Chapter 13 QTC #4

Sarah Campbell

QTC #4 – Chapter 13

1. Based on our readings and class discussion, how will you create a learning environment that is conducive to learning? (Bullets are fine).

·         Arrange the classroom in a way that is beneficial for student-student interaction (when appropriate) and teacher-student interaction at all times.

o    U-shaped classroom or ‘pods’ of four desks, all facing the same direction (can easily rotate into a face-to-face group)

·         Keep rules and expectations clear, consistent, and fair

o    No rules should undermine the high-level standards I have for students

o    Present them as information rather than unbreakable vows

·         Consistently communicate with students about content-related and social/emotional experiences

o    Get to know my students – culture, preferences, hobbies, etc.

·         Avoid giving up on the student who disappoints me early in the semester

·         Make lessons purposeful and well-planned

o    Could result in higher levels of intrinsic motivation

o    Align activities with timing and transitions (avoid irrelevant activities)

·         Remain calm in situations of unproductive behavior

·         Changing plans, classroom structures, response strategies as necessary

o    Flexibility may provide the best tool for developing new strategies for addressing seemingly impossible behavior/classroom problems

 2. (a) Write three things that stood out to you from the three videos you watched on restorative justice approaches. [Bullets are fine.]

·         I found it quite interesting that the elementary school girl was so positive about the strategy. I have no experience with elementary education, so I was actually surprised to find that restorative justice practices are used at such a young age.

·         The fact that the parents were involved in the female, high-school restorative justice meeting made it the success that it was. After watching the video, I thought about how the meeting might have gone with only the facilitators and the female students. This aligns with the Chapter 13 section about the importance of communication with parents. Keeping them physically involved may prevent other behavior issues in the future.

·         Again, the high school female restorative justice meeting really caught my attention. I think one of the best techniques used in the meeting came at the very end. The facilitator actually asked the students and parents how they like the strategy. So not only did they practice the approach, they discussed the benefits of restorative justice. Each student and parent interviewed seemed to have a similar stance that this was the best strategy for dealing with student-student behavior problems.

(b) What questions do you have about the restorative way to managing difficult behaviors? [I assume you will have many, but try to think of just TWO major questions].

·         How does a teacher/facilitator/faculty actually pursue a restorative justice meeting like the video of the high school female students? What might result if students reject the ‘invitation’? Can it be mandatory?

·         What if the restorative justice approach is not successful in a high school situation? What might the next step be in dealing with behavior problems between students?