You Must Restore Before You Can Regulate In the Classroom/Pre-K-5th grades. (Planning and using Restorative Practices.
First Presenter's Institution
Ultra Didactic LLC/DeKalb Schools
First Presenter's Brief Biography
Dr. Nicola Barber is an unparalleled “Listener”. Her philosophy for true change is a process Dr. Nicola Barber calls “Committed Communication”. With a state certificate in Online and Distant Learning she provides engaging and effective virtual consulting, training, and workshops. Specializing in Classroom (Behavioral) Management for the virtual and physical classroom (Pre-K-12). As well as training for Paraprofessionals and Teacher Load Management and Stress Control. Dr. Nicola Barber has a Strong educational foundation with a Bachelor of Arts (B.A.) focused in English Literature (British and Commonwealth) from Paine College; Exhibiting a high proficiency for writing and communication. Holding a Masters of Science in Library and Information Science; as well as an Educational Doctorate Degree in Educational Leadership. Dr. Nicola Barber successfully reviews, researches, and refines her patrons and clients needs for accurate and relevant resources to meet their desired needs
Document Type
Event
Primary Strand
Restorative Practices
Relevance to Primary Strand
Your schools are at an important crossroad, having sustained for 2 or more years during the pandemic. Now is the key time for your school to develop a strategic classroom management program path that enables teachers and staff to use strategies such as Restorative Practices and Unconditional Personal Regard to management behavior issues before they start and control behavioral outburst. In addition the urgency to recreate the teacher-student and the student-school relationship is long overdue. Lastly improving social-emotional bond between teacher and students
To meet these goals, I will help your schools develop and execute a strategic plan that enables you to:
· Provide easily applicable classroom, climate and behavior management training and strategies
· Be Proactive vs. Reactive
· Reduce Classroom disruption
Alignment with School Improvement Plan Topics
Climate and Culture
Brief Program Description
I propose the following scope of work that will enable your teachers and staff to create a positive classroom management and environment to help students thrive. With the made goal of first understanding Restorative Practices and putting what is learned into an action plan in your classroom.
Summary
Teachers will find that they have more time to teach, with less classroom disruptions that usually derail class lessons; Which in return will yield more students understanding and learning during class . The value of this outcome is priceless.
Scope of Work:
o SMARTR- Response strategies (Student, Mood, Assessment and Rapid Teacher Response) making positive steps when intereacting with students and reinforces positive step and positioning when dealing with students.
o Diffusers- Strategies that calm a situation in the making, in regard to students and teacher involvement. (Take home strategies)
o Unconditional Positive Regard- How to show all students respect, at all times even during discipline events.
o Teach-To’s- Direct Instructional Model.
o Re-Focus- A process which students take responsibility for their behavior.
o Time-In NOT Time-out
By incorporating Restorative Practices and Social Emotional concepts and theories into a curriculum it allows for a fostering resilience, empowerment, self-esteem and Cooperation among students; Which in return contributes to a more socially and emotional stable students that is more well prepared for the rigors of every life as an adult.
Evidence
The topic of school reform through Restorative Practices is one of frequent discussion for over 20 years and the specific topic of improving student’s academic achievement in one of the leading points of discussion. In the report A Nation at Risk (National Commission on Excellence in Education, 1983) reported that the nation’s public schools were failing American schoolchildren and creating a workforce that would be unable to compete with foreign competitors.
With good Classroom and Time Management almost every learning activity can be done in an enjoyable and effective manner. Yet every teacher has known the frustration of losing valuable instructional time to matters of discipline, and vice versa for students. This presentation will describe a proven process to restore that lost time to teachers and students. We will first talk about "Student Load Factor" and then how Restorative Practice techniques to use in the classroom to keep learning buzzing along. Even if you have a "wonderfully behaved class" learn some quick and easy techniques to use in your classroom for dealing with challenging students in your classrooms!
Learning Objective 1
Understand how Restoratives can improve student-teacher relationship
Learning Objective 2
Use strategies to increase their availability to understand their students
Learning Objective 3
Create an Action Plan of the use of Restorative practices in assist in Classroom Management
Recommended Citation
Barber, Nicola G., "You Must Restore Before You Can Regulate In the Classroom/Pre-K-5th grades. (Planning and using Restorative Practices." (2023). Southeast Conference on School Climate. 36.
https://digitalcommons.georgiasouthern.edu/secsc/2023/2023/36
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
You Must Restore Before You Can Regulate In the Classroom/Pre-K-5th grades. (Planning and using Restorative Practices.
Teachers will find that they have more time to teach, with less classroom disruptions that usually derail class lessons; Which in return will yield more students understanding and learning during class . The value of this outcome is priceless.
Scope of Work:
o SMARTR- Response strategies (Student, Mood, Assessment and Rapid Teacher Response) making positive steps when intereacting with students and reinforces positive step and positioning when dealing with students.
o Diffusers- Strategies that calm a situation in the making, in regard to students and teacher involvement. (Take home strategies)
o Unconditional Positive Regard- How to show all students respect, at all times even during discipline events.
o Teach-To’s- Direct Instructional Model.
o Re-Focus- A process which students take responsibility for their behavior.
o Time-In NOT Time-out
By incorporating Restorative Practices and Social Emotional concepts and theories into a curriculum it allows for a fostering resilience, empowerment, self-esteem and Cooperation among students; Which in return contributes to a more socially and emotional stable students that is more well prepared for the rigors of every life as an adult.
