Script

RESTORATIVE PRACTICE model

the Traditional Approach to School Discipline
The traditional approach to school discipline asks three questions in response to
wrongdoing:

What happened?

Whos to blame? and

What do they deserve?

The Restorative approach, on the other hand, starts from a different set of
questions:

What happened?

Whos been harmed? and

What needs to happen to repair some of that harm?

The difference between each of them, the traditional approach does not take into
consideration both sides of the argument nor give the students a voice or an
opportunity to address their needs in regards to a solution.
The restorative approach addressed the wrong-doing, then, focusses, on what
harm has been done and the obligation this brings on the part of those
responsible to right the wrong as much as possible. This approach allows the
wrongdoer to reflect on their actions and understand what harm has been caused
due to their behaviour. This reflection allows the wrongdoer to try and make
amends to those affected by his/hers behaviour. This can also be considered as an
educative approach.

Restorative Practice originated in the judicial system and is based on the idea that
schools are social environments and there is to be a strong focus on young people taking
responsibility for their behaviour and acknowledging what has happened and the people
who had been affected by their behaviour. It provides an alternative framework for
thinking about wrongdoing, moving away from thinking about punishment and moving
toward considering the logical consequences. Restorative practice concentrates on the
harms of crime rather than the rules that have been broken and seeks reparation and
balance by involving victims and offenders in the process.

Within this process they get to learn their lesson according to Halstead, S. (1999)

This model demonstrates that schools operate more effectively with healthy relationships
between teacher and student.
This model assists teachers, students and parents to build, maintain and restore
relationships. With stronger relationships in place help build the capacity to enable
students to self-regulate behaviour and contributes to the improvement of learning
outcomes.

Strengths

Reduces alienation of problem students.

Addresses the behaviour and the implications it may have on others

Provides teachable moments

The student that has acted poorly can accept responsibility for their actions and
then engage the victim in contributing towards a responsible resolution

This may discourage students that behaviour poorly just to seek attention

Weaknesses

Student refusal to participate

Time consuming

If you do not have a good relationship with the students, the students may not
participate or solve the issue