John

Hajira Athena
Gratitude makes sense
of our past, brings Amy Taneisha

peace for today, and

creates a vision for dorothy Min

tomorrow.
Melody Beattie

Faisal Heather

Amy
Cathia Melissa

If we have no peace, it Colleen Brent

is because we have
forgotten that we George Jessica

belong to each other. Shahrzad

Hussein
Mother Teresa -Sherry
Sheri
Break-Out Group 1 Athena

dorothy Taneisha

Faisal Heather

Centre

Colleen Brent

Shahrzad-
Melissa
Sherry
Break-Out Group 2 John

Sheri Hajira

Hussein Cathia

Centre

Amy Jessica

George Min
 John
Gratitude makes Michelle Athena

sense of our past, Hajira Taneisha

brings peace for

today, and creates a
Amy Min
vision for tomorrow.
Melody Beattie

dorothy Joe

Faisal Centre Heather

Cathia Melissa

If we have no peace, it Colleen Brent

is because we have
forgotten that we George Jessica
belong to each other.
Shahrzad
Mother Teresa Hussein
Sherry
Sheri
 RESTORATIVE JUSTICE

Primary Secondary
Worth
nurturing… & re-
Interconnected establishing
-ness …
RJ in two different discourses
 What is this
about?

How does it
reflect
relationship with
SELF?

How is
relationship with
SELF revealed in
each?

From: Dorothy Vaandering , Journal of

Peace Education (2013): Implementing
restorative justice practice in schools: what
pedagogy reveals, Journal of Peace
Education,
 Relationship Window
Power-over; Power-with

high

TO WITH
Objects to be managed People-to be honoured
Expectations (for being human)

Conditional acceptance Unconditional acceptance

Power-OVER Power-WITH

NOT FOR
Objects to be ignored Objects for need

Neglect & rejection Conditional acceptance

Power-OVER Power-OVER

low Support (for being human) high

Relationships First- D. Vaandering dvaandering@mun.ca
8
Peter is a 5-year-old boy whose parents have
recently decided that they want him to become
more independent before going to school in the
fall.

Despite the fact that they have never practiced

with or taught him how, Peter’s parents start
refusing to tie his shoes for him believing that
this approach will push him to do it himself.

What might Peter be feeling?

What quadrant are his parents working in?
An employer has decided to promote a balanced lifestyle
initiative in the workplace.

Rather than enforcing new guidelines and rules, the whole

staff is asked to meet to discuss their needs, as well as the
changes required to live a more balanced lifestyle. All
members (employers and employees) agree that the
suggestions are valuable, and the team works together to
implement the changes.

How might the employees be feeling? What might they be

thinking?
What quadrant is the employer working from?
In the past semester, Mary has registered for four
different extracurricular activities and has
chosen to quit each of them at the first sign of
difficulty.

When Mary asks her parents to sign her up for a

new art class, they immediately deny her,
exclaiming that no matter what she tries, she is
going to quit it anyway.

How might Mary be feeling?

What quadrant are her parents working from?
Mr. Lee returns from the clinic with a new prescription for
his eyeglasses. The 70-year-old man, is assured by his
doctor that his strengthened prescription will allow him to
live life as he currently is, independently.

Without a discussion with his father, Mr. Lee’s son makes

arrangements for all transportation needs to be taken care
of, insisting that his father no longer needs to worry about
driving.

How might Mr. Lee feel?

What quadrant is the son work from?

Lou is angry. His new neighbours were great when they
first moved in, but for the past week during the warm
weather, they have been out on their deck till 1:00 in the
morning playing music, laughing, drinking. His 2 and 4-
year-old sons can’t sleep, he can’t sleep, closing the
windows doesn’t work. It’s 12:30 AM, he’s tossing and
turning. He’ll be so tired when he gets up at 6:00 AM for
work. He checks the forecast and sees the warm weather is
going to continue till late next week. He’s had enough.
Lou picks up the phone and calls the police.

How might the neighbour feel?

What quadrant is Lou working from?

Return to main meeting room.

Be ready to discuss the rationale

for your decisions.
 Relationship Matrix
Power-over; Power-with
(Oostrik, Ruigrok, 2010)

Aggression
high Growth

TO WITH

I +, you - I +, you +
Accountability (for being human)

NOT FOR

I -, you - I -, you +
Depression Despair

low Support (for being human) high

15
 Chris, a fourth-grade teacher, recognizes that she is in a
position of power as an educator and that she could be
using power to diminish or nurture the worth of a student,
colleague, or parent. As a teacher engaged in RJE, she aims
to provide high support and high expectations. When her
class is repeatedly off-task on an assignment and she is
unable to identify why, she calls her students to a talking
circle meeting where each one is invited to respond to this
question: “What is happening that makes it difficult to
focus?” They share that the current assignment is too
similar to one done in a previous grade. Chris is impressed
with their ideas when she asks, “What should we do about
this?” Then together they make a plan and adapt the unit.
What quadrant is Chris working in? Explain.
Chris, a fourth grade teacher during the previous week, kept
two students in at recess to complete their work and then
went to the staffroom for coffee. She was too tired and
frustrated to ask them what was happening that they couldn’t
finish their assignment in the time allotted. She also recalls
the rewards charts that she publicly put stickers on for
students working productively, embarrassing those students
who were struggling to keep up. She is often tempted to
control their actions. When her students conform, it makes
her look good. Teaching would be so much easier if the
students were robots who did what they were programmed to
do!
What quadrant is Chris working in? Explain.
Chris, a fourth grade teacher, is at times impacted by the
parents of her students. In particular, parents in prominent
jobs intimidate her and she realizes that she will cater to the
needs of their children. When they come late regularly or
don’t contribute in class, she tends to accept their excuses
readily, works with them until they are done with their
work, and communicates in a friendly manner with them.
When she is honest with herself, she admits far less patience
for students in foster care or with parents on social
assistance.
What quadrant is Chris working in? Explain.
Chris, a fourth-grade teacher, recalls a year she was
exhausted and burned out. It took all her energy just to
show up for work. She has little memory of the students
that year. She does recall creating activities that were
overly simple so she could sit at her desk while they
worked.

What quadrant was Chris working in? Explain.

Return to main meeting room.

Be ready to discuss the rationale

for your decisions.
 Relationship Matrix
Power-over; Power-with
(Oostrik, Ruigrok, 2010)

assertive vulnerable
high

TO WITH
Objects to be managed People-to be honoured
Accountability (for being human)

Conditional acceptance Unconditional acceptance

Power-OVER Power-WITH

NOT FOR
careful
Objects to be ignored Objects for need

Neglect & rejection Conditional acceptance

Power-OVER Power-OVER

low Support (for being human) high

21
• Write a scenario for the quadrant you have been
assigned.

• OR

• Write a scenario for each.

Restorative Thinking
Key Questions

• What happened? [not WHY?]

• What was I thinking/feeling at the time?
• What am I thinking/feeling now?
• Who has been affected? In what way?
• [What has been the hardest thing for
me?]
• What do Ineed [to do] to go forward?

23