Restorative Justice Practices in an EL Classroom is about how students can in a History class can be out raged by the injustice of Slavery, the Holocaust and Apartheid but turn around and be just as intolerant and cruel to fellow students. The teacher wanted to find a way to show them that what they are doing outside of the classroom is no different then what happened in history. She started RJ, Restorative Justice. She introduced the guiding principles of RJ the her class by brainstorming and taking a Perspective Taking role to address the conflict being studied and how to resolve in peacefully. They think about how to approach the conflict, placing blame, dealing out punishment and then addressing needs and accountability for the actions. By allowing the students to work in small groups to discuss the issues they are able to learn to listen to each other's ideas, perspectives and thoughts.
"Students reported that they listened more deeply and focused on the needs and wants of others more than the arguments and positions they were originally itching to present. Those on the receiving end felt acknowledged and respected. In addition, the step of identifying common interests caused a perceptible shift in perspectives. Students discovered that it was easier, and more important, to address common interests than to stay stuck in the conflict; they now recognized their former opponent as another individual with needs similar to their own" (Felton 2012).
Works Cited
Felton, T. (1922, August 12). Moving From Conflict to Peace | Expeditionary Learning. Expeditionary Learning | Engaging Students, Transforming Schools. Retrieved February 21, 2013, from http://elschools.org/best-practices/moving-conflict-peace-0
Good connections between culturally responsive teaching and constructivist approaches to teaching. Additionally, an outstanding approach to addressing the issues of bullying.
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