3.4 Circle considerations for different grade levels and different

Becoming restorative

1. Introduction to the course

1.1 Welcome to the Becoming Restorative Course (6:40)
1.2 The self work of becoming restorative (17:16)
1.3 How to begin restorative practices at your school (18:42)
1.4 Ways of navigating the course - independently or with colleagues (3:34)
1.5 How to earn a certificate of "Becoming Restorative" (0:10)
1.6 Our Course Community: overview of how we can collaborate and connect (4:14)

2. The roots of restorative practices and why it's so important

2.1 Where do restorative practices come from and why is this important? (8:56)
2.2 Restorative practices as an antidote to white supremacy (7:00)
2.3 Race and Restorative Justice (3:18)
2.4 What is the school-to-prison pipeline and how do we end it? (4:35)
2.5 The Seven Core Assumptions (3:59)

3. Weekly or daily circles

3.1 Weekly or daily circles (11:49)
3.2 How to write circles (16:07)
3.3. How to schedule weekly circles and ideal group size (8:17)
3.4 Circle considerations for different grade levels and different students (1:29)
3.5 Common circle issues and strategies (12:53)
3.6 A year of student circles (2:20)

4. Restorative conversations

4.1 The power of restorative conversations (8:38)
4.2 Overview of restorative conversations (6:12)
4.3 A restorative conversation without sitting together (3:24)
4.4 A restorative conversation while sitting together (27:11)
4.5 Using restorative questions to support students in thinking through a conflict (1:30)

5. Harm circles and conflict circles

5.1 System to request or refer to harm or conflict circles (8:23)
5.2 Preparation for and example of a conflict circle (7:02)
5.3 The questions to ask in a harm or conflict circle (4:49)
5.4 Who should attend and where should they sit? (5:42)
5.5 Dos and Don'ts of harm and conflict circles (2:21)
5.6 Using circles to strengthen strained relationships (3:31)
5.7 Using circles for class community problem solving (4:56)
5.8 The deeper shifts required to engage in conflict circles (13:30)

6. Lessons to teach students about restorative practices

7. Students as leaders of restorative practices

7.1 Students as leaders of restorative practices (3:21)
7.2 Students as circle keepers of weekly circles (1:56)
7.3 Students as circle keepers of and supporters in harm and conflict circles (2:19)
7.4 Students as authors, co-authors, or revisers of circles (3:58)

8. Restorative practices in the classroom

9. How Student Support Team members can engage in restorative practices

10. How can leaders and coaches engage in restorative practices?

11. How can families learn about, engage in, and support restorative approaches?

11.1 How to bring families into the restorative work (7:18)
11.2 How families can participate in conflict and harm circle processes with their children (8:21)
11.3 Examples of letters to send to families about restorative practices (2:29)

12. Sustaining and deepening restorative practices over time

12.1 Ways schools support new staff in learning (4:10)
12.2 Building in ongoing learning for yourself and your whole school community (4:18)
12.3 How to deepen and grow the restorative work at your school (14:55)
12.4 Restorative practices is not only circles (4:56)
12.5 The importance of being in a restorative community (3:14)
12.6 "Transform yourself to transform the world." -Grace Lee Boggs (7:24)

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