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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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It provides a strong framework within which we can promote a whole-school ethos founded on the importance of relationships. Practical, authentic and intelligent, this book is crucial for anyone serious about a relational approach to teaching. He has been involved in the field of restorative practices since 1998 firstly as a hands on practitioner and then asa trainer and consultant. As such, I like to keep myself up-to-date with the latest information and books on the market that can help with my role, and I am pleased to say I am very happy with this purchase.

It is easy to do things for students, however, if they grow used to it they will have no independence. And, if we aren’t careful – because actions speak louder than words – the answer will be seen in the behaviours that play out. Tes: Most teachers will have heard of restorative justice, but how is restorative practice different?

This is an exciting opportunity for secondary school senior leaders, pastoral care teams, class teachers and governors to attend a training session which is part funded by Surrey County Council, supported by the Specialist Teachers for Inclusive Practice (STIP) and led by Mark Finnis from L30 Relational System. Low challenge and low support– the NOT box, is the ‘I’m your cover/supply teacher, here are the worksheets, get on with it I won’t help you’, it is the worst place to be and is uncaring, dangerous and neglectful towards children. When we say “challenge”, it’s about setting limits, outlining boundaries, defining expectations and explaining consequences.Carlie is passionate about supporting practitioners and the community to introduce the values of working restoratively into their practice at the earliest opportunity. I am relentless and passionate about working better together to produce brilliant work for great clients. If you’re lucky enough to live long enough, you get to an age when you realise you are going to die. Traditionally, when things go wrong, it’s about looking for someone to blame, determining what rule has been broken and then deciding which punishment fits the rule-breaking.

Deb has been an Independent Trainer and Restorative Practitioner for over 20 years and has experience of working with a wide range of agencies, organisations and communities.This includes a range of approaches to managing conflict and tensions in a way that repairs harm and mends relationships if and when those relationships do break down. For any teacher or school leader , this is the handbook you are looking for on restorative practice. He has a particular interest in the application of RP in services working with young people with learning difficulties and disabilities and has worked with specialist services to develop this approach. The book clearly identifies the differences between restorative justice and restorative practice and provides scripts, models and frameworks that allow any adult to start working restoratively and approach “difficult” conversations with courage and confidence. Social Work England say: "Peer reflection means that you have discussed the content of your CPD activity with a peer, your manager or another professional.

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