Stowe, Michelle
(2016)
A Restorative Trail: Restorative Practice - opening up new capacities of hearts and minds in school communities.
Journal of Mediation & Applied Conflict Analysis, 3 (1).
pp. 368-381.
ISSN 2009-7170
Abstract
The aim of the action project outlined in this article was to set up a
Professional Learning Community (PLC) in a school with teachers who
were interested in inculcating the practices and principles of Restorative
Practice in their classrooms. My intention in forming such a PLC was to
establish, explore, evaluate and maximise the use of Restorative
Practice in participants’ classrooms. I wanted to investigate the impact
of such engagement on relationships, teaching practices and
approaches, and how it could offer a stimulus for whole school change.
Our investigation found that the implementation of Restorative Practice
did improve relationships. It promoted empathy and encouraged
teachers and students to work together. It developed emotional literacy
skills among the participants. Participants gained a sense of ownership
over behaviour. There was a change in approach to misbehaviour that
had a positive effect on learning and on teachers’ feeling of well-being.
The evidence shows that improved relationships often had a positive
impact on the work ethic within the classroom. Teachers enjoyed
working as a solution focused community of teachers, it helped to reinvent
and enhance their best practice through the sharing of ideas.
The evidence also showed that the implementation and positive impact
of Restorative Practice is a process. It is something that requires
repeated, structured and reflective engagement, such as that offered by
our PLC.
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