Desmond Tutu says, “Restorative justice says “No, the offense affected a relationship” and what you are seeking for is to restore the relationship, to heal the relationship.” Today, Brad Weinstein and Nathan Maynard, authors of Hacking School Discipline: 9 Ways to Create a Culture of Empathy and Responsibility Using Restorative Justice help us understand how restorative justice should work and some examples that will help us understand the successful implementation.
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Bios as Submitted
Brad Weinstein works as an administrator at the Purdue Polytechnic High School Network in Indianapolis, Indiana as the Director of Curriculum and Instruction. He is a co-author of Hacking School Discipline: 9 Ways to Create a Culture of Empathy and Responsibility Using Restorative Justice. Brad is a co-founder of BehaviorFlip, a restorative behavior management system that helps build empathy and responsibility in students. He is the creator of @teachergoals, one of the most popular educational accounts in the world on Twitter, Facebook, and Instagram.
Brad served as principal for two years at Irvington Preparatory Academy on the eastside of Indianapolis. Brad taught for 11 years, including roles as a coach and STEM department chair. He won Teacher of the Year in 2016 at Zionsville West Middle School in Whitestown, Indiana. Brad holds a B.A. in Education from Purdue University, an M.Ed. in Curriculum and Instruction from Indiana Wesleyan University, and completed a Principal Licensure Program from Indiana Wesleyan University. Connect with him on Twitter @WeinsteinEdu
Nathan Maynard works as an administrator at Purdue Polytechnic High School in Indianapolis, as the Dean of Culture. He also is the Co-Founder of BehaviorFlip, a restorative behavior management system that helps build a culture of empathy and responsibility. Nathan studied Behavioral Neuroscience at Purdue University and has been in the field for over ten years working with at-risk populations. He was awarded “Youth Worker of the Year” through dedicating his time with helping underserved and underprivileged youth involved with the juvenile justice system.
He has been facilitating restorative practices for over ten years in a wide range of educational settings. Nathan is passionate about addressing the school-to-prison pipeline crisis and closing the achievement gap by implementing trauma-informed behavioral practices. Nathan has expertise in Dialectical Behavioral Coaching, Motivational Interviewing, Positive Youth Development, Restorative Justice, and Trauma-Informed building practices to assist with creating positive school climates. Connect with him on Twitter @NmaynardEdu.
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Thanks for sharing . Imho , the book maybe useful in helping schools in the process of moving towards RJ. Imposing a logical consequences is experienced as punishment , better to help a student engage in an autonomous in the moral act of restitution. RJ is about building community, socio-moral learning, solving problems in a collaborative way rather than using consequences . Consequences are not part of RJ .
So, there are no consequences in restorative justice? Life has consequences. We don’t pay our bills, we pay late fees or have our car repossessed. I’m not sure a consequence-less discipline is justice. Hmm. I didn’t realize that.
Life is about choices and to every choice there is a consequence….you decide whether you want to make a good choice that will lead to a good outcome (consequence) or a poor choice that will lead to a negative consequence. I believe that restorative justice that is explained in the Hacking School Discipline book, is helping school personnel or anyone who is teaching behavior, to see that if the consequence relates to the choice, good or bad, then it helps the person understand how behavior choices not only affect the one making the choice, but those around them, in a negative or positive way!
Thank you for sharing your views, Janell.