Elliot1

MikaylaElliot
TinaChavez
SeniorInternship
15December2015

ActionResearch
Introduction:
Afewyearsago,therewasanenglishteacherwhostruggledtoteachaclassofvery
difficultninthgraders.Everydaythestudentswereextremelydisrespectfulanddisruptivein
class.Theywererudetotheteacher,criticizingherandmakingfunofallofherassignments
andactivitiesshetriedtobemorecreativeandtriedtomodifytheclasstobemorefunand
interestingforthestudents,butnomatterwhatshedid,nothingseemedtowork.Shefeltlike
therewasnothingshecoulddotochangethingsforherstudents.(Costello11)Thisteacherwas
introducedtoaconsultantfromtheIIRP(InternationalInstituteforRestorativePractices).This
consultanthelpedherformulateanewplanofactiontousewithherunsatisfiedstudents.The
nexttimeshewenttoherclass,shepulledouttwooftheclassesringleadersafterschool.She
toldthetwostudentsthatshewasveryfrustratedwiththeirbehaviorandsaid,Whileyouguys
mightnotlikeenglishclass,Iworkveryhardtomakethisclassinteresting.Idontthinkthatit
isfairforyoutosaythatassignmentsarestupidwithoutevengivingthemachance,andit
hurtsmyfeelings.Idlikeyoutomakeacommitmenttonotdothatanymore.Thestudents
werequitesurprisedatherdirectness,butagreedtoherrequest.(Costello11)Theteacher
wasntsureifherplanhadworkedwiththestudentsforthenextfewweeks.Thatisuntilanew

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studentcameintoherclass.Onedaywhentheteacherstartedpassingoutaworksheettothe
class,thenewstudentmutteredloudenoughfortheteachertohearhimsay,Thisissostupid!
Bothofthestudentstheteacherhadpreviouslytalkedtocametoherdefense.Theyimmediately
spokeupandtoldthenewstudent:Dontsaythat.Shereallyworkshardonthisstuff!
(Costello11)
Teacherssometimesthinkthattheydonthavealotofpowertoinfluencetheir
students,butherewecanseethatjustsimpleexchangeoftheteachersfeelingstothe
studentscreatedabigchangeinbehavior.(Costello11)Thisisanexampleofrestorative
practice.TheteachersandstaffatHighTechMiddlePointLomaarestrugglingwithstudent
behaviorjustastheenglishteacherinthestorydid.Myjobistohelpthestaffunderstand
theirstudentsbehaviorandpatternsbetter,andtohelpthemcomeupwithwaystohelpmake
theirstudentsfeelsafeandtohelpimproveschoolclimate.Howcanweuserestorative
practicesandothermethodstomakeunsafespacessaferatschool?

Background:
Restorativejusticepracticesaresomewhatnewformsofmanagementmethodusedin
variousclassroomsacrossthenation.
Itisasocialsciencethatstudieshowtobuildsocial
capitalandachievesocialdisciplinethroughparticipatorylearninganddecisionmaking.The
useofformalandinformalprocessesofrestorativepracticesprecedewrongdoingand
proactivelybuildrelationshipsandasenseofcommunitytopreventconflictandwrongdoing.
Thepurposeofrestorativepracticesistohelppeoplebehappier,morecooperative,productive,
andmorelikelytomakepositivechangeswhenthoseinpositionsofauthoritydothings
with

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them,ratherthan
to
themor
for
them.(Watchtel1)Anexampleofthiswouldbethesituation
statedinthepreviousparagraph.Theauthority,theenglishteacher,tooktheactiontotalktothe
studentsabouttheirbehaviorbytellingthemhowshefeltinsteadofpunishingthemordoing
somethingtothem.Duetothecourseofactionshetook,shewasabletogetthestudentsto
appreciateandrespectherbythinkingabouthowshewasfeelingandhowtheiractionsaffected
her,makingthemmorecooperativeandproductiveinclass.Simplybyprovidingthesmallestof
interactionsbetweenauthorityandstudent,abetterenvironmentwascreated.

Whenitcomestorestorativepracticesinaschool,therearetwodifferenttypesof
effectivepractices.Thereareinformalpracticesandformalpractices.Oneformofinformal
practicesisaffectivestatements,whichexpresshowsomethingaffectsandmakesonefeel.This
iswhattheenglishteacherwetalkedaboutearlierdidwithhermisbehavingstudents.Another
formofinformalpracticeiseffectivequestions.Thishelpselicitwhatastudentisthinkingand
feelingthroughaseriesofquestions.Thesetwoformsofrestorativepracticearethemost
informal.Thefirstformofformalpracticesisasmallimpromptuconference.Theseareheldto
addressaprobleminordertokeepitfromescalatingandtoresolvetheproblemquicklyina
waytogetthestudentsengagedinexpressingtheirfeelingswitheachother.Thenextform
wouldbeagrouporacircle.Theseareusedasaresponsetowrongdoingorissuesandisa
proactiveprocessforbuildingsocialcapitalandclassroomnorms.Thismethodhelps
offendersreintegrateintotheirenvironmentssuchasintheclassroom.Themostformalof
practiceswouldbeaformalconference,whereallthoseinvolvedandaffectedbyanincident
cometogetherwithatrainedfacilitator,usuallybyanadministratororateacher,inorderto

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explorewhathappened,whowasaffected,andwhatneedstobedonetomakethingsright.
(Costello1236)

Methods:
MyresearchbeganwithstudyinghowstudentsbehavedindifferentsettingsontheHigh
TechMiddlePointLomaschoolcampus,which
isagrade68publiccharterschoolwhich
operatesunderaprojectbasedlearningmodel.
.TheDirectoroftheschoolassignedmespecific
studentsandclassroomstowatchaswellasspecificteacherstowatchstudentsfromadistance
toseehowtheywouldactindifferentclassroomenvironmentsandduringdifferenttimesinthe
day.Iwouldfollowthemintotheclassrooms,duringbreaks,whentheyleavetheclassroom
(mayitbetousetherestroom,togetwater,oriftheyleavewithoutpermission),duringlunch,
andduringpassingperiods.Myjobwastobetterunderstandhowandwhystudentsbehaved
certainwaysbasedontheenvironmenttheyareinattheschool,andhowwecanmakethemore
chaoticenvironmentssaferandmoreorderly,whichleadsbacktomyessentialquestions.
Whenitcametocollectingmydata,Iwantedtouseasmanymethodsaspossibletoget
awiderrangeofinformation.ThefirstmethodIusedinthebeginningofmyinternshipwas
casestudies.AsIstatedbefore,Iwasassignedstudentstoobservethroughouttheday.Idid
casestudiesonthreemale7thgradestudentsthroughoutaspanoftwodays.Thesethree
studentsinparticularwereknowntobeeasilydistracted,weredisruptiveintheclassroom,and
wererepetitiveintheirmisbehavior.Iusedthismethodtobetterunderstandwhenthesestudents
wouldcauseproblemsthemost.Iwantedtoknowwhattimeofday,theclassperiod,the
teachertheywerewith,thepeoplethesitnextto.Iwantedtoknowexactlywhatthesestudents

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woulddoinspecificclassroomandschoolenvironmentssothatIcouldbetterdeducewhythey
actcertainwaysincertainplacesandtimes.

ThenextformofresearchthatIdidwasgoingthroughtherecordsofrestorative
practicesthatwereusedintheschoolfrom2014topresentday.Mymentor,theDirectorofthe
school,hadkeptrecordsofallthetimesshehadusedrestorativepracticeswithstudentswho
causeorwereinvolvedwithissuesoncampus.Therewassomuchinformationkeptonfile,that
itmadeuptwofullbindersofhundredsofcasesandrecordsofstudentincidentsthathad
occurred.Shehadtoldmethatnoonehadeversiftthroughtherecordsbeforeduetoitbeing
unorganizedandacompletemessofpaperwork.Shewantedmetogothroughtherecordstosee
ifIcouldfindpatternsinalloftheincidents.Withthisinformation,Iwasabletocalculatea
numberofdifferentpatterns,mayitbepatternswithgender,grade,andthetimeofday,week,
month,oryear,andwasabletobetterunderstandwheredifferenttypesofstudentscausedthe
mostissuesindifferentsettings.

Atthispointinmyresearch,IhadafeelingthatIhadnotgottenenoughinformationto
betterunderstandwhereandwhythesestudentswouldmisbehaveincertainsettingsandtimes.
IfeltthatIstillneededmoreinformationtounderstandthesestudents.SothelastmethodthatI
hadusedduringmyinternshipwasthroughshortinterviewswiththestudents.Ipulledstudents
fromeachgradelevelofdifferentgendersatrandomandconducted1015minuteinterviews
withthem.Theinterviewentailedquestionquestionsaskingthemabouttheirschoollife,how
theyfeltabouttheirschool,theirpeers,andtheirteachers,andthenfinallyaskedabouthow

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theyfeltaboutthedisciplineintheschool.Icreatedthequestionsinawaythatstartedoutsmall
andsimpletogetthestudentseasedintofeelingopenandcomfortabletalkingwithmeandtobe
honestanddetailedwithwhattheywouldsay,sothatlaterintheinterviewwhenIstartasking
personal(andoptional)questionsaboutspecificincidentsandaboutnegativefeelingstheymay
have,theywouldbeveryopenandhonestintheiranswers.Withthisinterview,Iwantedtoget
thestudentsperspectiveastowhattheythinkcausesstudentstocausetrouble,andwhereor
whentheyfeltstudentshadtheurgetomisbehavethemost.

Analysis:
WhenresearchwasbeingconductedatHighTechMiddle,therewerethreemainfocus
questions:whereweretheseunsafeplaces?Whowascausingtheseplacestobeunsafe?and
howcantheseplacesbecomesafe?Tosolvethesequestions,informationfromoutside
resourceswerecompiledaswellasinformationgatheredbyusingmultipledifferentresearch
methodsonsiteatthemiddleschool.
Thefirstquestionthatwasaskedwaswhereweretheunsafespacesonthemiddle
schoolcampus.Tosolvethisanswer,asurveystyleinterviewwasconductedonarandom
sampleofabout20studentsattheschool.Withthisinterview,theresearcheraskedthestudents
whenandwheretheyfeltthatstudentswouldmisbehavethemostatschool.Themajorityofthe
studentssurveyedsaidthattheybelievedthatmoststudentsmisbehavedthemostwheneverthe
teacherwasnotaround,specificallyintheclassroomandanytimethattheywereoutside(lunch,
break,beforeandafterschool).Withthisinformation,theonsiteresearcherwasableto
concludethatstudentscausethemostmisbehavioranddisruptionwheneverateacherwasnot

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aroundorwhenevertheyhavethemostfreedom,suchasbeingatlunchoroutsideofthe
classroom.

Thesecondquestionthatwasaskedwaswhowerecausingplacesontheschooltobe
unsafe.Theresearcheronsitewantedtobeabletofindaspecifictargetofstudentsthatcause
themostdisruptionandmisbehaviorindifferentenvironments.Todiscovertheanswer,the
researchersiftedthroughpreviousincidencescausedbystudentsin2014and2015todiscover
patternsregardingthetypesofoffensesandstudentsthatwerecausingissues,aswellasthe
datafromtheinterviewconductedonthestudents.Whenlookingthroughtheoldincidences,
theresearcherdiscoveredapatternwiththegradeandgenderofstudentsincorrelationwiththe
typesofoffensesthatwerecaused.Themajorityoftheoffensescausedoncampusduringthe
20142015schoolyearwasviolence(pushing,hitting,fights,etc).Themajorityofthestudents
whocausedtheseincidenceswereboysineither7thor8thgrade.Thiswasaninteresting
discoverybecausewhendatawascollectedfromtheinterview,theresearcherdiscoveredthat
majorityofthestudentssurveyedbelievedthatitwas7thand8thgradeboyswhocausedthe
mostproblemsintheirschool.Thiswasinterestingtodiscoverbecausenotonlyweregirlsof
allgradessayingthis,buttheboysin7thand8thgradeweresayingthisaswell.Theresearcher
onsitewasabletosolidifythisdatabylookingthroughpreviousrecordsofmisbehaviorinthe
20142015schoolyear.Thedatahadshownpatternsofoffensesthatmajoritywerecausedby
boysin7thand8thgrade.Theonlydifferencenoticedinthedatawasthattherewerealsomany
6thgradeboyswhohadcausedalotofissues,butinterestinglythese6thgradeboyswere
currently7thgradeboysthatwerestillcausingthemostissuesintheschool.

