, an online bu...

Steve’s Story Time illustrates how restorative many teachers and staff are already without knowing it. All adults in the building can learn the simple restorative questions which helps everyone in the building become more purposeful in addressing the impact of behaviours and actions on others. The scenario discussed deals with student misbehaviour in class. The adults’ language can escalate or de-...

How can the adults in schools respond to students who “push our hot buttons” with behaviours or comments? The seemingly simple scenario has many layers for restorative conversations with students and with staff. In the feature called “Have your say”, the discussion turns to students on the autism spectrum. With a restorative approach, students can begin to understand the predictability, consistenc...

Students with special needs require additional connection, guidance, direction and modelling in order to learn the language of social interactions. A trusted caring adult can ask questions which give students time to think and reflect on the impact of actions. Adults are powerful models for students when they own up to their mistakes. Adults are people too, and don’t lose power when being a human...

Everyone in a school has the opportunity to lead change right where they stand. One simple and basic way to do this is to talk with others in a way that values the relationship. Every staff member can build a bridge of connection between parents and schools. Building those person to person connections allows for respectful challenges and growth. Relational bullying can be addressed with a facilita...

When every adult in the building gets on the same page, the school culture shifts. This includes how people talk with students and with each other as staff. Teachers, custodians and administrative assistants all can be part of creating a welcoming climate at school by understanding students with questions like “What’s happening?” Restorative questions can even be used at home for family meetings a...

Steve’s Story Time deals with a conflict between two girls that escalated to threats on the internet. Using restorative practices, he talks about how he offered alternatives to suspension. Parents, students and staff are not always aware of how to stop harmful behaviours.  As a way to build relationships, schools can help everyone take responsibility for their actions. In the feature “Have Yo...

It is tough to make connections with others at school when everyone needs to keep a 2 meter distance, wear masks and stay in a cohort all day. Students want to socialize together and have to stay apart. Shelley, Steve and Stan discuss some of the impacts of Covid on our schools and classrooms. When we can’t connect with people face to face, building and maintaining relationships in school really d...

Starting with Steve’s Story time, the conversation considers classroom circles that work or not, along with some very practical suggestions for how to start doing circles in classrooms. Clear expectations are essential; clear questions and gradual introduction of circle processes sets up students and teachers for success. Listen for the top tips for starting circles in classrooms.

The pandemic has impacted every school and none more so than remote instruction. Shelley, Steve and Stan discuss a scenario and the impact of having the cameras off when teaching. Shelley describes her first circle dealing with school dance promo that included a homophobic skit. Steve discusses his first circle about a male who sexually abused a female student. Stan talks about the yard conflict w...

Shelley, Steve and Stan introduce themselves and why they’re starting up this podcast in their retirement. They just can’t stop talking about restorative practices. With over 80 years of experience working in schools between them, Shelley, Steve and Stan have seen the power of restorative conversations from less formal to more formal. Each of them has learned so much and continues to learn as the...