Welcome to Our Restorative Center: Room 2102

  • You have the power to make today great.
     
    Your positive energy is contagious and makes all the difference in a child’s day.

    Our Restorative Center is used throughout the day for a place to check-in, to refresh and renew, to reset, to restore for students, staff, families and community. Robin King, our Coordinator is available throughout the day in our Center and also throughout the building to staff and support students as we implement Restorative Practices as an Eastern Heights Learning Community.

    As a whole building we are implementing daily Community Building Circles in every classroom as we begin and end our day together in circles and building our Restorative Impulse as we respond to each day.

    As a whole staff we are implementing Restorative Chats and Conversations with our students as well as each other to address challenges and immediate conflicts as they arise. 

    Robin King and Julia Mullan partner with other trained staff to conduct Restorative Conferences, Content Circles to learn, Problem Solving Circles, and Circles to Repair Harm for students and families as well as partnering with the Legal Rights Center for Family Group Conferencing.

    Robin King is also providing professional development and coaching support daily, weekly and through individual coaching to our entire staff as we move through our Exploration and Early Implementation phases of Restorative Practice.

    Closely tied to our Restorative Practices is our collaboration work with No Bully. Our Center is a space in which to hold Solution Team meetings with the guidance of our Solution Teams Coaches (Robin King, Julia Mullan, Nick Revak, Angie Wroblewski, Liv Roque- Conrad, Rikki Mohlenhoff and Thomas Kendrick .

     

Impulse- A Restorative Journey Blog

  • SUSTAIN -ability, -able, -ably, -ed, -er(s), -ing, -ment, -s: What does this mean? What does it take? How am I a part?

    Posted by Robin King on 2/4/2019

     

    As a Restorative Practices Pilot Site we have had an opportunity that others in our district have not. So many schools have applied for this opportunity and only 12 have been fortunate to receive targeted funding to support the building of a community practice with the support of staffing.  At least that same number of schools have invested in Restorative Practices on their own because they recognize the impact of this paradigm shift on the relationships, climate and performance in their schools.

     

    As we navigate our first three years of our practice with support, it is imperative that we develop our strength (muscles) and our endurance (heart and breath) to sustain our practice once this opportunity is no longer externally funded.

    Sustain: strengthen or support physically or mentally.

     

    Synonyms: comfort, help, assist, encourage, succor, support, give strength to, be a source of strength to, be a tower of strength to, buoy up, carry, cheer up, hearten

    How are we engaging with each other, with our students, with their families? How are we developing lasting impactful relationships with each other, our students, their families and our broader community? How are we developing the practices of our students to prepare them for their restorative classroom in the next grade, to sustain? What are we doing as adults to comfort, help, encourage, support, be a source of strength, carry, hearten… each other, our students and our families, to sustain?

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  • Unexpected Time: How can we build it into our day?

    Posted by Robin King on 1/31/2019

     

    This week has given us “unexpected time” at home. With little forewarning, our schedules were changed and we adjusted. How did we use it? How did it feel? I didn’t have everything I wanted or needed at home to accomplish my “list” of things for school. For that matter, not knowing I would be home, I didn’t have everything I wanted or needed to accomplish my “list” of things at home. So I accomplished a tiny bit of tidying, sorting jewelry making supplies, binge on Netflix series, a room rearrangement (not sure we’re “there” yet), a spontaneous day with a grand guy also gifted with unexpected time to build with Lego, bake chocolate chip cookies, eat a lunch of random “leftovers”, shop for Paw Wax to protect Kingsley’s toes in the tundra of the backyard, and stare out the window. The “list” is untouched (so is the dust).

    Like many of us, I get swamped with the urgent and don’t always get to be as creative or focus on the important topics in my life and mind. We recently did a time audit of our Master Schedule and found that even with a Master Schedule, individuals use their time in individual ways. Are we maximizing the way in which that time meets the needs of our students whole selves, of our whole selves? Are we scheduling our whole selves to meet the needs of each whole child? When we “don’t have enough time for that”, are we sure? If we “took time for that” might we gain time for instruction because our children are present, mindfully present, and invested in learning as a part of a community of whole persons?

    After this week of having a gift of time, I intend to find ways to to build “unexpected time” into my expected schedule.

    In Peace and Equity

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