Independent Thinking on Restorative Practice: Building relationships, improving behaviour and creating stronger communities (Independent Thinking On ... series)

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Firstly, it will make asking a student to do something a lot easier, and secondly, it shows you care. Restorative practice is intended for teachers working in the UK, but it can be used in any country, as it will help you and your students develop and deal with situations. Reflect on my learning activities and evidence what impact continuing professional development has on the quality of my practice. Restorative Practice takes effort but it is an effort that pays off both in the short term by improving the quality of school life but also in the longer term, setting everyone up to understand the power of communication, relationships and human connection.

Having people leave your presence feeling better than when they arrived is one thing, but what about helping people feel better just by coming through the door? He is well aware that there are those in schools who see relational approaches to behaviour as a “soft” option. Mark Finnis will be one of the speakers at this year’s Bryanston Education Summit, supported by Tes. Record my learning and reflection on a regular basis and in accordance with Social Work England's guidance on continuing professional development. There are simple ways teachers can foster great relationships with their students: greeting them in the morning, saying goodbye at the end of the day, taking the time to learn something new about them, bragging about them to other teachers, and so on.If you could find a way to improve school behaviour whilst also building better relationships and ensuring your school values are actually lived, then why wouldn’t you grab it? Part personal, part theory, part practical application, Independent Thinking on Restorative Practice is an eminently readable and always inspiring reminder of the power of working ‘with’.

High support and low challenge– the FOR box, is where a teacher does things for students, turning a page because a student is on the wrong page. Tiffany currently facilitates restorative interventions including Family Group Conferences specialising in complex and serious cases, including reunification, domestic abuse, homelessness and PLO. With many years’ experience working with schools, local government agencies and social services, he is in great demand as a speaker and trainer – helping organisations adopt restorative practices in a way that is practical and achievable and that never loses sight of the children and young people they are all aiming to serve.By that I mean that, too often, books on restorative practice lose the practitioner in an academic rhetoric that leaves them unable to see how the ideas can be translated into practice in their context.