Connecting People in Schools

Welcome to our workshop

- a Finnish-British-Macanese collaboration

Belinda HopkinsDirector

Transforming ConflictThe National Centre for Restorative Approaches in Youth Settings (UK)

Restorative Approaches in SchoolsCreating a community of care in each classroom

Helsinki 14th June 2012

Drawing on ideas from:Hopkins, B. (2011) ‘The Restorative Classroom’ Optimus Publishing; Milton

Keynes

MEDIATION AND

RESTORATIVE LEARNING Helsinki 14th June 2012

Maija Gellin Project Director in School Mediation,

Finnish Forum for Mediation (FIN)

MA in Education, BA in Youth Work, PhD Student in Universty of Lapland

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Case 1 Conflict between pupils• Parties: one finnish boy, 14 years / - three muslim boys, 14 years• Mediators: two peer mediators• Causes of the conflict:

A finnish boy had learned from his friends that in muslim culture one can put a hand over the heart to show that the rules of Koran are important. One day this boy was talking with the muslim boys at school and suddenly he used this sign when he was telling something. The muslim boys were hurted and said that you can not do so because you are not a muslim. They started to call bad names to each other.

∙ Solution: In mediation the finnish boy understood the meaning of the religious rules and all the boys promised to be carefull not to hurt each others feelings in future.

Case 2 Conflict between teacher and pupil• Parties: two pupils, 16 years girls / one teacher • Mediators: one peer mediator and one adult mediator • Causes of the conflict:

Two girls were disturbing the mathematic lessons by talking with each others and not doing the exercises given. This had going on during several lessons and the teacher had to ask the girls be quiet very often. The whole class was restless. Teacher feels helpless.

∙ Solution: In mediation the girls said that the teacher was always picking on them. They felt that they cannot understand what teacher is teaching. Teacher heard for first time that these girls had difficulties in math. He promised to support the learning more and the girls promised to concentrate to exercises.

Case 3 Conflict between school and youngsters with their parents

• Parties: 8 pupils, 14-16 years girls and boys / their parents /the head teacher

• Mediators: two voluntary VOM-mediators from local office • Causes of the conflict:

The 8 youngsters were on one new years night went into school building because they noticed that occasionally the normal key they all had for daily use, was opening the door that night. They decided to have some fireworks inside and use them there. They also break one security camera in that room they were. Next day the head teacher noticed what had happened and call to police. The security camera outside of the building had saved the figures of the youngster so police could find them.

Case 3 Conflict between school and youngsters with their parents

• Police and the head teacher both thought that mediation would be a good method to work with this case

• Police called to the parents who also agreed to come to mediation

∙ Solution: Every one could tell their opinion about the case during mediation. Parents were angry because of the behaviour of their children. The head teacher explained that there had been some electric problems with the doors that night. Children were sorry about what has happened. They understand now how many people were affected because of what they did. The parents agreed to help the youngsters to pay some of the causes and the youngsters decided to come to school to clean the floor with the clean keepers. The head teacher and police were satisfied.

A consistent restorative approach

adapted from B.Morrison

Making relationships

Every classroom, and department, is a ‘restorative community’ in which everyone feels included, valued and welcome; shares

responsibility for what happens during the day; is accountable when things go wrong and puts things right together

Repairing relationship

Restorative responses to serious issues by S.M.T.

Maintaining relationships

& repairing them Consistent restorative responses to day-to-day challenges, conflicts and

anti-social behaviour in corridors, playgrounds, staffrooms, departments

and offices

A consistent restorative approach

adapted from B.Morrison

Five key restorative themes actively taught and practised by

everyone in the staffroom and the classroom to create a community of care

Five key themes provide language and

framework forresponding to critical incidents

Five key themes provide

language and framework forresponding to day-to-day challenges,

conflicts and anti-social behaviourin corridors, playgrounds, staffrooms

and offices, and in the home

What happened?

What were you thinking?How so how were you feeling?

Who has been affected by this?

What do you need in order to move on?

What needs to happen now, so that the harm can be repaired ?

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Restorative Theme 1

Unique and equally valued perspectives

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What’s happened?What’s up?

Restorative Theme 2 Our thoughts influence our emotions

and our emotions influence our actions

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And so how you were you feeling at that point?

What were you thinking when that happened ?...................

Restorative Theme 3Empathy and consideration

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So who do you think has been affected by what has happened and how? .....................

Restorative Theme 4Identify what people need before

discussing strategies to meet these needs

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So what do you need now to move on from this, and for things to be put right?

Restorative Theme 5Collaborative problem-solving by

those affected

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So what could happen now?(what could you do?)

These 5 key themes provide a framework for teaching restorative values, principles and practices, and are in line with current best pedagogical practice

Restorative Theme 1 Unique and equally valued perspectives

“In this classroom everyone matters, and everyone’s ideas are valued”

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Please share your ideasWhat’s your view?

Let’s hear from everyone

That’s an interesting idea

Restorative Theme 2 Our thoughts influence our emotions and

our emotions influence our actions“These thoughts and emotions are invisible to others so we

learn how recognise them in ourselves and others, and to talk about them and listen out for them”

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So how are you feeling?What’s going through your mind when you say/read that?

What might have X been thinking at that point ? And feeling?

Restorative Theme 3Empathy and consideration

“We know that what we say or do has an effect on others, and as we care about each other we will think before we

speak or act.”

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I wonder how X would be affected if I said that/did that? Who would be affected if

we took that decision?

Restorative Theme 4Identify what people need before discussing

strategies to meet these needs

“We know what we all need to give of our best and we strive to meet those needs”

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So what do you need now to do this piece of work?

I wonder what this group needs in order to settle down to their work ?

Restorative Theme 5Collaborative problem-solving by those

affected by any given situation“We are all responsible for things going well – so we’ll plan together,

decide together and put things right together if they go wrong”.

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So what do you think needs to happen now?

You guys can solve this problem – I know you can

Let me know when you’ve solved the problem

Restorative learning in mediation (Gellin 2011)

Where to learn:The elements of restorative environment

How to learn:The social elements of restorative learning

What to learn:The results produced by restorative learning

ParticipationEncounter face to faceCooperationResolution

ListeningRespectDialogueInteractionReflectionUnderstandingImpression of Thoughts,Feelings, Actions, Needs

EmpathySocial skillsSense of responsibilityCapabilityActive citizenship

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European Circle for Restorative Educators, ECRE (provisional name)

Fringe meeting on Thursday 14th June 2012 5 pm at Helsinki University

Come to discuss on the topic establishing an independent network for restorative approaches in educational settings

Welcome!

Belinda Hopkins (UK)belinda@transformingconflict.org

www.transformingconflict.org

Maija Gellin (FIN)maija.gellin@sovittelu.com

www.sovittelu.com/vertaissovittelu