Iredell-Statesville Schools School & Family Magazine December 2016 | Page 7

slavery,” they said. They asked for my help talking to
their teacher, a wonderful teacher who had been an
active participant in our RJ trainings, about how she
was teaching a unit on slavery in U.S. history. She
agreed and we set up the circle.

“We love you,” the students said, “but we
have to tell you what this unit is doing to us. This
is our identity, and the way you’re teaching slavery
is making us feel terrible.” After a long discussion,
with tears on all sides, the teacher suggested a
strategy: She would reconstruct the unit, putting it
in the context of African history overall, and as an
international struggle over power, resources, and
economic systems—looking at slavery in the context
of conquest and resistance all over the world rather
than isolating a specific group as victims. She still
teaches the unit that way.
Reference: Teaching Restorative Practices with
Classroom Circles: http://slzusd.ca.schoolloop.com/
file/1383373468359/1383373471251/64520816673
23571114.pdf
How Can We All Play a Role in Keeping Our
Students Connected?

Parent and teacher support. Students
recognize when the adults in their lives genuinely
care about them, and when it is more than lip
service. Get to know the youth, what they care
about, what their dreams are. Become involved!
Families that are engaged in their child’s education
have the opportunity to voice their concerns and
have a say in the educational process. They can
share their specific circumstances and challenges.
Improved quality of treatment and services = better
outcomes. At all levels of income and background,
children whose families are engaged in their
education tend to do better in school, attend on a
regular basis, have less disciplinary issues, and
subsequently stay in school and out of court.

RJP provides venues for families, schools,
law enforcement, and communities to unwrap
difficult issues, with the best interest of the student
in mind.

Commitment to school. When youth see
the important adults in their life investing in their
schooling, through participation in extra-curricular
activities, keeping track of their achievements and
misfortunes, and believing in the power of a good
education, they are then willing to invest their time
and energies!

Parent involvement increases when families
perceive that teachers and administrators welcome
their involvement, especially when there are cultural
and language differences.

Positive peer network. My Gramma used to
say, “Tell me who your friends are, and I’ll tell you
who you are.” Peer influence is not to be underestimated! Is the student hanging with kids who
bully? Skip school? Blow off homework? Or are
his/her friends helping to reinforce constructive
behaviors?

Positive school environment and culture.
This is where Restorative Justice shines! Discipline
policies, classroom management practices, positive
reinforcement, supportive relationships with
teachers and administration, all play their part in
helping students feel safe and supported.
Circle #2

Piedmont Mediation staff were asked to
facilitate a circle for a young man coming back to
his home school after being at an alternative school
for several months. The school and the youth’s
family wanted a way to encourage him to put the
past behind him, find his footing, and enjoy his high
school days. Present in the circle were his father
and uncle, two teachers, his football coach, and an
administrator.

The first question asked of everyone in the
circle, one at a time, was to tell of something they
did when they were in school, that they were not
proud of and had to rise above. One told of how
they bullied their siblings. Another talked of their
alcoholic parent and their disrespectful behaviors.
Each person showed their vulnerability! They gave
of themselves to help this young man know that
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