Restorative Practices: Responding to Off-Culture Behaviors

Creating a strong culture in which every member of our crew embodies the habits of character is an ultimate goal for our school. What do we do when a member of our crew isn’t using the habits of character? What do we do when a member of our crew is causing harm?

Our responses to these off-culture behaviors are grounded in restorative practices. Our aim is to respond to the off-culture behaviors in a way that builds community, fixes the harm that was done, helps students learn from their mistakes and empower students with the skills to resolve conflicts.

Daily Crew and Community Building

Every morning and afternoon we circle up. This is part of our intentional community building.

Our morning crew starts with a greeting, followed by a share, and lastly an initiative.

The greeting is a way to say good morning to the crew. This could be a one minute greeting-- where each member of the crew greets each other with a handshake, a high five or a hug for one.

Next up would be a share. Often times shares are grounded in our habits of character [link to blog post outlining the habits of character]. We will turn and talk or share out to the whole group about certain topics.

Lastly is the initiative. Initiatives are team games designed to create teachable moments surrounding our habits of character.

In the afternoon, we circle back up for announcements and appreciations.

The idea behind these circles are intentionally building community and teaching social-emotional skills. This is preventative work and is truly a foundation of our school.

Harm Was Done: Now What?

Inevitably students will have some actions that are not aligned with our culture. Members of our crew will hurt other members. Harm will be done. So, how do we respond when harm is done?

Restorative Conference
When students have conflict we bring them together to fix the harm that has been done.
A series of questions are asked, for example:

For offenders:
What happened?
What were you thinking at the time?
What have you thought about since?
Who was affected by your actions?
How have they been affected?
What can you do to make things right?
How can we make sure this doesn’t happen again?

For Victims:
What did you think when you realized what happened?
How has this affected you and others?
What has been the hardest thing for you?
What should happen to make things right?
How can we make sure this doesn’t happen again?

Guiding the students through this restorative practice allows them to be a part of the solution, feel heard and take ownership over the school culture.

Peace Path
Another avenue to empower students is a peace path. This is a process that can be taught to students. After a few rounds of the peace path students should be able to walk the path by themselves!

The path goes as follows:

Student A: I feel _________ when you _________ .

Student B: I know you feel _________  when I _________ .

Student B: I feel _________  when you _________ .

Student A: I know you feel _________  when I _________ .

Student A: Next time, I need _________ .

Student B: Next time, I agree to _________ .

Student B: Next time, I need _________ .

Student A: Next time I agree to _________ .

Student A and Student B agree on a handshake, high-five or hug.

Giving students this framework empowers them to solve issues other members of the crew.

Circles
Restorative circles allow students to speak freely and openly while working towards resolving a problem.

A circle views of-culture behavior as a teachable moment, separates person from the deed, focuses on fixing the harm done, encourages authentic participation and allows for successful reintegration.

A few elements I find are common in highly successful circles are:

  • Use of a talking piece to allow for equal voice

  • Speak from the heart

  • Listen from the heart

  • No need to practice or rehearse

  • Without being rushed, just say enough

  • Work is ongoing, things won’t be fixed after one circle

Restorative practices take more time and effort than more traditional discipline models. The reason they are worth the extra time and effort are because they create students who are empowered by being a part of the process, enable crew members to restore and build community.

Self-Portrait Assessments

In art we don’t take very many tests… however our students are assessed on their growth in many ways. I wanted to take the time to share the importance behind a big assessment we just finished up in art, our spring self portrait assessment! At the beginning of the year I asked each student at DAA to draw a portrait of themselves. The challenge is they are asked to do this without my help and they have just one class period to get it done. I also tell them that I am testing them to see what they know and see where their skills are at. Each beginning of the year self-portrait provides me with a good overview of students drawing abilities, struggles, and provides me with a unique visual of their personality! After the first assessment we spend a few weeks learning about the mathematical proportions of the face and how to accurately draw a portrait. We studied the work of other artists self portraits throughout history, looked at many different styles, and even got to watch the unveiling of Obama’s presidential portrait painted by african american and modern artist Kehinde Wiley whose artwork we were able to study first hand during our field study to the Detroit Institute of Arts!

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Nearly 9 months after the first self portrait I ask students to do the exact same thing. However for this new portrait I share that once they are finished they will compare it side by side to their old one to see how they have grown! Students are always amazed and most times humored by their old self portraits. Once they have time to self-reflect students are eager to share their growth and talk proudly about how hard they worked to get there with their peers.

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Throughout this assessment we focus on three very important habits of character... curiosity, creativity, and perseverance. Students show curiosity and creativity by representing themselves in a way that feels authentic to them, they can express themselves by drawing what they look like and adding details that make them unique. Students show perseverance by doing this all on their own especially during our spring self portrait they try to think back to all that they have learned this year to draw a new and improved image that represents them and where they are now!

