Addressing Buy-in

One of our favorite parts of this job is meeting one-on-one and in small groups for coaching. It’s in these sessions that we get to know our clients better, hear about specific successes, and address real-time challenges that people are facing. It is especially gratifying when we can sit back and be learners and listeners as colleagues share ideas, solve problems and support one another. We believe deeply in collaboration and shared knowledge and we want to share some of the great ideas, solutions and support that came out of some of this month’s coaching sessions.  

One topic that came up quite a bit this past month involved working through the challenge of teachers themselves not wanting to participate in a restorative conference with a student. Addressing challenging behavior through restorative conferencing requires being more open and vulnerable than is typical in schools. Modeling social-emotional vulnerability is scary, but it’s what makes the biggest difference for the students! It is important to make sure that teachers are getting exposure to and training in Restorative Practices and Restorative language. We can frame conferencing for reluctant teachers as a new, more effective way of holding kids accountable—and we can support teachers by making explicit what the process will be like. If the teacher is still reluctant to participate, the process may still be an option through a “shuttle facilitation” between a teacher and a student, in which the two do not have to meet face-to-face.

We heard from an administrator in a coaching role that she supports teachers in having restorative conversations by preparing them through modeling and practicing with them. She has found that this de-escalates ongoing tensions and allows everyone to move past a tough situation. 

In other conversations, we discussed strategies that might lead more people to opt in to this new way of addressing issues and behavior. Firstly, it is important to develop and practice a way to explain this process as a more attractive option than punishment. This includes explaining to the harmed party that in a conference process, they get a say in the repair and consequences, as well as assurance that someone will follow up on any agreements made. To the responsible party, this means explaining that a conference gives them a real way to repair the harm, and helps them rejoin the community with less shame. It is also important to provide assurance to the responsible party that the facilitator won’t allow the harmed party to decide consequences unilaterally. By the end of our conversation, participants were considering introducing the use of conferences with something simple, like a whole-class disruption by one person. 

Here’s a good example of a restorative conversation between a teacher and a student if you’re looking for inspiration.

We had so many other valuable conversations with paraprofessionals, general arts teachers, special educators, general education teachers and administrators. We look forward to continuing to grow and learn with you all.