In our previous post, we introduced the idea of integrating Restorative Practices (RP) into the Multi-Tiered System of Supports (MTSS). Now, we’ll focus on Tier 1 interventions, where the emphasis is on creating a strong, inclusive foundation for all students. At this universal level, the goal is to foster a positive school culture and prevent issues before they arise.
The Importance of Tier 1 in MTSS
Tier 1 is the bedrock of the MTSS framework. It includes strategies, practices, and interventions designed for all students, regardless of their individual needs. The main objectives of Tier 1 are:
Prevention: Teaching and modeling appropriate behaviors and social-emotional skills to prevent behavioral issues.
Community Building: Creating a school climate in which students feel safe, valued, and connected to their peers and teachers.
Inclusivity: Ensuring that every student, regardless of background or ability, feels like they belong in the school community.
Restorative Practices fit perfectly within these objectives, as they focus on building and maintaining relationships. When used at Tier 1, RP creates a culture of mutual respect and accountability, reducing the likelihood of conflict and behavioral issues.
Restorative Circles: The Heart of Tier 1
One of the most powerful tools for building community through Restorative Practices is the Restorative Circle. Circles can be used proactively to build relationships, set classroom norms, and develop social-emotional skills.
Here’s how circles can be used at Tier 1:
Community-Building Circles: These circles are held regularly in classrooms to help students develop a sense of belonging. During these circles, students share their thoughts and feelings, learn to listen to one another, and practice empathy. For example, a weekly circle might ask students to share something they are proud of or a goal they have for the week. This practice fosters emotional connection and trust among students and between students and teachers.
Norm-Setting Circles: At the start of the school year, teachers can use circles to co-create classroom norms with students. Rather than imposing rules, this collaborative process allows students to feel ownership of the expectations in the classroom, making them more likely to adhere to them. Teachers can ask questions like, “What do we need in this classroom to feel safe and respected?” Students’ responses can be woven into the classroom norms, ensuring they reflect the values of the whole community.
Check-In Circles: These quick circles can be used daily or weekly to check in with students emotionally. For example, students might be asked, “How are you feeling today, and why?” Check-in circles give students the space to express their emotions, and they allow teachers to gauge the overall emotional climate of the class, which can help prevent behavioral issues from escalating.
Research supports the effectiveness of community-building circles in improving classroom climate. In one study by Vaandering (2013), schools that regularly used circles reported greater student engagement, increased empathy among students, and a reduction in bullying and behavioral incidents.
Social-Emotional Learning and Restorative Practices
Restorative Practices at Tier 1 are not just about behavior management; they are also deeply aligned with Social-Emotional Learning (SEL). By teaching students to identify and express their emotions, empathize with others, and resolve conflicts peacefully, RP supports the development of SEL competencies, which are crucial for success both in school and in life.
CASEL, the Collaborative for Academic, Social, and Emotional Learning, identifies five core SEL competencies:
Self-awareness
Self-management
Social awareness
Relationship skills
Responsible decision-making
Preventing Behavioral Issues through RP at Tier 1
One of the key benefits of using Restorative Practices at the Tier 1 level is their preventative nature. By fostering a positive classroom environment where students feel heard and respected, teachers can prevent many behavioral issues from arising in the first place.
Traditional discipline approaches often focus on punishment after a rule has been broken, which can lead to feelings of alienation and resentment among students. Restorative Practices, on the other hand, emphasize accountability and repairing relationships. When students feel connected to their peers and teachers, they are more likely to follow classroom norms and less likely to engage in disruptive behavior.
Restorative Practices offer a non-punitive approach to minor behavioral issues. Instead of sending a student to the office for talking out of turn, for example, a teacher might hold a quick circle to discuss the behavior and give the student an opportunity to reflect on their actions and make amends. This not only keeps students in the classroom but also teaches them valuable conflict resolution skills.
Getting Started with Restorative Practices at Tier 1
If you’re new to Restorative Practices, starting with Tier 1 interventions is a great way to introduce these concepts into your classroom or school. Here are some steps to get started:
Learn About Restorative Practices: Familiarize yourself with the philosophy and techniques of RP. Reading resources like The Restorative Practices Handbook by Costello, Wachtel, and Wachtel can give you a solid foundation.
Introduce Circles to Your Classroom: Start by holding a weekly community-building circle. Explain the purpose of the circle to your students, and establish clear norms (e.g., listening without interrupting, speaking from the heart). Keep the first few circles simple—asking questions like “What’s one thing that made you smile this week?”—to help students feel comfortable.
Model Restorative Language: Incorporate affective statements into your daily interactions with students. For example, instead of saying, “Stop being disruptive,” try, “I feel frustrated when you talk during the lesson because it makes it hard for others to focus.” This type of language helps students understand the impact of their actions.
Reflect and Adjust: After implementing Restorative Circles for a few weeks, reflect on what’s working and what isn’t. Are students engaged in the process? Are you noticing fewer behavioral issues? Use this reflection to adjust your approach and deepen your practice.
Restorative Practices at Tier 1 lay the foundation for a strong, inclusive school community. By focusing on relationships, empathy, and accountability, RP not only prevents behavioral issues but also fosters a positive classroom environment where all students feel valued and respected. When integrated into the MTSS framework, RP becomes a powerful tool for building a healthy, supportive school culture for all students.
References:
Vaandering, D. (2013). Implementing Restorative Justice in Schools: A Critical Reflection on Sustainability. Journal of Educational Philosophy and Theory.
Resources for Further Reading:
"Circle Forward" by Carolyn Boyes-Watson and Kay Pranis.
CASEL: Social and Emotional Learning (SEL) integration: www.casel.org
Internet Resources:
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