Restorative Practices In Schools Quotes

...there was practically one handwriting common to the whole school when it came to writing lines. It resembled the movements of a fly that had fallen into an ink-pot, and subsequently taken a little brisk exercise on a sheet of foolscap by way of restoring the circulation.

In order for students to develop self-regulation skills, they need experience making choices. Unfortunately, some schools are in the business of issuing mandates that reduce choice in an effort to curtail misbehavior.

No one likes to feel used. When the perceived focus becomes the content over the person, people feel used. When teachers are valued only for the test scores of their students, they feel used. When administrators are "successful" only when they achieve "highly effective school" status, they feel used. Eventually, "used" people lose joy in learning and teaching. Curriculum does not teach; teachers do. Standards don't encourage; administrators do. Peaceable schools value personnel and students for who they are as worthy human beings. ... If your mission statement says you care, then specific practices of care should be habits within your school.

If the Christian church is to move responsibly towards the future, it must restore or renew its ties with its past. Contemporary Catholic and Protestant radicals want to claim that Christianity means whatever "Christian" today happen to believe and practice, be it pantheism, unitarianism, or sodomy. The Christian faith has suffered immeasurable harm because of the tendency of people to use the word "Christian" in a careless and non-historical way. Nothing in this argument would preclude liberal Protestants and Catholics from developing and practicing any religion they like.

As we’ve seen, one of the most frequently pursued paths for achievement-minded college seniors is to spend several years advancing professionally and getting trained and paid by an investment bank, consulting firm, or law firm. Then, the thought process goes, they can set out to do something else with some exposure and experience under their belts. People are generally not making lifelong commitments to the field in their own minds. They’re “getting some skills” and making some connections before figuring out what they really want to do. I subscribed to a version of this mind-set when I graduated from Brown. In my case, I went to law school thinking I’d practice for a few years (and pay down my law school debt) before lining up another opportunity. It’s clear why this is such an attractive approach. There are some immensely constructive things about spending several years in professional services after graduating from college. Professional service firms are designed to train large groups of recruits annually, and they do so very successfully. After even just a year or two in a high-level bank or consulting firm, you emerge with a set of skills that can be applied in other contexts (financial modeling in Excel if you’re a financial analyst, PowerPoint and data organization and presentation if you’re a consultant, and editing and issue spotting if you’re a lawyer). This is very appealing to most any recent graduate who may not yet feel equipped with practical skills coming right out of college. Even more than the professional skill you gain, if you spend time at a bank, consultancy, or law firm, you will become excellent at producing world-class work. Every model, report, presentation, or contract needs to be sophisticated, well done, and error free, in large part because that’s one of the core value propositions of your organization. The people above you will push you to become more rigorous and disciplined, and your work product will improve across the board as a result. You’ll get used to dressing professionally, preparing for meetings, speaking appropriately, showing up on time, writing official correspondence, and so forth. You will be able to speak the corporate language. You’ll become accustomed to working very long hours doing detail-intensive work. These attributes are transferable to and helpful in many other contexts.

Christ himself was accused of heresy, and quite justifiably. John the Baptist and his school called Jeshu ben Miriam-the son of Miriam the deceiver, the traitor, because he had betrayed the mysteries; he became an individual, the son of God, and received immediate revelation, and that was an awful sin and the real cause of his death. It is an old Jewish tradition also that he betrayed the mysteries and so had to suffer the death of a traitor. In the literature of the Manichaeans, the disciples of John, there is a text containing a discussion between Christ and John the Baptist upon that question. They both presented very good arguments. Christ's very practical argument was: 'Do I not make the lame walk? Do I not restore sight to the blind?' But John would not hear of that, he said that Christ betrayed the mysteries, he gave them out to the world, and that they would be destroyed by the world. And the world did destroy them. The projection of the Self belonged to the psychology of ancient times, when the chief or the king represented the whole people and had to suffer and to die for the people. Then another old rite played a certain role in the history of Christ; it is to a great extent legend, but legends are so true that they repeat themselves literally in reality, real events are like legends.

Nobody can become king except the one who is supposed to be king, the one who contains the idea of the Self. That is Christ according to the still generally prevailing Christian idea, and from such a standpoint any attempt at getting at individuation would be heretic, as it has always been; it has always been the party of the left hand and a crime. Christ himself was accused of heresy, and quite justifiably. John the Baptist and his school called Jeshu ben Miriam-the son of Miriam the deceiver, the traitor, because he had betrayed the mysteries; he became an individual, the son of God, and received immediate revelation, and that was an awful sin and the real cause of his death. It is an old Jewish tradition also that he betrayed the mysteries and so had to suffer the death of a traitor. In the literature of the Manichaeans, the disciples of John, there is a text containing a discussion between Christ and John the Baptist upon that question. They both presented very good arguments. Christ's very practical argument was: 'Do I not make the lame walk? Do I not restore sight to the blind?' But John would not hear of that, he said that Christ betrayed the mysteries, he gave them out to the world, and that they would be destroyed by the world. And the world did destroy them. The projection of the Self belonged to the psychology of ancient times, when the chief or the king represented the whole people and had to suffer and to die for the people. Then another old rite played a certain role in the history of Christ; it is to a great extent legend, but legends are so true that they repeat themselves literally in reality, real events are like legends.