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Thethirdquestionthatwasaskedwashowcantheseunsafeplacesbecomesafe.There
weretwosolutionsthatcouldbeusedtohelptheseplacesbecomemoresafeoncampus.At
HTMPointLoma,thestaffuserestorativepracticeswhenathereisaproblemwithastudentor
multiplestudents.Restorativepracticehasproventoimproveteacherstudentrelationshipsin
classroomswhenbeingimplemented.(Watchtel1)Restorativepracticenotonlyservesthesole
purposeofimplementingdiscipline,butisessentialtohighqualityteachingandlearning.Ina
studyconductedin20112012,resultsshowedthatclassroomswithahighlevelofrestorative
practicesimplementation(HighRP)hadfewerdisciplinaryreferralsfordefianceand
misconductcomparedtoclassroomswithalowlevelofimplementation(LowRP).(Improving
SchoolClimate2)Notonlydorestorativepracticeshelpbuildsocialcapitalandasenseof
community,butitalsohelpsstudentsfeelconnectedtotheirclassmatesandfeelresponsiblefor
eachotherslearning.(ImprovingSchoolClimate3)
ThesearetheresultsthatHTMPointLomawishtoseeintheirschool.Theschoolis
fairlynewwiththeconceptofusingrestorativepractices,soitisstilllearninghowtouseitwith
themostefficiency.Intheinterviewconductedwiththestudents,manyofthoseinterviewed
complainedthattheydidntlikethepracticesbecausetheprocesstooktoolongandthatsome
oftheteacherswerentusingitproperlyandunfairly.Byimprovingthesesubtleissues,
restorativepracticescanbeusedtohelpreducethelevelofissuesandmisbehaviorsthatmaybe
caused.Inordertobeginthatreductionofproblemsbeforehavingtousethosepractices,
majorityofthestudentsinterviewedsaidthatalltheunsafeareasintheschoolcanbecomemore
safeandlesssusceptibletodisruptionandmisbehaviorifteacherswerealwaysmonitoringthe

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studentsineveryareaoftheschool.Theywouldsaythatduringclass,teacherswouldleavethe
roomformanyreasonsforlongperiodsoftime,especiallyduringanopenworktime,which
wouldcausestudentstobecomeofftaskandtobedisruptive.Manyofthestudents,eventhe
studentswhohadapastofclassroomdisruption,complainedthatitisnotanidealorproper
workingenvironmentandthatitisagreatdistractionforboththemandtheirpeers.Theyalso
saidthatwhenitcomestobeingoutsideduringlunchoronbreaks,manyteacherswouldnotbe
aroundduringthosetimes.Thiswouldcausemoremisbehaviortobecausedandmanyissuesto
ariseduetothelackofapparentauthority.Thestudentssaidthatifmoreteacherswereto
simplyeatoutsidearoundthestudentsandweretomonitorthemorepopularareaswhere
studentswouldbeoutsideduringtheday,thatitwouldmakestudentsmoreawareoftheirown
behavior,thusleadingtosafeandlessdisruptiveenvironments.

ActionPlan:
Throughoutthemonthsconductingresearchatmyinternship,Ihavelearnedmanynew
waystohelptheteachersandstaffbetterunderstandtheirstudents.Afterconductingmany
studies,Ihavesuccessfullyfoundmultiplesolutionstoanswertheinitialquestion,Howcan
weuserestorativepracticesandothermethodstomakeunsafespacessaferatschool?
InmyresearchInoticedthattheinterviewthatIconductedonthestudentsattheschool
providedmewiththemostsolutionstomyquestion.BecauseIwasabletogetthestudentsto
beveryhonestanddetailedwiththeiranswerstomyquestions,Iwasabletoconcludewaysto
remedyunsafespacesthatcontainbadstudentbehavior.Becausethestudentstoldmewhere
theysawthemostbadbehavior,wheretheyhadexperiencedthemostmisbehavior,aswellas

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placeswheretheythemselvesconductedthemostmisbehavior,Iwasabletofindoutthe
biggestareasofmisbehavioroncampus,whichwasanytimethatthestudentswereoutsideand
whentheywouldbeintheclassroomwhiletheteacherwasnotaround.Withthisinformation,
aswellasadditionalinformationthatthestudentsprovidedmewith,Iwasabletoconcludethat
constantteachersupervisioninallareasandenvironmentsintheschoolcouldhelpdecreasethe
amountofmisbehaviorthatisconducted,especiallyoutsideandintheclassroom.
HTMPLalreadyusesrestorativepracticesontheircampusquiteprevalently.Ihad
noticedwhileIwastherewhenIwasconductingcasestudiesandconductedmyinterviewthat
thesemethodsofdisciplinedidactuallyhelpwithbehaviorintheschool.However,manyofthe
studentsconfessedthattherewasactuallyalotmoreissuesthatwouldoccurbetweenstudents
thattheywouldnotreportbecauseofthefearofthecurrentrestorativeprocessthatwasbeing
used.Studentsfeltthattheprocesswastoolong,tooinvolved,andcutintotheirworktime
whichresultedinextraworkforthestudents.Becausethepracticesusedarealreadyeffectivein
theschool,mysolutionwouldbetomodifythesysteminamoretimeefficientandtoprioritize
incidencesintodifferenttypesofpracticemethods.Forexample,thesmallerissuewouldbe
conductedbyteachersandwouldtakeuplesstime,butwouldstillprovidethesameeffect.
Largerissuescouldtakeplaceatatimeotherthanclasstimeorafterschoolandcouldinvolve
moretimecomparedtosmallerissues.Thiscouldprovidestudentstheopportunityto
communicateandreflectwiththeirpeerswhilealsobeingabletopreventpreciousclasstimeto
becutoutoftheirschedules.
MygreatestquestionthatIstillhavethatIwasntabletoanswerduringmyinternship
is,Howdoeseachteacherintheschoolimplementrestorativepracticesintheclassroomandis

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eachteacherusingthesepracticesproperlyforeachstudentfairly?Thiswasaquestionthat
developedafterIhadconductedthesurveyonthestudents.Manyofthestudentswhowere
interviewedhadtoldmethattheyfeltthatsomeoftheirteacherswouldnottakethetimeto
listentoallsidesofanissueandwouldoftentakesideswithastudentwithouttakingothersinto
consideration,thusleavingaproblemunresolvedandleavingrelationshipsbroken.Iknowthat
atHTMPL,alltheteachersarerequiredtolearnrestorativepracticesandarerecommendedto
usethemintheclassroomwiththeirstudents.Ifthisistrue,whyaremanystudentscomplaining
thattheyortheirpeersarenotbeingheardandlistenedtoequallyandfairlybysomeoftheir
teachers?IwasplanningonsolvingthisquestionbyconductingasurveythatIwouldsendout
toalloftheHTHschools,askingquestionsabouttheirclassroommanagementandtheir
connectionwiththeirstudents.Unfortunately,Iwasnotabletohaveenoughtimeinorderto
conductthissurveyefficiently.

