LM Feb.2018

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African American history is required by law to be taught in schools in Illinois and most districts choose February, African America History Month, to do so. To honor this history, while still being mindful of current events, districts throughout the state have found ways to infuse African American history into all disciplines.

RestorativePractices Restorative circles are part of a continuum of restorative practices that range from less time intensive, informal actions to very time intensive, formal approaches to conflict.According to Costello, Wachtel, & Wachtel (2009), “restorative” represents a school of thought that, “decisions are best made and conflicts are best resolved by those most directly involved in them” (p. 7). With student voice and choice taking center stage, this philosophy is not only timely, but best practice. Restorative circles are symbolic gestures. They represent equity of voice, wholeness, and inclusion. Circles are discussions in which participants have equal opportunity to speak about themselves. No one is more important than the next, and all people take ownership and responsibility for themselves. Often circles are facilitated by a “circle keeper” who poses a question and passes a talking piece. The participants choose to hear each other, seek to understand each other, and solve problems together. Circles are unlimited in topics and purpose. In District 59, circles have helped make daily connections and resulted in increased learning and decreased office referrals in many settings. Next, we will explore three purposes of circles in the school setting: emotional support and connection, social and emotional skill instruction, and improved instructional practice across environments.

CircleUptoSupport Circles help students prepare their minds and emotions for learning, and reflect upon their behaviors and beliefs. Circles foster strong relationships, which are the foundation of effective learning environments. District 59 has a high number of students who are experiencing poverty, major societal stressors and fears, and trauma. Those experiences often bring concerns about safety, cause students to see the world in a very different way, and make transitions to and from school increasingly difficult. The act of participating in a circle at the beginning and end of the day in our schools allows students to gain a sense of safety and presence in their learning process, as well as successfully transition in and out of potentially different settings and cultures. Another barrier to learning in diverse settings can be demographic divides. With both very serious and very silly questions being asked in circles, students and teachers uncover unexpected similarities that bring them together as humans. The practice of student and teacher having equal voice breaks down barriers caused by stereotypes, by fear, and by society. Students safely learn about the experiences of those who don’t look or sound like themselves. They find that they hold common values with unexpected classmates. Those shared values are the backbone upon which a community is built. Outcomes of frequent circle discussion are empathy, understanding, and respectful relationships. In countless classrooms in District 59, teachers give testimony to classroom climate and culture change as a result of implementing circles. It becomes the norm for learners to respect each other and function as a family, because a high level of respect has been fostered purposefully each day. CircleUptoTeach

Illinois CSI: Making Equity a Core Value Mark Your Calendars for the IASA Annual Conference! Still Time to Register for February ESSA Workshops IASA Calendar of Events Professional Development Opportunities IASA News in Brief

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16 p u r p o s e f u l i n s t r u c t i o n • e q u i t y o f v o i c e • w h o l e n e s s • r e s t o r a t i v e j u s t i c e • e m p a t h y • s o c i a l / e m o t i o n a l s k i l l s p r a c t i c e • p u r p o s e f u l i n s t r u m u t u a l r e s p e c t • p o s i t i v e g o a l s • s t u d e n t - c e n t e r e d • t e a c h i n g “ w h y ” a n d “ h o w ” • p r o b l e m - s o l v i n g • e m p a th y • e q u i t y o f v o i c e 0

9 Circle Up: Restorative Circles as a Tool for Teaching, Supporting, and Engaging Regardless of which methodology an educator subscribes to, (peace circles, talking circles, restorative circles, community circles, etc.) circles are rooted in the major emotional skill competencies of self-awareness and social awareness. Sharing about oneself demands use of self-awareness skills such as identifying emotions, accurate self-perception, recognizing strengths, self-confidence, and self-efficacy. Listening to others allows for practicing social awareness skills such as empathy, perspective-taking, appreciating diversity, and respect for others. Each time a circle is held a group is practicing, discussing, and/or reinforcing these essential skills, giving opportunity to not only develop

From Humble Beginnings, ISDLAF+ Becomes go-to Investment Service for School Districts relationship and community, but learn and refine social and emotional skills. The benefits of regularly using circles to increase social and emotional skill acquisition is astounding, and that growth pervades all areas of education. CircleUptoImproveInstruction Circles have strong potential to build social and emotional skills and support the emotional needs of learners, but

Volume 6, Issue 2 February 2018 LeadershipMatters 18000–12

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