Peace Talking Circles
A restorative justice peace circle can used as an alternative to traditional suspensions and expulsions. The Circle process that many non-Native people are using today is rooted in the tradition of Talking Circles that Indigenous Peoples in North America use and have used for millennia. Different native peoples practice different forms of the Circle process. The form of Circles described in this unit most closely reflects the talking Circle process practiced by the Plains Peoples of North America. In these traditions, Circles are far more than a technique, they are a way of life. Circles are designed to help us access our common humanity and forge a healing response to conflicts. Circles promote interactions that allow individuals, families and communities to thrive. Circles assist with student safety. Circles present a radical shift in how we respond to hurt and creates social order. During circle time, students and school staff members “sit together in a circle and take turns sharing their thoughts and concerns.”
When a participant wants to talk they hold a meaningful object called a talking piece, and only the person holding the talking piece can speak at that particular time. This practice gives each participant the opportunity to talk without being interrupted or challenged. A talking piece can be selected by the teacher or student. Objects found in nature make great talking pieces, feathers, driftwood, river stones, and seashells. Animal figurines are appreciated by many students. Some classes adopt a particular talking piece and use it for every circle. Some put a variety of talking pieces in the center and let the student who starts a round choose one for the round. Using a talking piece has a powerful effect in adjusting the group dynamics. It promotes open and worthwhile dialogue in many ways. For example, it promotes dialogue, affirms equality, develops listening skills, cultivates peacemaking abilities, promotes integrity and supports conditions for unity
All members of a classroom have three basic social needs which are to feel respected, accepted and worthy of attention. Restorative practices and unfulfilled desires can be the underlying cause of conflict or harmful behavior. If for example, a harmful behavior results from an unfulfilled desire for emotional comfort, then it will not be effective to respond by only appealing to the wrongdoer. When a conflict occurs, it is important to consider the unfulfilled desires of both the affected person(s) and the wrongdoer. A restorative peace circle held when both parties are present and relaxed, can provide insight about the unfulfilled desires that lead to the conflict. Aiming towards a response that directly addresses each person’s needs is most likely to restore their relationship and their confidence in this process.
Research Based Support
There is evidence that restorative practice delivers a wide range of benefits for schools. A report published by the Department for Education gave whole-school restorative approaches the highest rating of effectiveness at preventing bullying, with a survey of schools showing 97% rated restorative approaches as effective. In Minneapolis, MN, circles, conferences and mediation were researched and office referrals and suspensions were decreased by 48 – 63%. In Denver, CO, classroom meetings, panels and conferences were researched and expulsions decreased by 82% and out of school suspensions decreased 36%. In Philadelphia, PA, circles decreased suspensions by 50%. In Oakland, CA, whole-school restorative justice circles were used and suspensions were decreased by 87% and expulsions dropped to zero. In Chicago, IL, restorative peer juries were researched and suspension days were decreased by 1,000 days. In Palm Beach, FL, circles were researched and resulted in a 78% decrease in referrals and a 54% reduction in absences. Whole-school restorative justice practices resulted in an 88% drop in suspensions in Baltimore, MD A report published by the Department for Education gave whole school restorative justice approaches the highest rating of effectiveness at preventing bullying, with a survey of schools showing 97% rated restorative approaches as effective.
Comments: