I believe the three Do No Harm “rules” are a more positive and effective set of rules than the long list of rules currently in my school’s handbook. I think they are more positive and effective because they ask children to spend time thinking thoughtfully about their behavior and the consequences of the behavior, rather than focusing on punishing a student for misbehavior. This will help students to be in class, learning, rather than out of class, being punished. I have my own version of the Do No Harm rules that are posted in my classroom -- my three rules are “Respect Yourself,” “Respect Others,” and “Respect Our Space.” I think they also effectively communicate the Do No Harm message.
As a future school leader this belief would definitely be reflected in both the discipline policies and practices and the program practices and initiatives at my school. Currently at my site we have a meeting at the end of the school year to discuss what rules will go into the school handbook. I think this is a good practice, as it gives staff the opportunity to be a part of shaping the discipline practices of our site. However, as the school leader I would want to start with a discussion about the positive effects a restorative practice discipline plan and program could have on our school culture. This conversation would include a discussion about the benefits of keeping kids in class, and the positive effect this type of program could have towards creating a more safe and productive learning environment. It would include a discussion about the level of support and levels of intervention we use as a school staff to support students.
I was fortunate to be able to attend a restorative practices training last year with my principal, and I believe the practices are sound and make for a healthy school culture. Currently our administrators and our counselors are implementing more of these types of policies into their handling of student behavior issues, and I know they are feeling much more positive about their interactions with students and with the effect the practices are having on our school culture. I think this professional development would be very beneficial for my whole staff, and as a school leader I would work to provide those opportunities. The “first do no harm” concept is an unconscious part of our school culture, but it is not taught to students directly. In the interest of having students think more about their behavior and its consequences, several years ago our site developed a “Personal Responsibility Plan.” This plan asks students to think about the behavior that has gotten them into trouble with their teacher, to think about why they behaved as they did, and then to think about an alternative they could have chosen (or would choose in the future). I think it is a step in the right direction, however it is used by most teachers as a “time out,” and I don’t believe there is much follow up. I think that is an area of need at my site -- we need to reflect on our current practices and consider whether they are working, and if not, what changes can we make so the “first do no harm” philosophy becomes a solid part of our school culture.
5 things I am willing to do this semester to make my school a more positive restorative place:
- Promote a revision of our Personal Responsibility Plan with our Instructional Leadership Team.
- Work with administration and counselors to revise the behavioral charts they have put into place, making sure students have been given input into the goals on their charts, and making sure the charts are clearly understood.
- Work with the ASB to create posters to display on the school campus with the message: Take care of yourself, take care of each other, take care of this place.
- Prepare a professional development around restorative practices for the staff (teachers and classified staff).
- Prepare and share with staff an online version of Action Research Tool 7: Student Survey (How to Create a Culture of Achievement, page 184) to gather student input regarding the perceived culture of the school.