Positive Discipline  

Restorative Justice

POSITIVE DISCIPLINE 

Punishment vs Discipline.pdf

Monarch staff, teachers, and classroom volunteers embrace a Positive Discipline approach, focused on guiding and teaching.


POSITIVE DISCIPLINE

• is a consistent practice, provides structure, and involves accountability that is kind AND firm 

• puts kids in the role of being responsible for their behavior 

• is designed to help children LEARN effectively long-term • develops the “internal locus of control” (looking within to make good choices) 

• invites parents to see disobedience as an opportunity for children to learn boundaries and life/social skills versus seeing disobedience as alarming signs of a bad child 

• helps move from problem-naming to problem-solving 

• allows the lesson to be highlighted because the adult remained respectful and fair

POSITIVE DISCIPLINE TRAINING 

For new Monarch families as well as staff and families who would like a refresher, 12 hours of Positive Discipline training is offered by Colleen Murphy, at no cost. All families who are new to our community or who haven’t attended Positive Discipline training in the past, are expected to attend all sessions.

All families new to the community or who have not yet participated in Positive Discipline training will get confirmation of their participation.


Childcare will be provided. 

Please see the calendar for this year's dates. 

Visit Positive Discipline Community Resources page for more information and resources. 


RESTORATIVE JUSTICE

Restorative Justice practices empower people to resolve conflicts on their own and in peer mediated small groups to talk, ask questions, share their thoughts and feelings, and work towards making amends when someone has been affected by another’s actions or words. This year the RJ Leadership team will focus on expanding its repertoire of Circle practice. We will continue building community through Restorative Community Circle practice where adults and students will practice speaking from the heart: using language and choosing words that accurately communicate what we hold to be important. 

We are learning to listen from the heart: to check our assumptions that might keep us from really hearing what others have to say and believing that what they have to say may be something that is important and helpful. When we listen from the heart we try to set aside any stories we may hold about the person. This opens up the possibility of making wonderful discoveries about, and surprising connections with, each other. You may see Restorative Circles, in addition to class meetings, Buddy Ups, and other community building activities within the classrooms. 

QUESTIONS AND ANSWERS

Here are some answers to common questions about the Restorative Justice and Trauma-Informed philosophies at Monarch: 


“Where can I find more information about the trauma-informed philosophy and the Restorative Circles at Monarch?”

This handy document called “Introduction to Implementing Restorative Practices” is developed and published by SEEDS, the organization that is providing consultation and coaching services for Monarch, Branciforte Small Schools, and Harbor High School staff.

Introduction to Implementing Restorative Practices.pdf

“How does a Restorative Justice Circle relate to what the students are already doing in school?”

As we learn more about Restorative Justice we are finding that many of its practices are absolutely in alignment with Positive Discipline and Trauma-Informed practices. 

For example, class and family meetings routinely start with, or principally consist of, appreciations and compliments. Establishing a culture and climate of kindness, gratitude and compassion supports community members in solving problems TOGETHER, assuming positive intentions from all parties, and finding win-win solutions (see https://www.positivediscipline.com/articles/18-ways-avoid-power-struggles for more information about achieving win-win solutions).

Likewise in the Restorative Community Building Circles, community members respond to carefully chosen prompts and questions that are designed to address any variety of community needs including building reliable, constructive, and mutualistic relationships.

The trusting, positive and resilient relationships built during class/family meetings and RJ circles are the recipe for the attachment needs of people whose nervous systems are dysregulated which is, in turn, a tenant of Trauma-Informed practice.