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Parents, students, and the community were invited to see each young artists growth and talent at our DAA Art’s Night this past June. It was truly a night to remember!

4th & 5th Grade Crew // Math Lab

Math lab is our designated time to work on skills at our individual levels. Using a combination of NWEA Test scores, Math Benchmarks and Unit assessments groups are designed. Students are paired and grouped with student who are working at the same levels as themselves. While students work in pairs or with their groups, I am able to meet with small groups to review, reteach or introduce new skills. We recently begin to track our progress using trackers.

Students receive weekly trackers that include their objectives for the week, a schedule of their centers, an end of the week exit ticket and a reflection. Students use this tracker daily to record, compare and reflect on their progress throughout the week. This tracking system increases my ability to identify the exact needs of the students. It gives me immediate insight about how objectives should be adjusted for the following week.

Throughout the week, students have the opportunity to grapple with and work on expanding their understanding of their objectives. Recently we have begun to use Khan Academy to address our current unit. Khan Academy compliments our EngageNY curriculum, it allows for students to watch videos of the skill we’ve learned and then they are given the opportunity to practice them. While we aim for our entire day to be intentional, lab time is the most focused and individualized time of the day. Below is a copy of a student tracker:

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Art // Field Study at The Detroit Institute of Arts

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The Detroit Institute of Arts is arguably one of the best Art Museums around! We are so lucky to have such an incredible resource right in our city and free admission for our students. For this field study I was able to take third, fourth, and fifth grade crews to study the African, Contemporary, and African American art galleries at the DIA. During the month of February we studied many different African textiles and contemporary black artists. Each grade level had to display cooperation and responsibility to complete a self-guided art scavenger hunt with their crew during their visit to the museum. For this initiative they had to find examples of the artists and artifacts that we’ve been studying in class and respond thoughtfully to each one through written reflection.

By giving our students the opportunity to see the art that we’ve been studying at school in person, students get the opportunity to engage in making deeper connections to the work we’ve done. Our students are inquisitive, opinionated, and excited to learn about how to grow their curiosity and creativity. Ask any of our students and they will likely agree that there is no better place in the city of Detroit to experience such an amazing collection of art, history, and innovation. We were able to see the works of internationally acclaimed artists such as Kehinde Wiley who is the artist responsible for painting Barack Obama’s latest presidential portrait, as well as some of Detroit’s own influential artists such as the late Gilda Snowden. Gilda was one of my own art teachers during my time at the College for Creative Studies and it is always such a pleasure to be able to expose my students to her vivid abstract works. To see students so engaged in having meaningful conversations about art while also having fun is why it is so important to utilize field studies.

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Our trip to the museum would not be complete without the help of our incredible grade level teachers who work collaboratively with me to plan incredible opportunities like this one. Through Expeditionary Learning we work together to get students and families engaged and excited about what we are doing at school and take that learning to the next level by bringing our students on trips to experience all that our community has to offer. The support of our entire DAA teaching staff and families is what makes each field study such a success because not only our students are hard workers but we had many volunteer chaperones who took the time out of their own busy lives to guide our students through this educational journey and model all the habits of character!

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1st Grade Crew // Labs!

We are so fortunate to have an hour every day carved out for Labs! Labs extend and support key content from our module (reading and writing) lessons. Labs allow all students to access content knowledge of our unit through play, exploration, and collaboration. There are 4 distinct Labs in our current unit about birds: create, engineer, explore, and imagine.

Students are introduced to Labs during the launch stage where they practice routines, understand the materials, and establish expectations for the upcoming Labs. The launch stage gets students to wonder and anticipate more about our topic. Next, in the practice stage routines and expectations are reinforced and practiced. During the third stage—the extend stage, students become more independent, work longer at their centers, and their work becomes more complex. During the final stage—the choice and challenge stage, students spend half their time in the Lab of their choice and the other half in the Imagine Lab. Students work on a final product, while getting feedback from their peers.

Our unit has allowed students to experience hands-on learning through various activities. Our 4 labs are create, engineer, explore, and imagine. During the Create lab, students use their knowledge of bird body parts and their function to help design and create their bird sculptures. They identify the various shapes and details that make each body part and then sculpt those features using model magic. For our Engineer lab, students ask: how can I use my knowledge of birds to design a solution to a human problem? They use their knowledge of feathers, beaks, and feet to design solutions. Students use various materials (i.e., paper towel rolls that act as hollow bones) to design a device that solves a specific problem. Our third lab, Explore Lab, allows students learn more about bird bones and beaks as they engage in a series of challenges using materials similar to these parts. Currently, my Crew enjoys figuring out which beak is “best for the job” when collecting different types of food. They use various objects (tweezers, spoons, etc.) to mimic bird beaks to try and catch different types of food. It is really fun! During the Imagine Lab, students use poetry and movement to show what they know about birds, body parts, and how bird body parts function. Students dance and act out different poems related to birds. Students, often together with different groups, create movements to go along with poems—and their creativity really shines.

