Posted on June 9, 2019
One of the greatest challenges of building restorative schools is shifting the way we think about "misbehavior." Our schools have been built on a traditional paradigm: a rule is broken, therefore we need to dole out the appropriate consequence. This has been shifted in many schools: an expectation has not been met so we need to remind them of the expectation, teach or reteach the behavior we want, and possibly come up with a logical consequence. What I am hearing in school after school is that in many cases neither approach seems to result in a change to some more difficult or repetitive behavior. Why not?
Read full post