Student To Student Respect Agreement
Statistics show that the use of restorative practices keeps children in school. Criminal justice systems often remove students from the classroom, even in the case of minor infractions. With restorative justice, everyone works together to keep children in the classroom where they can learn. Children expelled from school often end up in what education reform activists call the “school-prison pipeline.” Restorative justice wants to stop this cycle and keep children on track in their education. Restorative justice is a theory of justice that focuses on mediation and agreement and not punishment. The perpetrators must take responsibility for the damage and repair the victims. This concept has been around for hundreds of years, and indigenous peoples, like Maori, have been successfully using restorative justice in their communities for generations. In the late twenties. Restorative justice gained strength in the United States and other countries as different groups tried to improve the efficiency of the criminal justice system. One of the students could not afford to pay for the replacement of the donor, so the student himself suggested that he could work with the custodian to pay his debts. He enjoyed it so much that he helped the goalkeeper long after he had finished his restitution.
Students play a vital role in creating the Level I climate. At the beginning of the year, she and her teacher establish an agreement of respect for the classroom, and everyone agrees to be brought to justice. The contract is an extremely effective way to maintain harmony in the classroom. “Teachers can`t say, `Here are my rules; Sign them,” Yurem said. “It doesn`t work. There is no property for students. If the children help set the rules, they have the property. And if they break them, they can be sent back to them. The program is based on respect, responsibility, relationship building and relationship repair. Schools like OUSD use a three-step approach. Level I focuses on building a strong community within the school and lays the foundation for responsibility and respect. Level II attempts to resolve conflicts and repair damage to students, while Level III supports students who will return to the school community after suspension or expulsion.
It also offers one-on-one support. On their own initiative, teachers can use certain aspects of the restorative justice system in their classrooms. Respect agreements are a good place to start and give students a part in the success of the classroom. Teachers who wish to implement sharing or mediation circles for misconduct should spend time learning more about the process (see resources below). Even though there is no major underlying issue, it is a more constructive way to get children to talk about what they have done and why they have done it to deal with disciplinary issues. . . .