Behavior Bulletin
January 29, 2025
Scenario
Thomas has submitted an essay that predominantly consists of copied and pasted content from various sources without proper attribution. This raises concerns regarding academic integrity and adherence to the school's plagiarism policy.
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Restitution is a teaching method used in schools to help students repair the harm caused by their misbehavior. It is a form of restorative justice that focuses on healing relationships affected by the student's actions. This process usually follows a restorative conversation and an apology.
Restitution helps students learn from their mistakes, take responsibility for their actions, and develop empathy. It can also reduce the need for harsh disciplinary measures like suspension.
These practices promote accountability and support students in making better choices in the future.
Implementation Steps for Restitution Activities
While the process will vary from incident to incident, there is a basic structure that frames all restorative justice interactions. It is as follows:
All involved parties discuss the incident in question.
The victim will be given the opportunity to share their feelings, as will the accused. Restorative practices' primary goal is not punishment, but restoration.
Teachers/administrators will act as facilitators to the mediation, where they ask open-ended questions in an effort to foster reflection.
Questions posed to students often include: What can you do to fix this? How would you feel if the same thing happened to you? How did your behavior impact your fellow students?
All involved parties decide on a course of action, and all parties work together to carry out that plan.
By following these steps, educators can create a structured and supportive environment that promotes accountability and fosters positive relationships with students rather than to or for student (see Social Relational Window)
As part of the restorative process, the offender should take specific actions to address their wrongdoing. Here are a few examples of activities that could be appropriate. It is essential to involve the student in the planning process rather than just assigning them a task. While offering choices is beneficial, the ultimate responsibility for the ideas and actions must authentically lie with the student to ensure that the harm is effectively repaired.
Apology Notes: If a student hurts a friend's feelings, they can write a heartfelt note apologizing and include a positive message or compliment.
Clean-Up Crew: If a student makes a mess during art or playtime, they can lead a clean-up effort with classmates, demonstrating teamwork and responsibility.
Story Sharing: Students can write or share a story with the class/group/individual about a time they made a mistake and what they learned, helping to create a supportive environment.
Peer Mediation: Students can participate in peer mediation sessions where they help resolve conflicts between classmates, practicing communication and empathy.
Community Service Projects: If a student is caught vandalizing, they can volunteer for community service projects, like helping school staff or community group.
Behavior Reflection Journal: Have students keep a journal where they reflect on their behaviors, the impact on others, and how they plan to improve.
Group Discussions: Facilitate a discussion where students can talk about the effects of their actions on others, allowing them to hear different perspectives.
Restorative Circles: Organize restorative circles where students can discuss their actions with those affected, fostering open dialogue and understanding.
Mentorship Programs: If a student has exhibited poor behavior, but feels disconnected from their community they can work with a mentor, helping them navigate challenges and make positive choices.
Research Projects: Assign a research project on the consequences of certain behaviors (e.g., bullying, vandalism), encouraging students to explore the impact on the school community.
Community Awareness Campaigns: Have students create and implement campaigns that raise awareness about issues like bullying or respect for property, promoting a positive school culture.
"You break it, you fix it": Encourage students to take responsibility to fix what they have damaged or disrupted.
"Practice Academy": Allow students to practice correct behaviors during free time if they misbehave, such as cleaning up or asking for permission properly.
Action Plans: Have students complete an action plan with questions that reflect on their behavior and set future goals. Both the student and teacher should sign it, with copies sent home.
Discipline Essays: Assign essays that encourage students to reflect on their behavior and plan for improvement.
Everfi Assignment: Students who have caused harm to the community and need assistance in coping with future situations can complete an Everfi assignment related to the behavior.
These activities can be tailored to suit the specific needs and dynamics of each age group, helping students learn responsibility and the importance of making amends.
Develop Restorative Skills:
- Communication Skills: Model and teach effective communication skills, such as active listening, respectful dialogue, and clear and assertive communication.
- Conflict Resolution Skills: Teach students conflict resolution strategies, such as negotiation, mediation, and problem-solving.
- Social-Emotional Learning (SEL): Integrate SEL into the curriculum to help students develop self-awareness, self-regulation, social awareness, relationship skills, and responsible decision-making.
Start Small: Begin with small, manageable steps and gradually increase the implementation of restorative practices.
Be Patient and Persistent: Building a restorative school culture takes time and effort.
Celebrate Successes: Acknowledge and celebrate the successes of restorative practices within the school community.
Student Support Specialists
Sarah Cato - EEA, CPES, WCES, THS, LIFE18
Ami Phillips - GLJHS, TJHS, TMHS, WWJHS, OIS
Jennifer Sewell - DPES, LES, WES, WEST, NIS
Brianne Carbery - CES, CFES, CPJHS, TCES
Rodeliah Elloie - TES, RES, GOES, Connections Academy
Nikki Braddick- TIS
Audra Arnold - STAR
Behavior Specialist- Ami Phillips
Email: amiphillips@tomballisd.net
Phone: (281) 357-3140 x4126
Website: Behavioral Health Website- TISD
Location: Tomball Innovation Center (TIC)