Independent Thinking on Restorative Practice: Building relationships, improving behaviour and creating stronger communities (Independent Thinking On ... series)

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In social work this has meant repair of previously stuck and damaged relationships in ways that have enabled meaningful practice to once again occur. Mark’s warmth, humour and non-judgemental manner is palpable throughout, and his writing serves up a ‘chicken soup for the soul’. This book is very easy to read and informative and I would recommend it to anybody who is looking to improve on the skills stated in this book.

It challenges the idea of one size fits all behaviour approaches; and it challenges us to reflect honestly on our own behaviours and language when we are working in schools.I, for example, am a mad trainers collector, and in school I relate to children over a pair of trainers. Mark Finnis is an Independent Thinking Associate and one of the UK's leading exponents of restorative practice. Behaviours include showing an interest, making time to listen, suspending judgement, asking reflective questions, creating trust and recognising and expressing feelings. Do not share any private information with students, information that you’d only share with your loved ones is not the type of information you should be sharing. p.18) is a perfect example of Mark’s ability to use a simple image to open up a complex debate about relationships and their roles in learning culture in a school.

Contribute to an open and creative learning culture in the workplace to discuss, reflect on and share best practice. However, it is particularly relevant to anyone working in Scotland and using the RespectMe framework for addressing and eliminating bullying behaviour, which has restorative practice at its heart. Thank you to, Parkside School in Cullingworth, where I first met Mark Finnis on a training day as they made the excellent decision to start using restorative practice. Independent Thinking on Restorative Practice is an enjoyable, thought-provoking and, in some parts, laugh-out-loud easy read – and teachers and leaders at every stage of their careers need to read it.But I suggest that neither the quality of the teaching nor of the learning can exceed the quality of the relationship between the teacher and the learner. Josh (fake name), arrived late to school wearing white trainers and was greeted with a scowl, a finger in his chest and an angry question about why he was late and wearing trainers, Josh responded by telling that teacher to “F*** off” and was sent home. Most people want to know if the approach reduces exclusions, raises attendance and raises attainment.

She first became involved in Restorative Justice whilst studying for a degree in Social Policy and Criminology and began volunteering for a project in her local prison, where she discovered how the power of restorative ways of working could transform relationships, repair harm and reduce re-offending.

Alastair subsequently spent 13 years working within the criminal justice system where his knowledge of working restoratively developed. My strengths lie in building lasting relationships with brilliant clients and this is key to my success. Chapter by chapter the book conveys, with great clarity, both an underlying approach and a series of methods to enact that approach, within ourselves, with our children, our colleagues and across our organisations.

It would be really insulting to teachers to say they’ve never thought about relationships, but it’s about moving implicit practice to explicit. To the power of doing things ‘with’ (and not ‘to’ or ‘for’) children and young people and adults, to moving your values off lanyards and posters and into the lived experience of every member of your school or organisation , readers will discover how restorative and relational practice – when done well – can be transformative.High challenge and high support– the WITH box, students know what to do due to the challenge of the situation, and know how to do it due to the support they have, this does not simply apply to work but also applies to life. The value of strong relationships underpins every chapter, empowering educators to build trust and reciprocity across their school community. Full of practical strategies and insights in his work delivered with personal authenticity and delivered with humour, energy, honesty and an unswerving optimism in people and in authentic connection in particular. We use Facebook, YouTube, Vimeo and Twitter to display / embed relevant feeds on various pages throughout the site. By answering it for at least one of your pieces of CPD, you will meet Social Work England's requirements to record one piece of CPD with a peer reflection during the registration year.