How Restorative Am I?
Take a moment to reflect on how, in your role, you deal with students when an incident or issue has arisen. Answer the questions below, shading the boxes according to this scale:
1 = not often
2= usually
3 = always
1. Do I remain calm during the conversation? 1 2 3
2. Do I really listen, without interrupting? 1 2 3
3. Does the student understand why they are having this conversation? 1 2 3
4. Would the student feel I am a good listener? 1 2 3
5. Do we explore how the school values apply to the issue? 1 2 3
6. Does the student understand the harm they’ve caused, who has been affected, and how? 1 2 3
7. Do I talk about how the incident affects me? 1 2 3
8. Do I take responsibility for any part I might have played when things went wrong, acknowledge it, and apologise? 1 2 3
9. If the student apologises to me, do I accept the apology respectfully? 1 2 3
10. Do I collaborate with the student to formulate a plan? 1 2 3
11. Have I, at any stage, asked someone I trust to observe my practice and give me honest feedback? 1 2 3
12. Do I try to handle most issues or incidents myself? 1 2 3
13. Do I seek support when issues get tricky for me? 1 2 3
14. Do I follow the school’s systems when looking for more support? 1 2 3
15. Is the relationship with the student repaired? 1 2 3
Look through your results and use them to identify where you could further strengthen your communication skills and restorative approach.
My RP goal/s moving forward could be;
1) Refer back to the school values more when dealing with behaviour/learning issues
2) Make a point to discuss WHO is affected by an issue (including me) and how to restore those relationships.
