Best Practices Blog

I read the Moving from Conflict to Peace blog post on the Expedionary Learning website. This blog post was about restoring justice practices in an EL classroom. In this classroom, they were discussing tragic injustices in history. Students were upset by how people could hurt and mistreat other, but once the students left the classroom they were gossiping and name calling. The teacher was puzzled by how her students could be outraged by brutal unjustice in the classroom, but then walk out of class and hurt each other without a second thought. So she implemented a Restorative Justice(RJ) program in her classes that involved peace circles.

In Peace circles, "a student facillitator directs the conversation, first reviewing norms and then approaching any conflict through the three central RJ questions: What was the harm? Who is responsible? How can we fix it? All participants—whether victim, perpetrator, or community member— speak in turn without interruption. Listeners follow by paraphrasing what they heard with a focus on the needs and wants underlying a position. As a group, they then summarize the main issues that need to be addressed as well as common interests—the needs and wants of those involved that initially go unspoken or unnoticed. From here, the group brainstorms agreements— actions that will repair the harm done and move everyone forward."

Both the students and teachers noticed changes in class and school controversy. Students were now able to hear each other and make an agreement to move forward to repair hurt relationships. 

This reflects Culturally Responsive Teaching because it encourages students to share their varied perspectives and experiences and create a supportive environment where this can occur. It also encourages students to know and listen to each other. The peace circles allow opportunity for each of the above to happen because students listen to each other and come to an agreement to mend hurt feelings.