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We also kicked off the culture change in both schools with a special assembly that included showing a video of students and staff expressing their desire for peace.  \nSoon after this assembly, a tragic death made us realize we were taking the right approach. One of our seventh-graders in the Safe School was shot in the head as he walked to a friend’s house after school. We were in shock.  \nWe turned to restorative practices to give our students a voice so they could heal. They expressed themselves in weekly peace circles, and the conversations were honest. Students shared their fears of neighborhood violence and their hurt over losing friends and family. Just the opportunity to articulate these feelings and hear that their peers felt the same way was empowering.  \nPeace circles were so effective that administrators eventually suggested they be used when students returned from a suspension or to resolve conflicts among students or between students and teachers. Sure, we had students reluctant to participate, but most appreciated the opportunity and often asked us when the next circle would be held.  \nM  \noving forward, our schools will work on building greater consensus among the staff. Changing the culture and climate around student discipline has not come easily for all educators at our school, a fact  \nthat is not surprising given the issue’s fraught nature. Some staff members still believe that despite being largely ineffective, only punitive measures work. But with time, I hope they see that students are more likely to flourish if we handle discipline in constructive ways. With more training, we will continue to refine our restorative practices and ultimately take our relationship building within our school to another level.  \nNow more than ever, I realize the truth of my professor’swords: teaching is not an exact science. When he sent me out into the teaching world that day, he should have added that it doesn’t have to be. That’s because teaching is based on relationships, however imperfect (and unscientific) they maybe. Those relationships make a tremendous difference, and as a teacher I have learned, andwill continue to learn, how to build them. ☐  \nWhere Discipline and Racial Equity Intersect  \nBy Kimberly Colbert  \nI  \nt was the second hour of the school day. Students filled with early morning energy darted through the halls in the mass rush to class. Dylan stood in front of me, eyes cast down, with Mr. D., an administrative intern in a training program to be  \na principal, athis side.“Dylan wanted to come and apologize for his behavior,” Mr. D. explained.  \nAfter a prior confrontation, I had enlisted Mr. D.’s helpin finding Dylan. Though Iwas not one of his classroom teachers, I knew he was a ninth-grader with a reputation. They approached me in the hall as I made my way to a meeting with colleagues.  \n“I’m sorry for the other day,” Dylan said, extending his hand. As I studied his face, he appeared to be a different child than he was during our recent encounter.  \nIt is said that the opposite of love is not hate but indifference. Hate requires you to see another, whereas indifference renders the other nonexistent. I believe Dylan’s attitude changed when he realized that he was not invisible. I had identified him, and I had asked Mr. D. to help Dylan process his conflict with me. This desire tobe seen, to exist, is atthe heart of restorative practices. We begin to act and live restoratively when we prove to our students that they are worth the effort to make negative situations right.  \nFive days earlier, Dylan had been one of several students congregating in the hall near the stairwell. The bell had rung, and I was making my way to my classroom. The teenage energy was palpable, as it always is between classes. There were clusters of animated conversations and varying levels of swagger and silliness on display. I said to no one in particular,“The bell has","cbCaima5prlcNhr7","https://ap.wps.com/l/cbCaima5prlcNhr7","pdf",213320,"English","# Restorative Practices and Student Healing\n## Peace circles in conflict resolution\n# Teaching as Relationship Building\n## Culture change after tragedy\n# Where Discipline and Racial Equity Intersect\n## Dylan’s apology and restorative response","[{\"question\":\"文中如何描述修复性做法帮助学生“疗愈”？\",\"answer\":\"通过让学生在每周的和平圆圈中诚实表达，并促成同伴共鸣与理解，帮助他们讲出对社区暴力的恐惧以及失去朋友和家人的伤痛，从而获得赋能与修复。\"},{\"question\":\"和平圆圈在学校纪律管理中后来发挥了什么作用？\",\"answer\":\"效果显著后，管理者建议将其用于学生从停学返回时的衔接，或用于解决学生之间、以及学生与教师之间的冲突。\"},{\"question\":\"作者在Dylan的个案中强调了什么核心理念？\",\"answer\":\"作者认为修复性实践的关键在于让学生“被看见、被存在的价值”，当学生意识到自己并非隐形时，其态度会改变；同时，处理纪律冲突应建立在关系与建设性方式之上。\"}]","Where Discipline and Racial Equity Intersect | PDF"]