This content was published: February 2, 2024. Phone numbers, email addresses, and other information may have changed.
Introduction to Restorative Practices for Instructors
Posted by anne.grey
Presented By: Bonni Goldberg, Academic Advisor, Healthcare Professions Pathway.
Summary
This session introduces restorative practices and explores how instructors and academic professionals can use them to strengthen connection, belonging, and community at PCC. Bonni Goldberg presents the session as an introduction designed to give participants a foundation for further learning and practice, particularly as part of culturally responsive teaching.
The presentation describes restorative practices as rooted in Indigenous traditions that emphasize interconnectedness, community well-being, harmony, and the relationship between individuals and the communities to which they belong. Participants learn how circle practices create structured opportunities for people to speak, listen, share experiences, and build relationships.
The session distinguishes restorative practices from approaches that are used only after conflict or harm occurs. Restorative circles can also be used proactively for community building, academic instruction, social-emotional learning, check-ins, problem solving, decision-making, and conversations about challenging topics. Instructors are encouraged to consider how these practices might support both classroom relationships and course content.
Participants observe and experience a community-building circle using a fishbowl format. The demonstration includes establishing circle agreements, using a grounding activity, completing a check-in, sharing stories about belonging, listening without interruption, reflecting on what resonated, and discussing how storytelling can strengthen community. The session emphasizes that participants may always choose to pass and that circle agreements should support both participation and personal boundaries.
The presentation also encourages instructors to think intentionally about when and how restorative practices are introduced. Circles can begin with low-stakes prompts and develop as trust grows. They may also provide an established structure that instructors and students can return to when difficult events, conflicts, or important conversations arise. Participants are invited to continue exploring restorative practices through additional learning and a possible community of practice at PCC.
Presentation outcomes
- Describe foundational ideas and purposes of restorative practices.
- Explore the relationship between restorative practices, culturally responsive teaching, connection, and belonging.
- Recognize restorative circles as tools for both proactive community building and responding to challenges or harm.
- Identify common elements of a restorative circle, including agreements, grounding, check-ins, storytelling, reflection, and closing activities.
- Experience or observe a community-building circle using a fishbowl format.
- Consider how storytelling and intentional listening can strengthen relationships within classrooms and departments.
- Explore ways restorative practices can be incorporated into course content, student feedback, classroom community, and difficult conversations.
- Consider further study and practice of restorative approaches within the PCC community.