Introduction to Restitution

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? • http://www.youtube.com/watch?v=Ax5cNlutAys

5. Recession (2008-2010) and recovery (2010-2012) 5 Carnevale, Jayasundera, and Cheah (2012) • 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

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

10. There is only one 21st century skill 10 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 assessment 13 Where the learner is going Where the learner is How to get there Providing feedback that moves learners forward Engineering effective discussions, tasks, and activities that elicit evidence of learning Teacher Clarifying, sharing and understanding learning intentions Peer Activating students as learning resources for one another Activating students as ownersof their own learning Learner

14. 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 • http://www.youtube.com/watch?v=EQLuIZNwSqQ

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 M A N A 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 t i v e “Grey Area” behavior M O N I T O R • 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 ViolenceBy: 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 • http://www.youtube.com/watch?v=dDASxk5kiDw

34. Guilter

35. The MUM song • http://www.youtube.com/watch?v=Nem0bkErGVY

36. Buddy

37. Monitor

38. Manager

39. Diane Gossen questions • http://www.youtube.com/watch?v=gLCGhBK8-uU

40. Five Reason To Not Use RewardsAlfie 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 • http://www.youtube.com/watch?v=G59KY7ek8Rk&list=PL46E894C9F1FD8C98

42. FOUR PRINCIPLES OF ABORIGINAL JUSTICEFamily 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 • http://www.youtube.com/watch?v=PGUEDtGSwW4 • 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 William Glasser Importance Recognition Skill Competence Belonging Friendship Caring Involvement 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?