After decades working for local authorities as a youth worker, Finnis now trains schools in restorative practice - a behaviour approach that prioritises relationships above all else. of communication is non-verbal (which is good if you’re struggling to learn the language in your new country), so remember, smile, don’t fold your arms, if you need to reprimand a student try not to stand over them, sit beside them or crouch down so you are smaller than them, the chances are you are taller than them so remember this, nobody likes being talked down to. The impact goes beyond those measures, though. These children know how to manage conflict - and that’s because relationships are at the heart of everything their school does. Independent Thinking on Restorative Practice is a compelling and articulate read, and by the end you are brimming with ideas and love. approach to working with families especially, and if led with authenticity it really gives children and adults a chance to reach for the futures they want - rather than the one we think they deserve.

So, if you are not modelling what you are teaching, then you are not really teaching what you think you are. Students see whether you are showing warmth and respect toward them and to the other students and adults in your school. Often, they will model their own behaviour after your behaviour, albeit subconsciously. Waiting for students at the classroom door gives us another opportunity to connect, saying their name correctly – that’s the subtle difference – and remembering things about them. If you are not modelling what you are teaching, then you are teaching something different. Modelling is like breathing. You cannot not do it. You are modelling behaviour for your students, whether you mean to or not.Firstly, the ‘What happened?’ element is designed to give everyone involved an opportunity to share their unique perspectives. Remember, at any given time there is always my truth, your truth and the truth. In a primarily ‘FOR’ environment, students may find the support they need but without being held to account for their actions. That’s asking for trouble. Then, the next stage of restorative practice goes beyond relationships. It is about giving students high challenge with high support. Restorative justice is used when resolving conflict and repairing harm, whereas restorative practice is an underpinning ethos that builds and maintains healthy relationships. Put simply, restorative justice is what you do, whereas restorative practice is what you are. Schools that explicitly put a greater focus on proactively building and maintaining relationships will find that there will be fewer occasions when relationships break down and, therefore, there is less need for them to be repaired.

Independent Thinking on Restorative Practice: Building relationships, improving behaviour and creating stronger communities, Mark Finnis shares a practical and inspiring introduction to the use of restorative practice in educational settings. Tiffany left teaching to work in Children’s Centres to explore working more with whole communities, continuing to explore a sector that she was passionate about, this is where Tiffany first experienced training in Restorative Practice, realising that this approach aligned closely with how Tiffany already worked with families within the community, Tiffany continued to research the Restorative approach and trained as a Family Group Conference Coordinator and Restorative Facilitator. His emphasis is on developing effective restorative practice as the key factor in strengthening relationships, alongside strategies of consistent behaviour management as the central approach to repairing harm when those relationships break down. Readers at all levels of experience in utilising restorative practice will gain greatly from the author's ideas and expertise on the subject. Mark discusses key issues such as developing a restorative mindset, modelling, creating a sense of belonging, knowing your children well, and also covers other issues which can, on occasions, blur the vision of staff - which can then result in a

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We’ll then get on with our lives, thinking that something has changed and lessons have been learned, and that we’re all bigger and better because of it. Repeat. This quote - 'without relatedness, no work can occur' - is at the centre of Mark's writing. Let's now get on and try it. I think good things will happen!

According to Mark Finnis, there’s one thing that should be at the heart of every school’s behaviour policy: relationships. Starting his career in adult services with people who have learning and physical disabilities Mike has 26 years’ experience of working with adults and children in statutory and voluntary services. For the past 15 years Mike has worked in statutory children’s services as a Social Worker, Independent Reviewing Officer, Child Protection Conference Chair and Team Manager. Michelle Stowe was a teacher and is a passionate advocate for restorative practice. In this short TED Talk Michelle brings restorative practice to life, taking us through a restorative conversation and reflecting on the impact for both her and the young person. For those educators who are uncomfortable with the punitive world of zero tolerance, isolation booths and school exclusions, Mark Finnis – one of the UK’s leading restorative practice experts – is here to show you that there is another way. Also use this same model for discussing behaviour you like instead of ‘I’m pleased with you’ or ‘I’m proud of you’, try ‘When you worked hard on that piece of work it left me feeling very pleased and I’m really looking forward to that behaviour continuing’. If someone pays you a compliment you’d them to be specific about what they like instead of saying ‘I like you’.Surely, teachers are already working to develop strong relationships with students. Is this not the case?

There are still consequences for poor behaviour, but the focus is on finding a resolution to understand the impact, meet people’s needs and move things forwards. In this way, you can be authoritative but not authoritarian. Working restoratively isn’t about having less authority but it is everything to do with how you exercise that authority. Mark Finnis is an Independent Thinking Associate and one of the UK’s leading exponents of restorative practice, with many years’ experience working with schools, local government agencies and social services.It is about elevating the culture of a school or organisation so that people are pulled in, not pushed out, about fostering a greater sense of community and a communal ownership of control and fear, about encouraging a willingness to act in the right way for the right reasons. This is not how we do things. When things go wrong, we involve the person who did the deed and those who have been affected in a discussion, and ask them the following questions: what has happened? Who has been affected? How can we make things better? What can we learn from this experience? And how can we prevent a recurrence? Not only do smiles make us feel good, they have the tendency of getting passed on to others. A simple positive greeting can have an impact on all the things we want to improve: learning, behaviour and, most of all, belonging.