The Teacher's Guide to Restorative Classroom Discipline
ABSTRACT This chapter will focus on the development of inclusive relationships between homes, sch... more ABSTRACT This chapter will focus on the development of inclusive relationships between homes, schools and communities. Collaboration, team work and good communication have long been recognised as important qualities for teachers and a characteristic of high performing schools. We know that when teachers collaborate and solve problems, they develop new knowledge together that can lead to curriculum reform and transformation of teaching for social change. More recently, schools are described as communities made up of teachers, students, parents, specialist and support staff that are embedded within the culture of the people in the neighbourhood. Business groups and community organisations are often involved in various ways in the life of the school to provide direct support to the students and parents, and to benefit the greater community as a whole. Shared decision making involving members of the school community can empower and transform students’ lives. Communities that value and respect members and provide a safe learning environment for everyone to express their views, build awareness and develop capabilities together are more likely to be inclusive.
Resilience is an appealing topic in the popular media. We'd all like to have it-to be able to spr... more Resilience is an appealing topic in the popular media. We'd all like to have it-to be able to spring back easily into shape when twisted or stretched by adversity. But as a concept in psychology, it is the word "adversity" that causes concern. Do we want children and families and people generally to be resilient in the face of adversity, or do we really want them to have less adversity? In the maelstrom of life, of course, with its ups and downs, it is good to be able to handle the downs. But as a deliberate intervention strategy-trying to foster resilience or teach resilient coping skills-it is hard to escape the truth that it might be better to reduce the adversity. And it is usually in the face of chronic adversity that resilience enhancement is proposed; in the United States these are often identified as domestic violence, poverty, homelessness, ill-health, sexual abuse, or resource-poor and crime-filled neighborhoods. It was from this perspective that we approached Resilience Interventions for Youth in Diverse Populations. Could our cynicism be dispelled? Would the evidence support the promoting and building of resilience and what would the controlled comparisons be: Doing nothing or directly reducing the risks and enhancing the supports-combatting the adversity? Not surprisingly, the editors are well aware of this dilemma. They solicited contributions to this edited work that are indeed diverse and come from a number of different countries: Canada, Greece, and Australia. In the United States, the "at risk" groups that chapter authors identified for resilience building include African-American and Latina middle school girls from low income communities, preschoolers from families who are homeless, children in foster care, transsexual youth, children with chronic illness, and students with mental health needs, as well as children with specific developmental disorders such as autism, intellectual disability, and attention-deficit/hyperactivity disorder. That is indeed a wide
The Teacher's Guide to Restorative Classroom Discipline
ABSTRACT This chapter will focus on the development of inclusive relationships between homes, sch... more ABSTRACT This chapter will focus on the development of inclusive relationships between homes, schools and communities. Collaboration, team work and good communication have long been recognised as important qualities for teachers and a characteristic of high performing schools. We know that when teachers collaborate and solve problems, they develop new knowledge together that can lead to curriculum reform and transformation of teaching for social change. More recently, schools are described as communities made up of teachers, students, parents, specialist and support staff that are embedded within the culture of the people in the neighbourhood. Business groups and community organisations are often involved in various ways in the life of the school to provide direct support to the students and parents, and to benefit the greater community as a whole. Shared decision making involving members of the school community can empower and transform students’ lives. Communities that value and respect members and provide a safe learning environment for everyone to express their views, build awareness and develop capabilities together are more likely to be inclusive.
Resilience is an appealing topic in the popular media. We'd all like to have it-to be able to spr... more Resilience is an appealing topic in the popular media. We'd all like to have it-to be able to spring back easily into shape when twisted or stretched by adversity. But as a concept in psychology, it is the word "adversity" that causes concern. Do we want children and families and people generally to be resilient in the face of adversity, or do we really want them to have less adversity? In the maelstrom of life, of course, with its ups and downs, it is good to be able to handle the downs. But as a deliberate intervention strategy-trying to foster resilience or teach resilient coping skills-it is hard to escape the truth that it might be better to reduce the adversity. And it is usually in the face of chronic adversity that resilience enhancement is proposed; in the United States these are often identified as domestic violence, poverty, homelessness, ill-health, sexual abuse, or resource-poor and crime-filled neighborhoods. It was from this perspective that we approached Resilience Interventions for Youth in Diverse Populations. Could our cynicism be dispelled? Would the evidence support the promoting and building of resilience and what would the controlled comparisons be: Doing nothing or directly reducing the risks and enhancing the supports-combatting the adversity? Not surprisingly, the editors are well aware of this dilemma. They solicited contributions to this edited work that are indeed diverse and come from a number of different countries: Canada, Greece, and Australia. In the United States, the "at risk" groups that chapter authors identified for resilience building include African-American and Latina middle school girls from low income communities, preschoolers from families who are homeless, children in foster care, transsexual youth, children with chronic illness, and students with mental health needs, as well as children with specific developmental disorders such as autism, intellectual disability, and attention-deficit/hyperactivity disorder. That is indeed a wide
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