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Strategies for Building Connections (and keeping minor incidents minor)
Supporting Positive Behaviour at Beckenham Te Kura O Pūroto (see 7 Languages of Respect)
* Positive forecasting
* Knowing what will help each child calm down/relax
* Buddying / partnering students for modelling/supporting behaviours
* Games / jokes
* Physical contact (if appropriate) e.g. high 5, pat on back
* Work at students' level
* Play with children (e.g. during Discovery)
* Focus on learning by making it engaging and relevant for the child
* Gestures : eye contact, smiles, thumbs up, waves
* Ask questions...e.g. what happened? Why do you/we need to...? How can I help you to...?
* Ask rather than tell e.g. "Can you keep the chair on the floor" instead of "Stop rocking the chair"
Six of the Best Connection Strategies
* 2 by 10 - 2 minutes per day talking with a target child about their interests etc; for 10 days in a row
* Be firm, Be fair, Be brief, Be gone (cf. Angus Macfarlane)
* Touch - Use names - Make eye contact - Smile (TUMS)
* Barometer feelings: students line up in order of their feelings
Think and act : CONNECTION BEFORE CORRECTION
Restorative Conversations: In Essence
1. Check the children are ready to discuss things. Know what you are going to ask. Support children to tell the story.
2. Explore the harm through discussion
e.g. How did this make you / others feel? Was it a good or not good choice, and why?
3. Repair the harm : What do you need to make things right?
4. Move forward e.g. by asking...
* What do you need to start doing, stop doing, stay doing?
* What support do you need?
* When shall we check how you're going?
* If this happens again. what might we do?
SEE BOOKMARK IDEAS / CONCEPTS
NOTE: YOU MAY TALK WITH ONE CHILD (E.G. OFFENDER) THEN OTHER, THEN BRING THEM TOGETHER
Guidebook with 'How Restorative Am I?' quiz for teachers.
Strategies for Building Connections (and keeping minor incidents minor)
Supporting Positive Behaviour at Beckenham Te Kura O Pūroto (see 7 Languages of Respect)
* Positive forecasting
* Knowing what will help each child calm down/relax
* Buddying / partnering students for modelling/supporting behaviours
* Games / jokes
* Physical contact (if appropriate) e.g. high 5, pat on back
* Work at students' level
* Play with children (e.g. during Discovery)
* Focus on learning by making it engaging and relevant for the child
* Gestures : eye contact, smiles, thumbs up, waves
* Ask questions...e.g. what happened? Why do you/we need to...? How can I help you to...?
* Ask rather than tell e.g. "Can you keep the chair on the floor" instead of "Stop rocking the chair"
Six of the Best Connection Strategies
* 2 by 10 - 2 minutes per day talking with a target child about their interests etc; for 10 days in a row
* Be firm, Be fair, Be brief, Be gone (cf. Angus Macfarlane)
* Touch - Use names - Make eye contact - Smile (TUMS)
* Barometer feelings: students line up in order of their feelings
Think and act : CONNECTION BEFORE CORRECTION
Restorative Conversations: In Essence
1. Check the children are ready to discuss things. Know what you are going to ask. Support children to tell the story.
2. Explore the harm through discussion
e.g. How did this make you / others feel? Was it a good or not good choice, and why?
3. Repair the harm : What do you need to make things right?
4. Move forward e.g. by asking...
* What do you need to start doing, stop doing, stay doing?
* What support do you need?
* When shall we check how you're going?
* If this happens again. what might we do?
SEE BOOKMARK IDEAS / CONCEPTS
NOTE: YOU MAY TALK WITH ONE CHILD (E.G. OFFENDER) THEN OTHER, THEN BRING THEM TOGETHER
Guidebook with 'How Restorative Am I?' quiz for teachers.
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