Introduction to Restitution

Reynolds Secondary School

May 17th, 2013

With

Rose Mackenzie

Restitution trainer

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.

Tony Wagner

What is 21st Century Education?

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

Recession (2008-2010) and recovery (2010-2012)

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

Carnevale, Jayasundera, and Cheah (2012)

5

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

A Whole New Mind…

Old Think vs. Next ThinkSource: Re-imagine by Tom Peters

WasCompetitionRulesUnitaskingIssuing ordersManagementCommand and

control

Next

Cooperation

Relationships

Multitasking

Asking questions

Empowerment

Connect and cajole

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)

There is only one 21st century skill

10

Formative Assessment questions

Where are YOU going with your learning?

How is it going?Where to next?

Unpacking classroom formative assessment

Where the learner is going Where the learner is How to get there

Teacher

Peer

Learner

Clarifying, sharing and

understanding learning

intentions

Engineering effective discussions, tasks, and

activities that elicit evidence of learning

Providing feedback that

moves learners forward

Activating students as learningresources for one another

Activating students as ownersof their own learning

13

And one big idea

Where the learner is going Where the learner is How to get there

Teacher

Peer

Learner

14

Using evidence of achievement to adapt

what happens in classrooms to meet

learner needs

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?

“Never underestimate the therapeutic or learning power of asking good questions.”

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?

Daniel Pink – Why Bonuses Don’t Work

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

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.

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)

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.

The Big Picture Behavior Toolbox

Prosocial behaviorProsocial behavior

““Grey Area” behaviorGrey Area” behavior

Bottom line behavior: Prevents learning, compromises safetyBottom line behavior: Prevents learning, compromises safety

Violence/ harassmentViolence/ harassmentDrugsDrugsWeaponsWeaponsDefianceDefiance

Social contractSocial contract• • T-chartsT-charts• • Y-chartsY-charts

PPrrooaaccttiivvee

• • 30 sec. interventions30 sec. interventions

• Collapsing conflictCollapsing conflict• •

RReessttoorraattiivvee

• • WeavingWeaving

R RR Re ee em sm so & to & tv iv ie te t uu tt ee

MMAANNAAGGEERR

MMOONNIITTOORR

••

RestitutionRestitution lessons: lessons: • • NeedsNeeds • • Behavior carBehavior car

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.

Five Positions of Control

PunisherGuilterBuddyMonitorManager

Adult

Does

Adult

Says

Legacy

Youth

Says

Youth

OutcomeRepeat Offense

Yells and Points

If you don't doit I'll....

RebelBlame

I don't care

Punisher

Meltdown

http://www.youtube.com/watch?v=dDASxk5kiDw

Adult

Does

Adult

Says

Legacy

Youth

Says

Youth

Outcome

Preaches andShoulds

You should haveknown better

Hide Deny Lie

I'm sorry

Low self-esteem

Guilter

The MUM song

http://www.youtube.com/watch?v=Nem0bkErGVY

AdultDoes

AdultSays

Legacy

YouthSays

Youth

Outcome

Makes excusesfor them

Do it for me

Dependency

I thought youwere my friend

Weakness

Buddy

AdultDoes

AdultSays

Legacy

YouthSays

Youth

Outcome

Counts and Measures

What's the rule?

Conformity

How high,How far?

Consequenceoriented

Monitor

AdultDoes

AdultSays

Legacy

YouthSays

YouthOutcome

AsksQuestions

What doyou believe?

Strengthen

What can I doto fix it?

Self restitution

Manager

Diane Gossen questions

http://www.youtube.com/watch?v=gLCGhBK8-uU

Five Reason To Not Use RewardsAlfie Kohn

Impedes performance (students look externally)

Hidden punitive sideNegatively effects relationships (perceive

others as obstacles)Failure to uncover the source of the

problem (the need)Long term erosion of intrinsic motivation

Alfie Kohn - Bucks

http://www.youtube.com/watch?v=G59KY7ek8Rk&list=PL46E894C9F1FD8C98

FOUR PRINCIPLES OF ABORIGINAL JUSTICE

Family 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.

Why People Behave1. 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?

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!

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:

1)We respect each individual’s view of the world (Control Theory)

2)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)

3)We reduce both rewards and consequences, which deflect youth form developing self-discipline (Kohn)

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)

BASIC NEEDSWilliam Glasser

BelongingFriendshipCaringInvolvement

ImportanceRecognitionSkillCompetence

PleasureEnjoymentLearningLaughter

ChoiceIndependenceLibertyAutonomy

Food, clothing, shelter, rest, exercise, health, savings, sexuality

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.

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?

Restitution Re-Thinking Plan

1. What was your mistake?

2. How did your mistake meet your needs? (love, power, freedom, fun, survival)

3. How did you hurt ____’s needs?

4. What plan will help you without hurting another?

5. How will your plan make you stronger?

Communication Research

Words 10%

Tone 35%

Body 55%

MONITOR MANAGER

WEAVING BETWEEN

If you don’t ________ I have to _________. (Give you a consequence -discomfort)

I would rather _______________(Fix it. We both get what we need)

www.realrestitution.com

Rules

Consequences

Beliefs

Fixing It

Restitution is not a payback; it is a pay forward. Restitution restores relationships. Restitution is an invitation not coercion. Restitution teaches the person to look inside. Restitution is looking for the basic need behind the

problem. Self restitution is the most powerful tool. Restitution is about “being” not “doing”. Restitution strengthens. Restitution focuses on solutions. Restitution restores one to the group.

54

SELF RESTITUTION

1. I don’t like how I am talking to you.2. My part of the problem is

…I was tired and trying to go too fast.…I was not clear on what I wanted.…I have information you didn’t have.

3. Next time I will…

55

Two-By-TenThink of a student you find unattractive.

For 10 consecutive days, spend 2 minutes saying something to the student that is not related to school, school rules, or the student’s behavior, and see if the relationship improves.

56

Thirty-Second Interventions

Is what you’re doing okay now?

Is what you’re doingnow helping or hurting?

What can I do tohelp youso youcan -----?

It looks like you have a problem.How could I help you solve it?

Do you want to figure out a better way?How can I help you?

When will you be ready to start?

What’s your job now?

RULESMonitor of Consequences1. What’s the rule?2. What’s the consequence?3. What did you do?4. What happens now?

BELIEFSManager of Restitution1. What do we believe?2. Do you believe it?3. If you believe it do you want to fix it?4. If you fix it, what does it say about you?

The Big Picture Behavior Toolbox

Prosocial behaviorProsocial behavior

““Grey Area” behaviorGrey Area” behavior

Bottom line behavior: Prevents learning, compromises safetyBottom line behavior: Prevents learning, compromises safety

Violence/ harassmentViolence/ harassmentDrugsDrugsWeaponsWeaponsDefianceDefiance

Social contractSocial contract• • T-chartsT-charts• • Y-chartsY-charts

PPrrooaaccttiivvee

• • 30 sec. interventions30 sec. interventions

• Collapsing conflictCollapsing conflict• •

RReessttoorraattiivvee

• • WeavingWeaving

R RR Re ee em sm so & to & tv iv ie te t uu tt ee

MMAANNAAGGEERR

MMOONNIITTOORR

••

RestitutionRestitution lessons: lessons: • • NeedsNeeds • • Behavior carBehavior car