Labs provide such a great way for students to access key content we are learning in an authentic and fun way—where students are able to show off their curiosity, creativity, cooperation, and responsibility. Our Labs, scheduled for the last hour of the day, are such a wonderful way to end our day!

Enrichment // Music Club

This spring, I have had the privilege of spending my Monday afternoons singing and dancing with music club! Students in music have been working on learning five songs and dances to the mini-musical Stone Soup. Stone Soup is a story about travelers who visit a town of grumpy townspeople who have nothing to eat. The travelers teach the townspeople to make a special soup (called stone soup), but they require the townspeople to contribute food items they have at home. The townspeople soon learn that they can make something for everyone to be happy by sharing what they have themselves.

We’ve spent our music practices listening to recordings of the songs, singing and repeating small parts of the songs, and clapping out the beats to begin to learn basic rhythm. Students have begun to learn about following notes, learning what music notes indicate when to pause and when to repeat, and how to begin to control volume. We’ve been working with two volunteers, Fred and Jennifer Dewey, who have experience in a band, church choir, and musical theatre. Fred has taken us to the gym and stage to play on the piano, and the piano has helped us really slow down the notes to learn all of the words. Jennifer, who has a degree in dance, has been teaching us dance moves to go with each song.

In the last few weeks of school, we are assigning individual roles, singing parts, and speaking parts to students and practicing for our final performance. Look for an invitation to our final performance in June! We can’t wait to share what we’ve learned about singing as well as what we’ve learned about sharing to make our world a better place!

3rd Grade Crew // Reading Buddies!

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As we near the end of the year, our 3rd graders are excited about reading and starting to feel more and more like leaders.  They've been working really hard on a couple key skills over the past few months.  They've been working on giving feedback as well as asking probing questions in order to push each other to think more critically.  By focusing on these skills, they've really developed as independent readers with a love for books.

A few weeks ago, 3rd grade had the opportunity to partner with Kindergarten to try out their new skills and share their love of reading.  At first they were nervous as they went through their books and chose something they thought their reading buddy would enjoy.  Once we got into partners, their nerves went away and you could see their excitement grow.  

What was really special about the experience is that readers at all levels were able to grow and support their Kinder buddies.  3rd grade took the opportunity to bond with their buddies and use their skills of giving feedback and probing questions.  Kindergartners were also really excited to have the big kids interested in their books as well.  Some shared all their books, others asked questions about what it was like in 3rd grade.  One kindergartener asked, "So is 3rd grade really hard"? Their buddy responded, "yeah, but you learn a lot so if you work hard you'll do great."  It's moments like these that make our hearts as teachers smile, seeing natural partnerships and compassion being built across grades.  We will definitely be continuing our reading buddies the rest of the year!

Recess at DAA!

DAA is a public urban school. However, we differ from many other schools in the various ways that we work to develop and educate the “whole child.” One of those ways is our philosophy on the importance of students having recess….TWO recesses at that!

DAA Teacher: “How’s things going for you at your school?”

Traditional Teacher: “With all the pressure from administration to meet our yearly achievement goals, I am STRESSED and that’s an understatement!” Sometimes, I just want to skip recess or gym. That time is cutting into the students’ instructional time.”

DAA Teacher: “Really? I cannot imagine cutting recess. The students literally need to have recess!”

Traditional Teacher: “I guess, you’re right! But I’m sure you could imagine how much more time can be spent actually teaching though. We have pretty ambitious goals for our students to achieve on the M-STEP and NWEA MAP assessments. Literally every minute counts!”

DAA Teacher: “We have ambitious goals for our students to achieve too.  We just believe that the advantages of having recess is huge part of that as well.”

Traditional Teacher: “Don’t get me wrong, I believe recess is important and all. But I’m just thinking about how to optimize my time with the students.”

DAA Teacher: “Yea but that time spent during recess is a necessary mental break for them with such a long day…that’s why we have two recesses everyday.”

Traditional Teacher: “TWO recesses???? Here it is, I’m thinking of ways to cut our ONE recess from 20 mins to 10 mins, and you’re telling me that you all give each student two recesses everyday.”

DAA Teacher: (awkwardly) “Uh….yea. It works for us! It helps us to truly develop the whole child- socially, emotionally, physically and cognitively.” And it’s supported by global research!”

Traditional Teacher: “Really? But you don’t feel pressure to spend more time teaching and working with the students academically?”

DAA Teacher: “Yes, I feel that pressure. We all do. However, that pressure is eased as students are more excited about finishing their high quality work right before recess. That pressure is also reduced when I notice that students collaborate better in academic groups because they’ve had ample time to collaborate often during recess. Finally, that pressure is almost eliminated when I notice that students are paying more focused attention during instruction because they had at least 2 chances to release their excess energy and antsy movement.

