HELEN C. PEIRCE SCHOOL OF INTERNATIONAL STUDIES
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restorative practices

"Peace is not the absence of conflict but the presence of creative alternatives for responding to conflict…” -Dorothy Thompson​

As educators, it is our role to create supportive school communities where students can thrive and learn the academic, social, and emotional skills that they need to succeed in college, career, and life. Restorative Practices provide a way for our school to strengthen community, build relationships among students and between students and staff. This also gives us the opportunity to increase the safety and productivity of the learning environment. RP is a reflective practice that encourages personal responsibility, giving a voice to both the person harmed as well as the person who caused the harm.

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HOW ARE WE USING RESORATIVE PRACTICES AT PEIRCE?

Restorative Conversations

Restorative Conversations allow the teacher to demonstrate empathy, teach children how to resolve conflict, and most importantly, allow students to have voice. It's an opportunity for both the teacher and student to express their feelings about what's going on in the classroom, while setting high expectations.

​Classroom Talking Circles
Proactively, all students participate in regular talking circles to forge and strengthen the bonds that bring us closer together.  We are accepting of all people, intolerant of hate, and recognize the strength in our diversity.

Restorative Mindset

A restorative mindset is a way of thinking. It describes how a person understands community and one’s role in that community.  It also places emphasis on healthy, respectful relationships among adults and children as a central value.

Restorative Language
Restorative language encourages positive interactions. This language uses “I” statements to remain non-judgemental, gives the speaker positive feedback through empathetic listening, and encourages him/her to speak using restorative questions.
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HOW CAN I USE RESTORATIVE PRACTICES IN MY HOME?
  • ​Celebrate daily displays of empathy! Encourage the building of relationships with all types of people (even those different than us) by having conversations about how our positive actions and displays of kindness affect others. 
  • Encourage students to use “I feel ______________ when ____________ because_______________” when they have trouble communicating their feelings. Focus on individual feelings rather than placing “blame” on someone else.
  • When harm occurs, ask children to think about the situation from another person’s perspective.
  • Set aside family time to come up with a shared protocol for behaviors inside and outside of your house. Discuss how you want your actions to impact the world. Having a shared vision will help to hold each other accountable.
  • Guide students to come up with their own ways to repair harm that they caused. Help them to think about who was impacted by their actions and how.
  • During family discussion, practice and praise empathetic listening! “I heard you say…”, “I like what you said about…”, “I heard you say ____ and I think…” go a long way to show kids that they are listened to and cared for.​
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WANT TO LEARN MORE? A Restorative Practice presentation
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Restorative Practices Resources
  • CPS Restorative Practices Guide & Toolkit
  • Be The Change/ Mindset & Language (Video)
  • Restorative Practices (Talking Circle Guide)​
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Restorative Practices Coach
Shelton Jackson
sjackson143@cps.edu

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 Helen C. Peirce
School of  International Studies
1423 W. Bryn Mawr
Chicago IL, 60660
Phone: (773) 534 2440
Fax: (773) 534 2577

PK Branch
5300 N. Broadway
Chicago, IL 60640
Phone:  (773) 534-2234
​Fax:  (773) 534-2235

Fax: (773) 534-2577 
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Non-Discrimination Statement It is the policy of the Board to prohibit unlawful discrimination, harassment, and retaliation on the basis of any protected category by the Constitution of the United States, the Constitution of the State of Illinois, and applicable federal, state or local laws or ordinances, including but not limited to Title VI of the Civil Rights Act of 1964 (Title VI), Title VII of the Civil Rights Act of 1964 (Title VII), Age Discrimination in Employment Act of 1967 (ADEA), Title IX of the Education Amendments of 1972 (Title IX), the Americans with Disabilities Act (ADA), the Individuals with Disabilities Education Act (IDEA), and Section 504 of the Rehabilitation Act of 1973 (Section 504), specifically, but not limited to, discrimination, harassment, or retaliation on the basis of sexual orientation, gender or sex (includes gender identity, gender expression, pregnancy, childbirth, breastfeeding, and pregnancy-related medical conditions), race or ethnicity, ethnic group identification, ancestry, nationality, national origin, religion, color, mental or physical disability, age, immigration status, marital status, registered domestic partner status, genetic information, political belief or affiliation (not union-related), military status, unfavorable discharge from military service, or on the basis of a person’s association with a person or group with one or more of these actual or perceived characteristics in the educational programs or activities the Board operates.

Concerns or inquiries regarding sex discrimination, harassment, or retaliation can be made to the Board’s Title IX Coordinator in the Office of Student Protections and Title IX (OSP) or the U.S. Department of Education Office for Civil Rights (OCR).

For information on mental health, go to Mental Health and Suicide Prevention Resources
  • Home
  • About
    • Our History
    • Mission & Vision
    • School Tours
    • Enrollment Information
    • Policies & Forms
    • Staff Directory
    • Local School Council (LSC)
    • Continuous Improvement Work Plan
    • Support Peirce
    • Branding Guidelines
  • Family Information
    • Before & After School Programs
    • Case Management
    • Student Door Entry
    • New to Peirce
    • Family Communication
    • Parent Organizations
    • Principal's Newsletter
    • Volunteer Opportunties
  • Academics
    • International Baccalaureate >
      • IB Primary Years Programme
      • IB Middle Years Programme
      • IB Learner Profile
    • Pre K
    • Art
    • English Learner Program
    • Counseling Department
    • Dance
    • Garden
    • Music
    • Physical Education
    • Restorative Practices
    • Spanish
    • Sports Programs
    • Technology
  • Calendar