Bytheendofmyresearch,Iwasabletocomeupwithtwodifferenttypesofsolutions,
onebeingimprovingtherestorativepracticesusedintheschool,andtheotherbeingpreventing
furtherissuestooccurintheschool.Bymodifyingthesystemusedwhenusingrestorative
practicesinamoretimeefficientmannerandbyprioritizingincidencesintodifferenttypesof
practicemethods,studentswouldtaketobeinginrestorativecirclesandothermethodsbetter
thantheyalreadydo,whichcouldhelpstudentsreflectinamorepositiveandeffectivemanner.
Topreventfurtherissue,Iconcludedthatconstantteachersupervisioninallareasand
environmentsintheschoolcouldhelpdecreasetheamountofmisbehaviorthatisconducted,
especiallyoutsideandintheclassroom.Byusingthesetwopiecesofchangeandmodification

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intheschool,HTMPLcanbecomeacompletesafeandenjoyableenvironmentwherestudents
canfeelcomfortableandcanusetheirfullpotentialtolearnandtocreatetheperfect
community.

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Appendix:
StudentSurvey:
SampleSize:17
Questions

Answer

Notes

Grade

35%in7th
35%in8th
29%in6th

School

52%HTMPL
11%HTMNC

Gender

64%male

Age

35%are11
23%are12
23%are13
17%are14

Whatdoyou
likeabout
yourschool?

Projectbasedlearning
Teachers
Friendlyandcloseenvironment
Openspaceandfreedom
Prepareusfortheoutsideworld
Diversestudentbody
Workingwithotherstudents

Therearemore
answersandindepth
responses.Theseare
themostcommon
responses.

Whatdoyou
dislike?

Thefood
Thedisciplinesystemtakeswaytoolong
Studentsareusuallyofftaskanddistracting
Sometimesteachersarenicertootherstudents
evenwhentheyshouldntbe

Majorityofstudents
saidtheydidnot
dislikeanything

Whatdoyou
thinkshould
bechangedat
yourschool?

Thedisciplineprocess
Moreworkbetweentheteams

Therearemanysmall
changessuggested.

Doyouthink 17%saidno
thediscipline 82%saidyes
atyourschool
isfair?

Howdoyou
think

Somestudentssaidthat
theywouldntchange

Sometimesteacherswillchoosefavoritesand
wontgetthoseinvolvedtherightpunishment

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discipline
shouldbe
changed?

Theprocesstakesupwaytoomuchtimeand
cutsintoclass
Teacherswillsendstudentsoutwithouthaving
theopportunitytoworkonthingstheyneedto
finish.
Itshouldbemorefocusedonthepersonwho
broketherulesinsteadofthepersonwhoreported
theissue.
Sometimesteachersdon'tlistentoallsidesofthe
story

anything.

Majorityofthe
studentswhoreported
thattheyhavegottenin
bigtroublehadreason
tochangethe
disciplinesystem
comparedtothosewho
havenotgottenin
trouble.

Haveyouever Majorityofstudentshavebeenapartofacircle.
beenapartof
acircle?

Ifso,explain
that
experience.

Verynervewracking
Youhavetowatchwhatyousayinthecircles
Thereisalotoftalking
Everyoneisalwayshonestandislisteningto
eachpersontalk.
Comforting
Talkabouttheissueandtalkaboutasolutionto
fixitforthefuture
Everyonetalksabouttheirperspectives
Nooneisgettingworsetreatmentthanthe
other
Itfeelslikeyoureintroubleevenifyourenot
theonewhocausedissues

Majorityofstudents
feltthatRJcircles
makespeoplehonest
andreflective.Students
areactivelisteners.

Whatdoyou
likeabout
circles?

Openmindedwedidnthavetojustsay

certainthings.
Nooneliesanditsalwayshonest.Wecantrust
eachothertotellthetruth
Listeningtoeachothersperspectives
Everyoneissupportiveofeachother
Nooneisjudgingeachotherorissaying
anythingnegativetoeachother.
Comfortable
Itrestoresbrokenfriendships
Itiscalmandnotrough.Theydontjustpunish
you,wetalkaboutit.

Whatdoyou
dislikeabout

Itgetsuncomfortable
Majorityofstudents
Thefearofhavingtobeintheprincipal'soffice feltthattherewasnt

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circles?

IfeelthatIamtheoneintroubleevenwhenI
didntdoanything

anythingwrongwith
thecircles.

Doyouthink
thatthereare
bulliesatyour
school?

50/50

How/Whydo
peoplebully
others?

50%cyberbullying
40%sexuality
70%weight
10%race
60%Socialbackground
40%other
90%appearance

Majorityofstudentsfel
thatappearancewas
thegreatestreasonfor
bullying.

Raceandgenderwere
theleastcommonfor
bullying.

Doyouthink 100%saidyes
theteachers
arefairto
everystudent?

Doyouthink Allbutonestudentsaidyes.
yourteachers
careabout
youandyour
peerspersonal
lives?

Wheredoyou
thinkstudents
misbehavethe
most?

Majorityofstudents
believedthatother
studentsmisbehaved
themostwhenevera
teacherwasnot
around.

Whatkindof
studentsdo
youbelieve
misbehavethe
most?

70%inclass
58%duringbreak
52%inthehallways
52%atlunch
64%outside
47%beforeschool
58%afterschool
88%Whentheteacherisnotaround
17%other

8thgradeboys
Sometimesgirls,butrarely
All6thgraders
8thgradeboyswhousesocialmedia
7thand8thgraders

Majorityofstudents
feltthatthereisntjust
onetypeofstudentand
thatitwasntspecific.
Theysaiditdepends

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Basketballplayers
Studentswithbadgrades

ontheirpersonality.

Whatisthe
mostcommon
thingsthat
misbehaving
studentshere
doinyour
opinion?

41%violence
29%cyberbullying
52%bullying/teasing
64%Humiliating
11%discriminating
88%Cursing
29%stealing
94%disruptingclass
82%Notdoingwork

Majorityofstudents
feltthatstudents
disruptclassandcurse
inschoolthemost.

Whatdoyou
thinkneedsto
happenin
ordertokeep
students
focusedin
classandto
not
misbehave?

Havingteachersalwaysaroundmonitoring
Sendingdisruptivestudentsoutofthe
classroomtoreflect
Physicalactivitytohelpgetourenergyout
Splittingtheclassinawaywherestudents
whowanttoworkinagroupandanother
groupwheretherewillbestudentswhoare
distractedandneedmoreteacherattention.
Itdependsoneachstudentsneeds
Maybehavetheirbehaviorreflectontheir
grades
Keepstudentsinterestedinprojectsinclass
Noiselevelboundaries
Haveteachersgrabtheirattentioninsteadof
themwaitingquietlyforsilence
Morewarnings
Havestudentsworkingroupswithonlyone
friendinsteadofagroupwithalloftheir
friends
Lettingstudentsdecideontheirpace
Movingthemawayfromtheirfriends

Manystudentsfeltthat
itwouldhelpifa
teacherwasalways
aroundwatchingthe
students.

