The current Safe Schools policy in Ontario defines progressive discipline as: an approach that promotes positive student behaviour and enables the principal to choose the appropriate consequences to address inappropriate student behaviour.” (Ontario Ministry of Education, Parents: Safe Schools par, 3). The policy includes three main elements, which include engaging parents, giving students choice in their education and offering more support with outside professions.
What about a fourth element? What about a fourth element of Restorative Practice?
Teachers can look to restorative practice as an alternative to exclusionary method of discipline. In the journal titled “Ethical Considerations in a Three-Tiered Approach to School Discipline Policy and Practice” a psychologists looks at this method in depth and discusses the need for understanding why the child acted a certain way and then learn from it, building a behavior plan around it and responding accordingly (Mayworm, M., & Sharkey, J.,).
Keeping children with exceptionalities in mind, a rule of thumb is always to be consistent and make school rules known which is critical for creating an awareness of fairness and understanding about the school’s behavioural expectations (Mayworm, M., & Sharkey, J.,). By using the restorative approach for discipline with children with exceptionalities, teachers and caretakers can become more aware of home life or simulants for certain types of behaviour and know when and how to take care. According to Mayworm and Sharkey, teachers can “provide tailored proactive education plans to help prevent future problems and engage student self-discipline” (Mayworm, M., & Sharkey, J.,).
As a portion of the 3-tiered approach, restorative practice focuses on student choices and problem solving, with shared responsibility (“Behavioural or Emotional Disorders – Discipline Past and Present” p. 696). This type of discipline helps the child feel empowered and in control of their own destiny.
Guidelines for a Restorative Conversation
Be..
Curious and Concerned
- What has happened?
Understanding
- How did you feel when that happened?
- How are you feeling now?
- Who do you think might have been affected by this?
- How do you think……might be feeling about this?
Empowering
- What do you think you might be able to do to help sort things out?
- How might you stop this from happening again?
- (Taken from a hand out during a session on Restorative Practice)
References
Course Content Module 2, Slide 10: “Behavioural or Emotional Disorders – Discipline Past and Present”.
Mayworm, A.M., & Sharkey, J.D., ( 2014). ETHICAL CONSIDERATIONS IN A THREE-TIERED APPROACH TO SCHOOL DISCIPLINE POLICY AND PRACTICE. University of California, Santa Barbara. Psychology in the Schools, Vol. 51(7),. Wiley Periodicals, Inc.
Ontario Ministry of Education (2008). Progressive Discipline: A new approach to help make schools safer 2014-15. Retrieved from http://www.edu.gov.on.ca/eng/safeschools/discipline.pdf
Course Content Module 2, Slide 10: “Behavioural or Emotional Disorders – Discipline Past and Present”.
Mayworm, A.M., & Sharkey, J.D., ( 2014). ETHICAL CONSIDERATIONS IN A THREE-TIERED APPROACH TO SCHOOL DISCIPLINE POLICY AND PRACTICE. University of California, Santa Barbara. Psychology in the Schools, Vol. 51(7),. Wiley Periodicals, Inc.
Ontario Ministry of Education (2008). Progressive Discipline: A new approach to help make schools safer 2014-15. Retrieved from http://www.edu.gov.on.ca/eng/safeschools/discipline.pdf