Naturally, at a young age, we human beings are susceptible to a fault. A reason for this might be the fact that at that stage of life, there is a lot that we still do not know. Additionally, at that stage, concepts of social interaction, as well as educational knowledge, take a huge chunk of the learning process. Therefore, as a teacher, it should not be a surprise to see children in school causing trouble. However, it is crucial to notice the behavior and come up with effective means of controlling such behavior before it morphs further. Some studies have suggested that the cause of bad behavior progressing through the life of a child is due to traditional forms of punishment. Further, they explain that these punitive measures interrupt the child’s education and they do not provide the crucial skills required to work out issues with their peers as well as their teachers. As such, it is crucial to employ restorative justice in our schools.
From my point of view, I believe that the world we live in today is fragile. As such, a measure of discipline such as restorative justice should be employed in the classrooms. In its essence, restorative justice advocates for mediation and agreement and opposes punishment. In schools where there is a high number of indiscipline cases, restorative justice can be employed. In this way, it is advantageous since it fosters relationships, provides room for dialogue and participatory decision-making, encourages responsibility of all parties, and above all it strives to be respectful. For instance, in a classroom setting, if two students are caught up in a fight, I as a teacher will first work to de-escalate the situation between them. With help from student peer mediators and supporting staff such as counselors, both the students can have a sit down to help calm the situation. By doing this, the students will better understand each other and with the help, they will foster respect towards each other.
In my experience, I have seen some educators try to employ restorative justice measures when dealing with students who have bad practices. I admired the measures taken as they encouraged a sense of responsibility from both parties. In my case, a student arrived late to class. The teacher did not scold him before his peers but instead, he waited until class was over and confronted the student about it. By doing this, the teacher was able to understand the reasons that contributed to the situation. Further, I saw the teacher take responsibility for ensuring that the student was properly counseled on the matter. On the other hand, through counseling and support from the teacher, the student accepted responsibility for his actions. As such, he was more welcoming to ideas that would assist him in changing his behaviors.
In practice, I believe that we should strive towards approaching discipline cases with subtlety. As such, we minimize the risk of exposure to trauma and stress on the students as well as ourselves. Having this in mind as well as putting it into action, we can create an environment that is conducive for change as well as enhancing learning. Further, I think that restorative justice practices in schools teach students important life lessons such as taking responsibility for their actions and encourage voluntary participation in changing bad behaviors. If such practices are widespread across our schools, then it is much easier for students to hone in on their abilities and maximize their potential by living lives that are full of purpose.
3. Takeaways
- When we realize that students can not automatically absorb the information and ideas they encounter in the world through the experience and theory they bring to the school, the connection between learning and teaching will become more complex. It can be said that learning itself is “problematic”. Teachers can create learning opportunities for students, but teachers can’t control students’ understanding.
- Three concepts form the basis of most current academic and practice: learning is a process of active participation; Learning as an individual and society; Learners’ differences are the resources to be used, not the obstacles to be faced.
- Knowledge and practice are inseparable. Students can understand and learn through practice. This means that we need to observe people when they do something meaningful, that is, if we want to “see” what they know, we need to study real problems: “Community of practice” or “learning community” is the key to learning. By becoming a full participant in social and cultural practice, one’s learning intention is to participate, and the meaning of learning is configured.
2. Questions
- Due to the differences of students caused by background, living conditions and their own resources, how can teachers help students in a way that does not hurt them?
- If a student, or most of the students in your class, join a religion, and some ideas of this religion will hurt the students themselves (for example, they think self Immolation is the greatest proof of their religion), as a teacher, should I take care of it, or how should I avoid students from doing such a thing?
1. Idea
1. As a teacher, which way can best cheer up students’ attitude in study is one of the most important things. In China, one of the biggest questions for teachers is also how to encourage students in their work. There are lots of big tests that can affect a student’s whole life in China, and if we can’t make up students’ minds, it can cause a lot of problems. Nowadays, the rate of students’ suicide has been increased a lot in my home country, to help this, we should find the best way or the fittest way for each kids for their study.