A restorative chat is a brief conversation that is held when learning is disrupted, or when an individual’s behaviour is causing disruption or harm.   Examples include issues arising from lack of equipment, poor choices, defiance, late arrival. The aim is to explore the issue(s) together, establish what harm / loss of learning has been caused and who has been affected, and then to work together to establish what is needed to put things right. 

Example:

• What is the problem? What has been happening/what is going wrong?
• What are the effects of the problem? Who/what is the problem affecting? How is it affecting them?
• Are there times when you can prevent this problem from happening? How do you do that?
• How can we fix the problem and put things right?
• What do you need to do to stop the problem from happening again? What support do you need?

A restorative chat usually takes place away from other students after a lesson or at an arranged time. It seeks to prevent further escalation by addressing the issues behind the behaviour and avoiding confrontation in front of the class. Restorative chats keep the sorting out of conflicts and misunderstandings in the hands of those who are part of these misunderstandings. 

Students are involved in the decision making to match consequences to the harm done and this should follow quickly after the chat. Possible consequences include apologising in person or in writing and committing to get on with learning and or time spent catching up. If a student does not complete the agreement or follow through on their obligations they can be referred to have a further restorative chat or a Restorative Meeting, however investment of time and effort at this stage to contain the harm is definitely worth it. 

A restorative meeting can be called for by students or staff, where parties need support to have a restorative chat or where an issue is spiralling. 

This may be when earlier obligations are not being met or where relationships have broken down to a point where support is needed to move forward. Restorative meetings are usually facilitated by someone not involved in a conflict. Facilitators may be Head of Faculty, whānau Leaders, Guidance Counsellors, Senior Leadership Team and teachers trained in facilitation. Exploring the issues through independent parties can be extremely helpful in difficult situations.

The questions asked in a restorative meeting are the same as the ones asked in restorative chats.

A mini conference is called to deal with more serious or recurring problems and conflicts, such as playground fights, gossip, classroom disruptions, ongoing work avoidance, bullying, disobedience and disrespect. Mini conferences involve more than one student and/or teachers. They can also involve family/whānau  members  therefore they require careful preparation and facilitation. Adherence to a circle structure and a specific series of questions is vital because it can help manage multiple perspectives and power relationships and thus stop the meeting from getting out of control.  

The following questions are asked during a mini conference:

• What has been happening? What has been the problem / issue?
• Who has been affected by this problem / issue and what are those effects?
• Are there times when you can prevent this problem from happening? How do you do that?
• What has to be done to put things right? (e.g. for the victim of bullying  to feel safe)?
• What are you going to commit to do differently so that the problem / issue won’t keep happening? 

The commitments made in mini conferences are followed up. If participants do not honour their commitments then a further restorative meeting or mini conference might be called.

A full restorative conference can be  called when a student or students have been stood down or suspended for a very serious offence, such as ongoing defiance, physical violence or harming others through social media.  The family members of both wrongdoers and victims are invited along with anyone else who is affected by the person’s wrongdoing. 

Restorative conferences follow the same steps and use the same questions as other restorative conversations. However, the greater number of different participants makes them the lengthiest and most resource-intensive of all restorative conversations. Conferences can take two to three hours and pre-conference interviews with all participants can add several additional hours to the facilitator’s workload. Participants have to be informed about what to expect and coached about the rules of participation, so pre-conference preparation, including telephone calls and interviews, is also the pre-requisite of a successful conference. 

Conferences end with more formal, often written and signed contracts or agreements that specify not only the commitments of wrongdoers but the tasks of supporters as well.  Conferences are facilitated by persons trained in facilitation. They can be staff members but also persons outside the immediate school community, such as special education advisors, community police officers or social workers.

