By Bruce J. Stewart
The author Robert J. Wicks in his book Seeds of Sensitivity writes, “For years, there has been a movement afoot in both psychology and spirituality to release people from the chains of unreasonable guilt and undeserved shame. (Guilt is “I made a mistake.” Shame is “I am a mistake.” 1995)2 Shame has been both a deliberate and unintended consequence in many schools in the United States.
The Restorative Practice philosophy believes in maintaining a person’s dignity and respect, always. When educators treat students with dignity and respect at all times, even if they misbehave, a positive school culture is affirmed. Students need boundaries, guidance, and opportunities for growth, especially when they misbehave. When students make restitution for their misbehavior, whether through the guidance of a teacher, or through self-reflection, they grow in self-control and self-confidence.
RP teaches students to understand that their behavior choices have outcomes and consequences. Emotionally immature students do not want to accept full responsibility for their actions. However, when students admit that their behavior choices have outcomes and consequences, they learn the importance of resolving problems created by their poor decisions.
The objective is to teach students that consequences of inappropriate behavior adversely affect the community in which they belong. Accepting the responsibility to make restitution to restore the harm caused by their actions fosters emotional maturity.
Simply stated, “Restorative Practice helps build character.”