YouthTruth2014SurveyResults
HighTechMiddleSanDiegoOverallSchoolExperienceReport(2015)

OBSTACLESTOLEARNING:
39%ofstudents
feelthattheir
HomeLife
makesithardforthemto
dotheirbestin
school.
6thGrade:37%
7thGrade:40%
8thGrade:42%

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19%ofstudents
feelthat
Gettingpickedon
makesithardforthemto
dotheirbestin
school.
6thGrade:25%
39%of6thgraders
feelthattheir
familyresponsibilities
makeithardforthemto
do
theirbestinschool.
7thGrade:23%
8thGrade:28%

BULLYING:
55%ofstudents
feelthatotherstudentshave
NOT
bulliedorharassedthem.
57%didnotin2014
48%of6thgraders
56%of7thgraders
59%of8thgraders
45%of6thgraders
feelthatthey
have
beenbulliedorharassedbyotherstudents
71%ofstudents
feelthattheyhavebeenbulliedverbally
82%in2012
61%ofstudents
feelthattheyhavebeensociallybullied
59%
in2014
34%in2012
30%
ofstudentsfeelthattheyhavebeenbulliedphysically
32%in20122014
21%
ofstudentsfeelthattheyhavebeenbulliedelectronically(20142015)
0%of6thgraders
21%of7thgraders
29%of8thgraders
43%
ofstudentsfeltthattheywerebulliedbecauseofhowtheylook.
34%in2014
29%in2012
36%werein6thgrade
59%werein7thgrade
39%werein8thgrade
15%ofstudentsfeltthattheywerebulliedbecauseoftheirrace
14%of6thgraders
0%of7thgraders
18%of8thgraders
21%ofstudentsfelttheywerebulliedbecausepeoplethoughtthattheyweregay(2014)
7%in2015

CaseStudies
ElijahCaseStudy
10/22/15
10:50am12:30pm
7thGrade
10:52Outside

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Breaktimewithclassmates
Walkingwithonemalefriend
Walkintoanareawiththatalreadyhasroughly20+students
Periodicallylookingoveratanearbyteacher
Playingfrisbeewithfriend
FriendkeepswalkingfurtherdistancefromElijahandtalkingtootherfriends
Elijahismostlyaloneforthelasthalfofthebreakholdingthefrisbee
Isfollowingfriendandothersfromasignificantdistance
(OTHER)
Studentsarechasingeachother.Studentjumpsonanotherstudentsbackand
bothfalloverontopofeachother.
Analysis:
Heisreservedandprettyisolated.Heisintroverted.Hisfriendisgenerally
distancinghimselffromElijahtobewithhisotherfriends.

11:48Mr.KsRoom:Math
OpenworktimeforanopenendedmathproblemCasualEnvironment
WorkingwithTA
Rockingbackandforthonchair
RestinghisheadonthedeskwhileTAisworkingwithhim
MakingfacesandnotmakingeyecontactwhileTAistalking/helpinghim
Teacherleaves
Nottalkingmuchwithgroupmembers
Isnowtalkingabittogroupmembers
Fidgetylookingaroundtheroom
Restingheadondeskplayingwithorigamipaper
Analysis:
Heiseasilydistractedandisveryrestless,mostlikelyduetohisA.D.D.Hedoesnt
talkmuch,soheisveryreserved.
TEACHERTALKING:PRESENTATIONS
Askingstudentstopayattentiontoallpresentations
Nottalkingduringthepresentations
Lookingupattheprojector
Chewingonpaperandpencil
Talkingtoneighbor
Notwatchingpresenter
Tearinguppiecesofpaper
Notwatchingteacherspeak
Analysis:
Hestartedofflisteningandpayingattention,thensoonbecameuninterested.He
startedtryingtodothingswithhishandsandmouthlikechewingonthingsortearingpiecesof
paper.

TEACHERGIVINGINSTRUCTIONSONFOLDINGORIGAMITOALL
STUDENTS
Elijahisnotfollowinginstructions
Isdrawingonapieceofpaper
Hasbeenchewingonsomethinginhismouthforabout3minutes
Isnowfollowinginstructions

Elliot19

TAishelpinghimcreatehisorigami(basedoninstructions)
MOREPRESENTATIONS
Notlookingatanyofthepresentersorattheprojector
Playingwithsomethinginhishand
Leaningallthewaydowninhisseat
HIGHSCHOOLSPEAKER
Watchingspeaker
Stillplayingwithsomethinginhishand
Lookingatsurveythatwashandedout
Isnotfillingoutthesurveyjuststaringatit
Restingheadandarmsondesk(surveynotfilledoutyet)
(OTHER)
Studentshovedanotherstudentintothepiano
Analysis:
Heisnowcompletelydetachedfromtheclassroomandfromtheteacher.Heis
lookingforwaystoentertainhimself.Heisnotlisteningtoinstructions.Hebeginstofocus
morewhentheTAtriestohelphim,butwhensheleaveshelookstodistracthimselfagain.He
doesnotworkduringopenworktime.

ELIJAHCASESTUDYDAY#2
11/5/15
10:5112:20
OPENWORKTIME
10:52HasheadphonesonandisWorkingoncomputerinclass
TAwalksuptoElijahandtalkstohim:Askinghimquestionsabouthisresearch11:01
TAwalksaway
Ishmaelleanstowardshimandlooksathiscomputer(sittingnexttoeachother)
Ishmaelleansaway
Elijahcontinueslookingathisscreenwithheadphoneson
Teacherannouncescleanuptime11:11
Takesoffheadphonesandputscomputeraway
Runstostudentandpretendstotacklehim
WalksuptoIshmaelwhileheisleaningbackonhischairandstartspokinghiminthe
chest
SitsdownnexttoIshmael
PERIODENDS11:15
Analysis:
Heseemstobemorefocusedtoday.Heisnottalkingmuchtohisgroupmembers,as
usual.Hespentthewholeperiodsilentandworking.