Restorative meetings and conferences are a form of circle conversations. However, at Aotea College circle conversations are also used for other than conflict resolution purposes, such as:

• relationship and community building
• sharing ideas
• teaching and learning
• planning and decision making
• welcoming and farewelling others
• showing appreciation

Circles are a forum for dialogue, developing a shared understanding of an issue, and reaching consensus. They have been part of the traditions of indigenous peoples for a very long time. All of us have participated in some kind of circle, for example at the dinner table, when playing card games, in sports teams, meetings, around campfires, singing or dancing groups. At Aotea we run circle conversations during hui ako time and at times conduct staff and class meetings in circles. 

Regular participation in circle conversations has been shown by research to develop the five key competencies of using language, text and symbols; thinking; relating to others; managing self and participating and contributing.              

Most circle activities and conversations simultaneously meet the criteria of at least two different types of circles. For example, a relationship building activity is also a dialogue where participants share their views about a topic. An ideas sharing circle can also be a learning circle where participants learn new information about the topic discussed. 

Circles structure interactions in a way that helps build a safe and inclusive classroom where different topics (e.g. subject related, current affairs) and issues affecting the classroom community can be explored and discussed. However, this can only be achieved if the following non-negotiables are adhered to:

• A circle needs to be a circle for everyone to see everyone
• Everyone has to listen so one person speaks at a time (talking objects can help)
• Everyone should participate (reluctant or shy students can receive extra coaching)
• Physical barriers (bags, tables) between participants should be removed
• Language should be respectful – no put downs
• The purpose of the circle should be clear (what type of circle and what outcomes are hoped for) 

Circles can be a useful strategy of:

• Building a safe and inclusive classroom community
• Helping to develop respectful relationships with different others
• Reducing bullying
• Helping students learn communication skills
• Practicing the 5 key competencies

Class meetings are a specific form of circle conversations that can support collaborative problem solving between teachers and students. 

Some teachers at Aotea have adapted restorative processes to support class discussions when teaching and learning is undermined by defiance, distractions and tensions between students and teachers. They developed a specific class meeting format where all students in the class and their teachers take turns to voice their concerns. 

Class meetings usually have four rounds. 

In round one the issues affecting teaching/ learning and /or relationships in the classroom are named and everyone’s views on what might be the problems are listened to. Questions that might be asked include: 

• “What do you think are the issues / problems that need addressing in this classroom?”

In round two the effects of the issue(s) or problems are explored, with questions such as:

• “What are the effects of the problems discussed on you or on others or on learning?”

In round three exceptions to the problem are sought (the alternative story) using questions like:

• “Can you think of a time when these problems do not affect this class or when teaching and learning is going well?”

In this round, useful information can be collected about the strategies and circumstances that are more conducive to teaching and learning and/or respectful relationships. 

In round four participants are asked to make a commitment to something that they believe would help address the problem and/or change the learning environment in positive ways. Both students and teachers are invited to give answers to the question:

• “What are you personally prepared to do or what do you think you need to commit to in order to improve relationships and/or learning in this classroom?”

Both teachers and students commit to change their practices and these commitments can be recorded in writing. 

A unique feature of Aotea class meetings is a discussion about and critique of ideas that can shape teacher-student relationships in unhelpful ways. We have found that when a particular idea about learning or relationship conduct becomes popular, other useful ideas can be lost or temporarily pushed out of awareness. One popular expectation that sometimes can cause problems is that learning should be fun. If students come to a lesson with the dominant  expectation that they will be entertained every minute they might resist teacher requests to persevere with a challenging task by talking or being defiant. This can lead to ongoing conflicts and disruptions to learning. 

While there is an expectation that learning is engaging and therefore enjoyable, the ‘fun’ idea downplays the expectation that each student is capable of higher thinking and can take attention away from the importance of practice, hard work, perseverance and not giving up when something becomes challenging or just hard. Teachers skilled in class meeting facilitation ask questions that invite students to consider when an idea can be helpful but also when it might be unhelpful. This process usually surfaces a range of useful ideas and reinforces helpful learning behaviours. As a result relationships and learning can improve.