Traditional Teacher: “Wow!”

DAA Teacher: “I find that those mental, social, and physical breaks force both students and teachers to be more intensely focused and productive during instructional time- hence an overall less stressful educational experience for all involved.”

Traditional Teacher: “That’s fascinating!”

DAA Teacher: “And guess what? The students are still showing significant growth on all of the mandated school-wide assessments.”

Traditional Teacher: (smiling) “Well hey. Sounds like I need to be trying to adopt some of DAA’s philosophies in my own classroom. Thanks for sharing!”

DAA Teacher: “Anytime! I can share some of the research that supports what we do if you want.”

Traditional Teacher: “Ok. That would be helpful!”

 

Resource 1, Resource 2, Resource 3, Resource 4

Academic Resources for Home!

Summer is quickly approaching and you might be wondering what academic tools your kids can use during the break that will prevent the dreaded summer slip! At DAA, we incorporate technology into many of the classes in order to supplement our curriculum in both ELA and math. I would like to share some of these with you so you have opportunities to FREE resources available on a computer or smartphone.

Khan Academy

This website gives our kids access to math problems, explanatory videos, and immediate feedback for math grades K-12+. Recently, Khan Academy has added science and humanities for older students. All of our fourth and fifth graders use Khan Academy with Ms. Fowler to fill gaps in knowledge that they missed in previous years and need to refresh on, as well as current topics that she introduces. If you have a child in Ms. Fowler’s math class, they already have a login and will have access to it even after the school year ends. If your child has not used it before, the accounts are free and could even help them work at the math that will be introduced to them in the next school year so they can get ahead!

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Raz-Kids

Raz-kids is a fantastic website that has over 400 e-books at various reading levels that can both read the book to the child and allow a child to read through the book independently. When the child completes books they earn stars which can be used to buy different accessories for their robot avatars. Again, both 4th and 5th graders have accounts for raz-kids that will last through the summer and we encourage them to continue using it. For children without an account, there is a free trial that lasts 2 weeks or you can purchase a home account for your children for $109 per year.

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Time For Kids

If you want to stick to strictly free websites for reading Time For Kids is fantastic! There are short articles at many reading levels that allow children to read about topics such as how we got the Statue of Liberty, an environmental article about how Lego is going green to protect our environment, and world news such as the newest Prince of England being born to Prince William and Kate Middleton. If you prefer to receive these in print, there is an option to pay for magazines to be mailed to your home.

National Geographic Kids

Similar to Time For Kids, National Geographic Kids gives access to free articles about our world, and in true NatGeo fashion, with incredible photographs. I’ve reviewed articles about how Ramadan is celebrated around the world, snapshots about each U.S. state with its history, geography, and wildlife, and a new glass frog (frog with a translucent stomach) that has been discovered in Costa Rica and looks like Kermit. If you have a curious child this might be a really fun website to explore with them!

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Hopefully you can enjoy some of these resources this summer with your kids and help keep their brains working throughout the summertime!

5th Grade // Athletes As Leaders of Social Change

For us, it all started with Jackie Robinson...

For him, it started on January 31, 1919. A man who would someday be a legend was born. He worked hard and was a talented athlete, but he lived during the Jim Crow Era. This meant that his opportunities were limited. However, on April 15,1947 Jackie had a great opportunity to join the Brooklyn Dodgers. Branch Rickey gave him the chose him to join the Dodgers not only because he was a talented athlete, but also because he had strong character. His personality confidence and leadership made him the right man for the job.

There were many factors in Jackie’s success as a leader of social change. Some of them were people around him like family friends and fans. Others were the historical context of his time and of course, his habits of character. With lots of hate mail and all the racism going on throughout the country, his family supported him and kept him sane so he could change the world. One of the other factors in his success was that he had strong habits of character. He had respect for himself and others. He had courage and faith in our free society.

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Almost exactly 99 years after Jackie was born, our 5th grade class started reading about him and learning about his legacy. Jackie believed that “A life is not important except on the impact it has on other lives.” He inspired athletes long after his time, and their stories have inspired us. This book is our way of making an impact on others’ lives. In the pages of our book you will read about barrier breakers, athletes who have carried on Jackie’s legacy by being great leaders of social change.

Every part of this publication was student driven. Students selected the athlete that they found most inspiring. Students created the artwork with Ms. Brott through a process of multiple drafts and revisions. They also conducted research, and created an annotated bibliography based on their learning.  They wrote the introduction, voted to select a title, created a table of contents, and decided that we wanted to sell our book not for profit, but to share the stories of these inspiring leaders of social change.

We ordered a few copies of our book for our classroom and our school library. If you would like you very own copy of our students’ work, the book is available for sale online. We hope that you enjoy it.