PERIODBEGINS11:40
Openscandybarandsitsdownattable(somewhatproductivegroup)
Playswithcalculatorandandtalkstoneighbor
Pullsoutmathsheetfrombinderandlooksupattheprojectorscreen
Writesdownworkontomathsheet
Talkstoothertablegroupmemberswhiletheteacheristalking
Stopstalkingandbeginswritingagain
Teacherpassesoutmathsheet

Elliot20

Beginstalkingtoneighborassheetisbeingpassedouttootherstudents
Isshushedbyothergroupmember
Standsupandwalkstoatablebythedoor
Sitsbackdown
Doesntworkonnewmathsheetwhiletherestoftheclassis
Looksaroundtheroom
Stillhasnotworkedonnewmathsheet11:51
Playswithpencil
Standsupandsharpenspencil11:50
Emptiesoutsharpener
Beginstalkingtoaclassmate
Sitsdownattable11:54
Teacherwalksuptohimandaskshimquestionsaboutthemathsheet11:55
Teachersitsdownnexttohim11:58
Teacherleaves12:01
Beginsreadingpaper
TAwalksupandlooksatwork12:03
Crouchesdownnexttohimandbeginstalkingabouthiswork
Studentwalksuptohimandreturnsabook
TAleaves12:06
Beginswritingonpaper
Standsupandleavestheclassroom12:06
Returnsandsitsdownattable12:09
TAsitsnexttohimandsaysIfyouregoingtoleavetheclassroomyouhavetoaskMr.
Kfirst
TAwalksaway
Startslookingthroughbook
Putsbookdownandstartsplayingwithpiecesofpaper
TAwalksuptohimandasksaboutwhatheisworkingon
TAshowshimhowtodohismathwork
Laysheadontotable
Sitsbackup
BeginsworkingwithTA
PERIODENDS
Analysis:
Hedoesntworkmuchduringthisopenworkperiodatall.Heisalotmoretalkative
inthisgroupcomparedtothepreviousperiod.Hestartstheperiodfocusingandworking.
About510minuteslaterhestopsfocusingandiseasilydistractedbyplayingwiththingsand
movingaroundtheroom.HeisperiodicallycheckedonbytheteacherandtheTAmorethan
theotherstudents.

IshmaelCaseStudy
12:52PM1:55PM
7thGrade
10/29/15
ReadingTime

Elliot21

Walkingintoroomduringreadingtime
Bangingbookontohischestloudly
Readingsilently
Putsdownbookandstopsreading
Lookingaroundtheroom(otherstudents,teacher,walls)
Opensbookandbeginsreadingagain

ReadingTimeendsBeginopenworktime1:06
Slamsdownbook
Beginsdrumminghandsontable
Stopsdrumminghands
Leansbackonchair
Takessomethingfromneighbor
Neighboraskstogiveitback
Refusestogiveitback
NeighborkeepssayingStop!giveitback!youregoingtobreakit!
Continuestonotreturnitem
Teachercomesupandintervenes
GivesItemback
Speakingtotablemembers
1:10
Leaningbackinchairlookingattheceiling
Teacherjoinstable
Sitsupinchairandmakeseyecontactwithteacherwhilesheisspeaking
Playingwithpenandislookingaroundtheroom
Talkingtogroupmembersandteacher
Readingapaper/Working
1:15
Talkingtogroupmembers
TEACHERLEAVES
Pretendstohyperventilate
Looksapaper
TEACHERRETURNS
Readspaperoutloudtogroupmembers
Standsup
Sitsbackdown
Restsheadontotable
Talkstogroupmembersaboutwork
Writesonpaperinfrontofhim(work?)
Drumsontothetable
Readsalongwhilegroupmemberreadspaperoutloud
Teachercomesuptotablegroupandsitswiththem
Workssilentlyonpaperinfrontofhim
1:35
Standsupandwalksuptostudentsittingbywhiteboard
Pretendstokickthestudent
Walksbacktowardstoseatandbumpsintoanotherstudent(purposely)
Sitsbackdowninseat

Elliot22

Teachercomesuptohim
Teacherleaves
Opensupbookandbeginstoread
1:37
Teacherwalksuptohim
Teacherwalksaway
Beginstoreadagain
Standsup
Leavesclassroom
(doesnttellteacher)1:45
Entersbackintotheclassroom1:47
Sitsdownandstartsbangingontable
Startskickingunderthetable
Beginsreading
1:48
TEACHERMAKESANNOUNCEMENT

ISHMAELCASESTUDYDAY#2
11/5/15
10:51
OPENWORKTIME
10:51Hasheadphonesonandisworkingoncomputer
11:02LeansinnexttoElijah(sittingnexttohim)andlooksathiscomputerscreen
Leansbackinfrontofhisowncomputerandputsheadphonesbackon
Teachercomesuptotalktohimandlooksathiscomputerscreen
Takesoffheadphonesandtalkstoteacher
Teacherwalksaway
Putsheadphonesbackonandgoesbackontocomputer
11:10startslookingaroundtheroom
Toucheswhiteboardandleansbackonchair
Sitsupagainandbeginsworkingoncomputer
Teacherannouncescleanuptime11:11
Takesoffheadphonesandputscomputeraway
Sitsbackdownandleanschairback
Elijahwalksuptohimandstartspokinghiminthechest
PERIODENDS11:15
PERIODBEGINS11:40
Sitsdownattable(productivegroup)
Lookingupattheprojectorwhileteacherisshowingwork
Facesbackattableandbeginswritingonpaper
Teacherpassesoutmathsheet
Beginslookingthroughnewmathsheet
Teacherwalksup
Teacherwalksaway
Beginsreadingthroughmathsheet
Beginswriting

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TurnsaroundtoJonathanatadifferenttableandbeginstalkingtohimwithagroup
member
Turnsbackaroundandbeginswritingagain
Stopswritingandbeginstalkingtoneighbor
Standsupandleavesclassroom11:59
Walksbackintoclassroomandsitsdownattable12:00
Teacherwalksupandbeginstalkingtotablegroup12:02
Teacherwalksaway
Beginswritingonsheet
Stopsworking
Talkstoneighbor
Beginswritingagain
Standsupandwalksuptogroupmember
Talksaboutworkwithhim
Sitsbackdownathisownchairandbeginsworkingagain
Standsupandleavesclassroom12:11
Walksbackintoclassroomandsitsdownattable12:12
Teacherwalksuptotable12:13
Standsupandgetsasheetofpaperfromteacher
Sitsbackdown
Beginsworkingonpaper
Looksaroundtheroom
Beginsworkingagain
PERIODENDS

JonathanCaseStudy
12:53PM1:55PM
7thGrade
10/29/15

ReadingTime
Sittingonthefloorinthecorneroftheroomonalaptop
Talkingtohisneighbor
Talkingtotwoofhisneighbors
Pullsoutbook
Beginstoreadbook
12:56
12:59
Takespaperfromneighbor
Placespaperbehindneighborschair
Beginsreadingagain
Closesbook
Opensbookagain