Let me suggest five pillars of practice that should underpin every behaviour policy in every school: Consistent, calm, adult behaviour. First attention for best conduct. Relentless routines. Scripting difficult interventions. Restorative follow-up.

Erik is the director of the Permaculture Skills Center, a vocational training school that offers advanced education in ecological design, landscaping, farming, and land stewardship. He is also the founder and principal at Permaculture Artisans, a fully licensed contracting firm that specializes in the design and installation of ecological landscapes and farms throughout California.

I often get asked these questions from young people who are considering going to law school: “Do you use your law degree in what you do? Has it helped you?” These are difficult questions to answer succinctly. It’s impossible for me to say that it doesn’t play into my day-to-day activities because law school and briefly practicing law rewired my brain. I’m more structured and detail-oriented than I would have been. Having gone to law school years ago still impacts my job performance every day. Plus, people tended to accord me some professional respect in my twenties in part because I had a high-value graduate degree. It would be disingenuous not to acknowledge the impact it’s had. On the other hand, it’s not as if I’m editing contracts or figuring out if something is legal on a regular basis. If I were to come across a genuine legal issue I’d call a lawyer who specializes in that sort of thing or look it up online like anyone else. Legal training (and the subsequent indebtedness) would not be my first suggestion to a young person looking to do something enterprising.* I felt I had to unlearn a lot as I embarked down a very different road.

I had several friends from law school who were very enterprising guys, much more so than the average law student. They each started businesses after practicing law at large firms for multiple years. What kind of businesses did they start? They started boutique law firms. This is completely unsurprising if you think about it. They’d spent years becoming good at delivering legal services. It was a field that they understood and could compete in. Their credentials translated too. People learn from what they’re doing and do it again on their own. It’s not just lawyers; the consulting firm Bain and Company was started by seven former partners and managers from the Boston Consulting Group. Myriad boutique investment banks and hedge funds have spun out of large financial organizations. You can see the same pattern in the startup world. After PayPal was acquired by eBay in 2002, its founders and employees went on to found or cofound LinkedIn (Reid Hoffman), YouTube (Steve Chen, Jawed Karim, and Chad Hurley), Yelp (Russel Simmons and Jeremy Stoppelman), Tesla Motors (Elon Musk), SpaceX (Musk again), Yammer (David Sacks), 500 Startups (Dave McClure), and many other companies. PayPal’s CEO, Peter Thiel, famously made a $500,000 investment in Facebook that grew to over $1 billion. In this sense, PayPal is one of the most prolific companies of recent times. But if you look at any successful growth company you’ll start to see their alumni show up doing parallel things. Former Apple employees founded or cofounded Android, Palm, Nest, and Handspring, companies that revolve around devices. Former Yahoo! employees founded Ycombinator, Cloudera, Hunch.com, AppNexus, Polyvore, and many other web-oriented companies. Organizations give rise to other organizations like themselves.

A basic premise of restorative practices is that the increasingly inappropriate behavior in schools is a direct consequence of the overall loss of connectedness in our society. By fostering inclusion, community, accountability, responsibility, support, nurturing and cooperation, circles restore these qualities to a community or classroom and facilitate the development of character. As a consequence of fostering relationships and a sense of belonging, academic performance, too, flourishes.

schools that use restorative practices—disciplinary methods that show understanding of students’ concerns that underlie their actions, provide consequences that have meaning for the student, help students see how their actions affect others, and problem solve with students, peers, and parents to help young people learn more effective ways of handling frustrations—work to resolve and prevent student misbehavior rather than penalize students by separating them from the classroom.

