As educators, we constantly seek methods to cultivate environments where students feel valued, respected, and supported. Over the years, restorative justice has emerged as an approach that addresses disciplinary issues and promotes a culture of care, empathy, and mutual respect. This article reflects on my experiences with restorative justice in education, highlighting its strengths, benefits, and connections to positive behaviour theories such as positive behaviour in schools (PBIS). I'll discuss the role of traditional disciplinary measures, like time-out, detention, and suspension, within a restorative framework. However, my stance is that these should be employed as a final option when there is no room for relationship coaching or the other strategies prove unsuccessful in achieving positive behavioural outcomes. I am going to preface this article and state that it is informed by my Christian perspective. I am committed to fostering a learning environment where students are enc
The journey of an educator is a path paved with a deep commitment to nurturing a love of learning in students. This dedication often begins with a spark of passion, a desire to inspire and make a difference in young minds. However, as the demands of the profession grow, the initial enthusiasm can be overshadowed by the relentless cycle of lesson planning, grading, and standardised assessments. The weight of these responsibilities can leave educators feeling as though they are in a perpetual state of winter, where the warmth and vibrancy of their original motivation seem distant and unattainable. The rigidity of curriculum mandates and legislative requirements can create an environment where creativity is stifled. Educators may feel boxed in by prescriptive guidelines that leave little room for innovation or personalised teaching methods. This sense of confinement can be incredibly disheartening, turning what was once a dynamic and rewarding profession into a series of monotonous tasks.