ReadingTimeEndsBeginopenworktime1:06

Elliot24

Putsbookaway
Pullsoutlargeheadphones
Givesheadphonestoneighbor
Putsawaycomputer
Leavesclassroom1:08
Returnstoclassroom1:10
Speakingtoteacher
Pullsupchairtoatablewithpreviousneighbors
Getsuptosharpenpencil
Workingonpaperwithneighbors
Givespapertoneighbortoturninforhim
Talkingtoneighborabouttacklingothers(NOTJonathan)
Getsuptolookatfishtankswithfriend
1:15
TeachercomesuptogroupShouldyouguysbereading?
Leavesclassroom
1:16
Entersclassroom
1:18
Grabsbandaid
Discussingscratchonarmtogroupmembers
Leavesclassroom1:20
TEACHERLEAVES
Returnstoclassroom1:21
Grabscomputer
TEACHERRETURNS
Looksatgroupmember'sphonewithothergroupmembers
Sitsonfloornexttogroup
Teacherscomesuptotableandtellshimtositinachair
Teachermovesonegroupmembertoanotherareaoftheroomawayfromtherestofthe
group
Standsupandmoveswithbackpack
Sitsbackontothefloor
Looksatscratchesonarm
Speakstohisfriendfromacrosstheroom
Callsforteachertocometohim
Teacherleaveshim
Beingstalkingtoneighborunrelatedtowork
Laughswithneighbor
Talkstoneighboraboutscratchesonarms
Standsuptotakeoffbandaids
Sitsbackdownontothefloor
Playswithhisbandaids
Continuestotalktoneighbor
Standsupandrunsacrosstheroom
Walksbackgrouptableandbeginsdoingpushupsonthefloor
Teachercomesuptohimandtellshimtostop
Sitsbackdownonthefloorandgetsontocomputer
1:32

Elliot25

Putscomputerdownandbeginstalkingtoneighbor
Opensbook
Teachersitsdownnexttohim
1:37
Teacherleaves
ClosesLaptop
Beginstoreadagain
Standsupandthrowssomethingaway
Putscomputerback
Picksupbookandsitsinchairatatablenexttogroupmember
Doesntopenbook
Playswithaball(thing)withneighbor
Opensbookandbeginstoread
1:40
Stopsreading
Beginslaughingwithneighbor
Looksaroundthefloor
Opensbookagainandbeginsreading
Teachercomesuptohim
Teacherwalksaway
Showsscratchesandbandaidstoneighbor
Talksaboutscratchestoneighbor
Beginsplayingwithbandaids
Beginstoreadagain
Standsupandclosesdoor
Beginsreadingagain
1:43
Stopsreadingandlistenstoteachertalkingtoastudentnexttohim
Beginstoreadagain
Putsdownbook
Beginsmakingfacesatfriendfromacrosstheroom
Laughs
Beginstalkingtoneighbor
Laughswithneighbor
Beginsputtingthingsinhisnose
Goesundertableandlaysdown
Makessoundswithhismouth
Speakingtohisfriendsfromacrosstheroom
Sitsbackintochair
Talkstohisneighbor
Laughs
Pullsoutphone
Usessnapchat
Putsphoneawaywhenteacherwalksintotheroom
Leavestogotothebathroom
(Asksteacher)

1:48
Returnstoclassroom1:52
Beginsreading
Putsbookdownwhenhisgroupmemberreturnsafterleavingtheclassroom

Elliot26

Looksaroundtheroom
Beingsreadingagain
Talkstoneighbor
Beginsreadingagain

JONATHANCASESTUDYDAY#2
10:46
11/5/15
OPENWORKTIME
10:46Miguelpushes/punchesJonathanintoatablelaughing
Jonathangroansinpain
Miguelwalksaway
Jonathanturnsaroundandtriestokickanotherstudent
Jonathangoesbackintoclass
Teacherscomesuptohimandhelps/talkstohimathistable
TeacherLeaves
Getsupandleavestheclassroom
Comesbackintoclassroom
Goesupbehindastudentandpullshisarmbehindhisback
Leavesstudentandsitsdownatgrouptable
Talkingtogroupmembers
Turnsaroundandtalkstoanotherstudentatadifferenttable
StudentelbowsJonathanintheface(lightly)
Jonathanturnsbackandfaceshisownablemembers
Teacherpullshimoutofclass
Runsandjumpstotapthedoorwayashewalksoutofclass
Walksbackintotheclassroomwithteachergroaning
Sitsbackdownattablewithteacher10:55
Teacherisshowinghimwebsites
Jonathancontinuouslygroaning
Jonathanstandsupandtakesoutbackpackandbringslaptopwithhim
Teacherfollowshimout
TeacherhasJonathansitin7thgradecommonareatowork11:00
Standupandcomesbackintotheclassroomtocomeaskteacheraquestion
Groansandwalksbackoutsidetheclassroombackintothecommonarea
11:07Walkingaroundthecommonarea,throwingthingsintheairandcatchingthem
(bracelet)
Friendnexttohimcatchesbracelet
Jonathanleansonhisbackandtriestotakebackthebracelet
Teacherwalksouttocommonarea
Jonathangetsoffofotherstudentandgetsbraceletback
Teacherkneelsdownnexttohimandtalkstohim
Teacherannouncescleanuptimeinclassroom11:11
Comesbackintoclassroomandsitsattable

Elliot27

PERIODENDS11:15

PERIODBEGINS11:40
Sitsdownattable(Nonproductivegroup)
Looksupattheprojectorwhileteacherisshowingwork
Looksdownatmathpaperinfrontofhim
Looksbackupattheprojector
Teacherpassesoutmathsheet
Beginswritingonnewmathsheet
Stopswritingandplayswithpencil
Looksaroundtheroom
(Doesntworkonmathsheetwhiletherestoftheclassis)
Beginswritingonmathsheet
Stopswritingonmathsheet
Looksaroundtheroom
Ishmaelbeginstalkingtohimfromadifferenttable
Beginswritingagain
Stopswritingandlooksaroundtheroom
Holdsuppaperandbeginsreadingit
Beginstowriteagain
Stopswritingandstartstalkingtogroupmembers
Laughs
Neighborbeginstappinghimwithacutoffnoodlepooltoy
Neighborstops
Standsupandasksteachertogototherestroom12:00
Walksbackintoclassroomandsitsdown12:02
Beginstalkingtogroupmembers
Startsplayingwithpencil
Teacherwalksuptogroup12:05
Beginswritingonpaper
Teacherleaves
Stopswritingonpaper
Startstalkingtogroupmembersagain
Looksaroundtheroom
Makingsoundswithhismouthwithagroupmember
Stillisnotwritingorreadinganythingonhispaper
Beginswritingonpaper
Teacherwalksuptotable
Stopswritingandstartslaughing
TeacherLeaves12:12
Startstalkingtogroupmembers
Standsupandwalkstoadifferenttableandbeginstalkingtooneofthestudentswhois
working
Walkstoadifferenttableandbeginstalkingtoadifferentstudentwhoisworking
Sitsbackdownathisowntable

