Independent Thinking on Restorative Practice: Building relationships, improving behaviour and creating stronger communities (Independent Thinking On ... series)

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Restorative practice is summarised for me by an anecdote shared with me by Mark Finnis, the author of Restorative Practice- a book on education I would hugely recommend. The work included writing and developing interagency policy and processes around both areas of business. Challenging” behaviours include asking tough questions, sharing responsibility, giving honest feedback and agreeing shared goals.

The book clearly identifies the differences between restorative justice and restorative practice and provides scripts, models and frameworks that allow any adult to start working restoratively and approach “difficult” conversations with courage and confidence. Zero tolerance ‘and ‘no excuses’ approaches are examples of such quick fixes that can do more harm than good, especially to the vulnerable children who most need our help.In this book Mark Finnis guides the reader through restorative practice with clarity, insight, real-life examples and clear direction. St Jude's Church, Dulwich Road, Herne Hill, London SE24 0PB, a company registered in England and Wales no. If you are new to restorative practice, this book is a welcome and timely introduction to restorative from one of the UK’s leading trainers. Being a senior leader at a School is not easy especially if you’re not willing to adapt to new things.

Carlie loves the way that different restorative interventions can work together to create exciting conversations that are accessible and meaningful to all involved. But I suggest that neither the quality of the teaching nor of the learning can exceed the quality of the relationship between the teacher and the learner. We don’t have data on this but, anecdotally, this approach fosters a great classroom environment, which means schools are both safe and inclusive and have a true sense of community.We use the CookieConsent cookie to record that you have seen the cookie notification banner so we don't need to show it to you again.

I, for example, am a mad trainers collector, and in school I relate to children over a pair of trainers. An understanding of the key principles of Relational Practice and how it can be used to promote positive behaviour in your school. I adore the fact that one of the first things Mark addresses in this book is the ‘L word’ – love – and that in our school communities we need to ‘spread it thick, like my mum spreads butter’. Restorative practice doesn’t mean ignoring this situation, it just means dealing with it in a better way. Having people leave your presence feeling better than when they arrived is one thing, but what about helping people feel better just by coming through the door?It would be really insulting to teachers to say they’ve never thought about relationships, but it’s about moving implicit practice to explicit. Encourages educators to view death and bereavement as something that can be acknowledged and talked about in school. In social work this has meant repair of previously stuck and damaged relationships in ways that have enabled meaningful practice to once again occur. After graduating with an Hons degree in Community Studies in the 80’s Alastair worked for 9 years as a Residential Social Worker in schools in the Uk, USA and Denmark where he realised very quickly the importance of relational practice as the cornerstone to change and the ethos to underpin his future practice. p.18) is a perfect example of Mark’s ability to use a simple image to open up a complex debate about relationships and their roles in learning culture in a school.