Student Contributor: B. Musser
This tool is used for dealing with serious conflict in the classroom between two or more students. It is a process that allows both the offended student and the offender to learn and heal, and ultimately stop any similar behavior.
This tool is most effective and best to use when the conflict at hand is a little more serious. It consists of three phases, the first phase allows the offended student to have some time alone to calm down and even voice their feelings to themselves. The second phase provides opportunity for the student who offended, to reflect on their behavior, how it would be harmful, and how they can go about apologizing. Lastly, the third phase is to empower both the offended student and the offender, through the voices of others that witnessed the conflict. They are to voice support to both parties, as a way to encourage relationship building.
This tool really ties to all three phases because, it helps to prevent conflict, support prosocial behavior, and also correct wrong behavior. I placed this under corrective because it is used for major conflicts, as a way to try and correct that behavior, so that it won't continue to happen. As far as which theory of influence this goes with best, I would have to say student-directed/collaborative, because there is a lot of student independence in this, however teacher mediation and guidance is needed in order to complete this procedure most effectively.
More Information –
Tool Source: Day 18, Smith (2015) Peacemaking, Strategic implementation of formal restorative practices
