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)
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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
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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
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And one big idea
Where the learner is going Where the learner is How to get there
Teacher
Peer
Learner
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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.
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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…
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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.
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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
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