Using restorative practices can reduce bullying, restore relationships, repair harm and provide students with an opportunity to express themselves without fear of reproach. The TCP has systematically implemented restorative practice into its mentoring component with an emphasis on the restorative circle. The circle process allows students to tell their stories and offer their own perspectives.

 

How We Incorporated Restorative Practices into the TCP

Building on the momentum of the increased use and visibility of restorative practices both across the nation and in Baltimore City Public Schools, the TCP Team began using restorative practices as part of regular roundtable discussions with TCP students. We restructured these sessions into a series of modules that incrementally introduced elements of restorative practices.

  

The classes begin with an introduction to circle work, the various types of circles and the philosophical and ethical precepts behind restorative practices. Students review the basic principles of restorative practice, including how this approach is an alternative to harsh disciplinary practices, such as detention, suspension and expulsion. Students are often surprised to learn that they will likely be involved in a restorative circle at some point in their school career, either as a witness, victim, offender or some other stakeholder in an incident or event. After students gain familiarity with the behavioral expectations of circle work, we engage the students in practice scenarios that require a restorative circle session.

  

This school year, we used scenarios such as "The Truant Student," "The Class Clown," "Cyber Bullying" and "The Internet Dating Hoax" to teach students about restorative practices. After they read a short description of the scenario and become familiar with the underlying facts and characters, the students cast themselves in the various roles outlined in the scenario, which they act out in circle time.

  

For example, "The Internet Dating Hoax" involves a 15-year-old female student who receives an invitation to meet a popular boy after school for ice cream. Her feelings are hurt when the boy does not show up. Upset and embarrassed, the girl begins to skip school. We learn that the boy never invited the girl. Instead, three of the girl's female classmates sent the invitation as a prank because they are jealous of her popularity.

In addition to the 15-year-old girl, other characters include: the victim's parents, the boy and the three girls who perpetrated the hoax. A school administrator is the circle facilitator. Depending on the number of students attending the session, the role of a counselor could also be cast, as well as friends of the perpetrators and victim, who may want to offer support. The students do not receive a script; instead, they improvise their roles based on their character's description in the written scenario. Working through the scenario, students learn about the dynamics of a restorative practice circle, while having fun playing their assigned roles.

  

Arion Alston facilitates a restorative practices circle.

After practicing with several pre-written scenarios, the next step is to have students identify real-life situations that might have created conflict for them. These student-identified scenarios show students how they can resolve conflict using a restorative circle. Using fact-based scenarios from the students, situations involving family members or friends are presented to the circle. For example, students often suggest experiences where they got into disagreements with their parents or caregivers. This development allows the program to not only extend its instruction of restorative practices, but it also assists students by showing them how they can resolve issues involving other students, siblings and/or parents or guardians. These conflicts often manifest as difficulties at school that impact academic performance, behavioral issues and/or attendance. Although students are asked to provide scenarios voluntarily, they are never required to participate.

Since its inception in 2005, the TCP has had a mentoring component at the heart of its programming. The original mentoring program was designed and taught by Anthony "Bubba" Green, the TCP's first Mentor. Mr. Green's character-building classes were infused with many of the principles of restorative practices promoted today.

  

This past school year, with funding from  Open Society Institute-Baltimore, we were able to expand our restorative practices curriculum at Frederick Douglass High School to include workshops for parents, faculty and staff. Frederick Douglass High School students face significant trauma and violence in their lives. This school year, a video went viral that captured a student striking a teacher. Additionally, a staff member was shot by a student's relative inside the school during school hours. After both events, the TCP Team facilitated restorative circles during the weekly sessions. Restorative circles provided a vehicle through which students could express how traumatic these events were for them and discuss ways to move forward.