Reflect - Practice - Repair
As an essential component of a logical and meaningful consequence, students may be assigned to a Reflect-Practice-Repair cycle. These reflection sessions provide students with a dedicated opportunity to practice and enhance skills in areas where improvement may be needed. By addressing instances of challenging behavior through this process, we convey a strong message that we take harmful and/or hurtful behavior seriously. Moreover, these reflection sessions are designed to foster a thoughtful and restorative approach, aiming to facilitate meaningful growth in the student’s abilities within that specific area.
Why this works:
Addressing challenging and harmful behaviors in schools is essential for creating a safe and supportive learning environment.
Assisting students in identifying alternatives to challenging behaviors and actually practicing these alternative behaviors is both a responsive and proactive approach.
By spending dedicated time reflecting on past behavior, and practicing alternative behaviors, the school community can convey its commitment to promoting long-lasting behavior change.
How to do this well:
When a student has a behavior incident or referral for harmful behavior that occurs outside of recess time (where structured recess may be the appropriate consequence), the student may be assigned to a Reflect-Practice-Repair cycle.
