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Independent Thinking on Restorative Practice: Building relationships, improving behaviour and creating stronger communities (Independent Thinking On ... series)

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To achieve this, it’s simply a question of relooking at the school timetable with a will to making, as the phrase goes, ‘the main thing, the main thing’.

What is more, relationships are both simple and hard in equal measure, so it is easy to direct our focus onto the more tangible areas of school life – such as results – and, in doing so, fall into the trap of forgetting that not everything we count counts, and not everything that counts can be counted. If you truly want to embrace relationships as the heartbeat of your school culture, then this book will show you how. It is certainly not about being soft or turning a blind eye to poor behaviour, no matter what the Daily Mail might say. And as far as Mark is concerned, the main thing is the quality of the relationships that are being built.

In social work this has meant repair of previously stuck and damaged relationships in ways that have enabled meaningful practice to once again occur. If you feel you might struggle with a student’s name ask them in private if you can about how to pronounce their name, this might feel awkward or uncomfortable for you, but it is coming from a place of wanting to get it right. Mark is a visionary, a peacemaker and an idealist who wants to change both school and societal culture to become more caring, compassionate and emotionally intelligent. Carlie is passionate about supporting practitioners and the community to introduce the values of working restoratively into their practice at the earliest opportunity.

Brackenbridge argues that "[t]he interpersonal dynamics of sexual abuse in sport are similar to those in other settings but exacerbated by some key situational differences" (Brackenbridge, 2008). It works for children, young people and families in a wide variety of contexts and settings, with young and old, with peers and colleagues, and in our work as leaders and managers. It provides a strong framework within which we can promote a whole-school ethos founded on the importance of relationships.For far too long the education world has needed a thorough, authentic and expert guide to restorative practice, written by someone who really knows their stuff – and here it is! A simple positive greeting can have an impact on all the things we want to improve: learning, behaviour and, most of all, belonging. Join the inner circle now and be the first to hear about the most up to date developments and exciting news around restorative and relational practice.

He has been involved in the field of restorative practices since 1998 firstly as a hands on practitioner and then asa trainer and consultant. Waiting for students at the classroom door gives us another opportunity to connect, saying their name correctly – that’s the subtle difference – and remembering things about them. With many years' experience working with schools, local government agencies and social services, he is in great demand as a speaker and trainer ' helping organisations adopt restorative practices in a way that is practical and achievable and that never loses sight of the children and young people they are all aiming to serve. The strong and robust base for the relational and organisational ideas and techniques offered are barely noticeable but always there. This must-read book is the perfect balance of the principles and theory underpinning restorative practice and relational leadership – and it is peppered beautifully with practical examples of how to make it happen.Sarah has been a Restorative Practitioner for 10 years and has worked across a wide variety of settings, agencies and communities. The situation involving Josh may make you feel worried, as your students are strangers to you at first, however, with restorative practice you will build positive relationship.

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