Elliot28

Beginstalkingtogroupmemberswhileteacheristalkingtoanothergroupmemberin
thegroup
Teacherleavestable
Tellsagroupmembertoshutup
Standsupatdesk
Talkingtogroupmembers
PERIODENDS

RESTORATIVEJUSTICECIRCLECASESTUDY
INVOLVED
Fourstudents:twogirlstwoboys
Offender:Ethan
Victim:Catherine
Witnesses:Miguel&Trina
Oneteacher:Mr.K
NikkiHinostro:Facilitating

THEINCIDENT
Ethan:Tookpictureofoneofthegirls(Catherine)anddrewthingsonit
Thoughtthatitwouldbefunny
Shetoldhimitwouldbemean
HedeletedthepicturethentookANOTHERONEanddidthesamethingtothephoto
Witness(Trina):
Heardcatherinesayingstopmultipletimes.Didntunderstandwhat
washappeningorwhatwasgoingon.
Witness(Miguel):
Heardcatherinesayingstop.Saysheheardherlaughingatfirst,
likeitwasajoke.Whenethanstartedtakingmorepictures,shebegantoaskhimtostop
more.Thoughtitwasfunnyatfirst,thenstartedtofeeluncomfortablebecausehewas
nexttohimandfeltthatitwasdisruptedhiswork.Didntwanttogetdistractedandwas
afraidtobeinvolvedinthesituation.Feelsthatdealingwiththeproblemtakesupevery
onestime.
WitnessTrina
:Agreeswithmiguel.Caresabouteveryonesfeelingsanddidntwant
anyonetogethurt.Shecouldseethatpeoplesfeelingswouldgethurtastheincident
progressed.wasworriedandscaredaboutwhatwouldhappen.
Catherine
:Wasdoingherwork,thenEthanstartedtakingpicturesofheranddrawing
onthem.Thoughtitwasfunnyatfirst.Afterhestartedtakingmore,shestartedasking
himtostop.Feltthathowhelaughedaboutitmadeherwanthimtostop.Feelsthatit
wasmean.Kindofdidntwanttoaskhimtosaystoptohimbecauseshedidntwant
toberudeanddidntwanttohurthisfeelingsbecausehewasnewanddidntwanthis
imageoftheschooltoberuined.Wenttoateacherafteraskinghimtostopmultiple
times.
Nikki:AppreciatedhowthestudentsaresupportingeachotherWhathaveyou
thoughtaboutsincethishappened?
Ethan:
Aftertheincident,hebeganworkingagainbutwasstilldistractedfromwhat
happened.Thoughtthattheincidentwouldjustblowover.Thoughtthatifhepostedthe
picture(s)onsnapchatoronsocialmedia,itwouldhavegottenalotmoreescalated.

Elliot29

Ethan:
Didnthearcatherineeverlaughing,feelsthatshewantedhimtostopfromthe
beginning
WitnessTrina
:Startedtoworryabouttellingtheteacher.Wasafraidthateveryone
wouldbemadateachotheranddidntwantittogetworse.
MiguelWitness
:WhenMr.Kpulledthemout,hethoughtthattheincidentwouldend
there.WassurprisedtohearthattheyweregoingtoallcometoNikkiforacircle.
Realisesthatlittleincidentscanescalateandcanresultincomingintoacircle.
Catherine:
WantedtotakeitoffofhermindanddidntwanttobemadatEthan
becausesheknewthatEthanjustwantedtobefunnyandthoughtitwasajoke.Isglad
thatthepicturewasescalated.
Nikki:Whodoyouthinkwaseffected?
Ethan
:Catherinewaseffectedthemost.Miguelwaseffectedbecausehewasdistracted.
Trinawaseffectedbecauseshewasworkingandcausedherworkspacetobedisrupted.
Miguel
:Nikkiwasaffectedbecauseittakesuphertime.
Nikki:Isproudofstudentsforbeingrealwiththeirfeelingsandarebeingreally
goodtoeachother.Whatneedstobedonetomakethisright?
Ethan:
Feelstheneedtoapologize.CatherineIamsorryfortakingpicturesofyou
evenafteryouaskedmetostop.IamsorryfornotaskingyouifIcouldtakepicturesof
you.
Catherine:
Ifyouhadaskedme,Iwouldntofminded.Forgavehimbeforehe
apologized
Ethan:
Iwillmakesuretostopdoingsomethingifyouaskmetostop.
Whatdo
Ethan:
Keepasensitivemindandmoveonandforgetthisincident.Learnfromthisfor
futureevents.
Miguel
:IwouldrememberthisincidentsothatIknowinthefuture.
Nikki:
Whatisthebestwaytosupporteachotherintablegroups?
Miguel:
Talkingtoeachothermoreaboutwhattheyareworkingbutnotinawaythatis
distracting.Itcouldhelpsolveproblemsmore/
Trina:
Schoolrelatedtopicstotalkaboutwouldbegood.
Nikki:
Howcanwemakesurethatourdevicesarenotadistractioninclass?
Catherine:
Puttingyourphonefacedown.Someonetellmetoputmyphoneaway
whenIamdistracted.
Ethan
:Putphoneonsilent
Trina:Putyourphoneinyourpocketorbackpackwhereitissafeandunusable.Maybe
haveacodewordtoputmyphoneawaywhenitisout.

CLOSING
Trina:
Thankyouforbeinghonestandrespectfulofeachother.
Miguel:
Everyonesperspectivewascorrectandwastrue
Catherine:
Noonewaslyingaboutwhatwasgoingon.

Elliot30

WorksCited:
Costello,Bob,JoshuaWachtel,andTedWachtel.TheRestorativePracticesHandbook:For
Teachers,DisciplinariansandAdministrators.Bethlehem,PA:InternationalInstitutefor
RestorativePractices,2009.Print.
"ImprovingSchoolClimate."EVIDENCEFROMSCHOOLSIMPLEMENTING
RESTORATIVEPRACTICES(2009):14.Web.
Wachtel,Ted."WhatIsRestorativePractices?"WhatIsRestorativePractices.N.p.,2012.Web.
06Oct.2015.