But great adepts can initiate by a mere touch or glance or even simply by visualizing the disciple. Sri Ramakrishna, the great nineteenth-century master, placed his foot on Swami Vivekananda’s chest and promptly plunged his young disciple into a deep state of formless ecstasy (nirvikalpa-samādhi). THE GURU AS TRANSMITTER According to Indic Yoga, the guru is a teacher who not merely instructs or communicates information, as does the preceptor (ācārya). Rather the guru transmits wisdom and, by his very nature, reveals—to whatever degree—the spiritual Reality. If the guru is fully enlightened, or liberated, his every word, gesture, and mere presence is held to express and manifest the Spirit. He or she is then a veritable beacon of Reality. Transmission in such a case is spontaneous and continuous. Like the Sun, to which the sad-guru or teacher of the Real is often compared, he or she constantly transmits the liberating “energy” of the transcendental Being. In Yoga, with adepts who are not yet fully liberated, transmission is largely but not exclusively based on the teacher’s will and effort. Many schools also admit of an element of divine grace (prasāda) entering into the configuration for which the teacher serves as a temporal vehicle. Thus the traditional teacher plays a crucial role in the life of the disciple. As the Sanskrit word guru (meaning literally “weighty”) suggests, he or she is a true “heavyweight” in spiritual matters. THE GURU AS GUIDE Apart from triggering and even constantly reinvigorating the spiritual process in a disciple, the guru also serves as a guide along the path. This occurs primarily through verbal instruction but also by being a living example on the spiritual path. Since the path to liberation includes many formidable hurdles, a disciple is clearly in need of guidance. The written teachings, which form the precious heritage of a given lineage of adepts, are a powerful beacon along the way. But they typically require explanations, or an oral commentary, to yield their deeper meaning. By virtue of the oral transmission received from his or her own teacher or teachers and also in light of his or her own experience and realization, the guru is able to make the written teachings come alive for the disciple. This is an invaluable gift. THE GURU AS ILLUMINATOR Tradition explains the term guru as being composed of the two syllables gu and ru; the former is taken to represent darkness, while the latter is said to stand for its removal. Thus the guru is a dispeller of spiritual darkness, that is, he or she restores sight to those who are blind to their true nature, the Spirit. If we compare the ego to a black hole from which no light can escape, the guru is like the radiant sun: an ever-lustrous being that illumines every dark niche in the disciple’s mind and character.

But great adepts can initiate by a mere touch or glance or even simply by visualizing the disciple. Sri Ramakrishna, the great nineteenth-century master, placed his foot on Swami Vivekananda’s chest and promptly plunged his young disciple into a deep state of formless ecstasy (nirvikalpa-samādhi). THE GURU AS TRANSMITTER According to Indic Yoga, the guru is a teacher who not merely instructs or communicates information, as does the preceptor (ācārya). Rather the guru transmits wisdom and, by his very nature, reveals—to whatever degree—the spiritual Reality. If the guru is fully enlightened, or liberated, his every word, gesture, and mere presence is held to express and manifest the Spirit. He or she is then a veritable beacon of Reality. Transmission in such a case is spontaneous and continuous. Like the Sun, to which the sad-guru or teacher of the Real is often compared, he or she constantly transmits the liberating “energy” of the transcendental Being. In Yoga, with adepts who are not yet fully liberated, transmission is largely but not exclusively based on the teacher’s will and effort. Many schools also admit of an element of divine grace (prasāda) entering into the configuration for which the teacher serves as a temporal vehicle. Thus the traditional teacher plays a crucial role in the life of the disciple. As the Sanskrit word guru (meaning literally “weighty”) suggests, he or she is a true “heavyweight” in spiritual matters. THE GURU AS GUIDE Apart from triggering and even constantly reinvigorating the spiritual process in a disciple, the guru also serves as a guide along the path. This occurs primarily through verbal instruction but also by being a living example on the spiritual path. Since the path to liberation includes many formidable hurdles, a disciple is clearly in need of guidance. The written teachings, which form the precious heritage of a given lineage of adepts, are a powerful beacon along the way. But they typically require explanations, or an oral commentary, to yield their deeper meaning. By virtue of the oral transmission received from his or her own teacher or teachers and also in light of his or her own experience and realization, the guru is able to make the written teachings come alive for the disciple. This is an invaluable gift. THE GURU AS ILLUMINATOR Tradition explains the term guru as being composed of the two syllables gu and ru; the former is taken to represent darkness, while the latter is said to stand for its removal. Thus the guru is a dispeller of spiritual darkness, that is, he or she restores sight to those who are blind to their true nature, the Spirit. If we compare the ego to a black hole from which no light can escape, the guru is like the radiant sun: an ever-lustrous being that illumines every dark niche in the disciple’s mind and character. This illuminating function depends on the degree of the guru’s own realization.

Hacking School Discipline Together, written by Jeffrey Benson, an educational publishing veteran, takes a linear, step-by-step approach to building a culture of restorative practices. Like any

A new movement in disciplinary style, called restorative discipline, was bursting onto the national scene, which added new complexity to the trauma-informed picture where the movements intersected. At the same time, laws passed at the state and federal levels encouraged or outright required local districts to adopt trauma-informed practices. And the Office of Civil Rights, a subsidiary of the U.S. Department of Education, adopted a much more aggressive stance towards schools deemed out of compliance with federal discrimination laws, embarking on a campaign of lawsuits to correct what it saw as discriminatory practices in many districts.

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