Good evening, welcome everyone to the Shermain Lesson virtual conference. Tonight you are joining us for the webinar that is reinforcing students SCL competency through a restorative justice mindset. Please join us as we watch a quick clip with some information. Hello everyone, welcome to our 2022 share my lesson virtual conference. My name is Kelly Booze, director of the American Federation of Teachers. Share my lesson before we begin. We'll go over a few housekeeping items. For those of you who have joined us many times before, you know that we make our webinars as engaging as we possibly can. So to get us started, please open up that group chat box and tell us where you are from and why you are joining us today and what interests you about this particular topic. In addition to the group chat, if you're joining us live, you will be able to provide some different reactions throughout the webinar today, so let us know what you're thinking and throughout the webinar, whatever reaction you want to give, share it with us and share it with your fellow participants. At the end of this webinar, we will be facilitating a question and answer session. Use that Q&A widget to submit any questions that you want us to ask the presenter. If you have any technical issues, please also use a Q&A widget and one of our share. My lesson team members is there and ready to respond to you. If you would like a copy of the slide deck or any of the related materials, you can find those in the resource widget. For those of you who want professional development credit, you will be able to download a PDF certificate at the conclusion of this webinar verifying your participation today, you do need to answer the poll questions that you will see throughout the webinar. To access that certificate now, let's turn it back over to your moderator who will put up a sample poll question for you to try. The poll question is located directly in the slides. You can answer your question. And then hit submit. From all of us at share my lesson. Thank you for joining us today. Enjoy your webinar. Great good evening everyone on behalf of the American Federation of Teachers, I'd like to welcome everyone to today's webinar on reinforcing students SCL competences through a restorative justice mindset before we get into that pole, I'd like to begin by introducing myself. My name is Jasmine. OK, and I'm an assistant director in the educational Issues department here at the AFP, and I'll be your moderator. I'd also like to thank today's virtual conference sponsor, Carnegie Museum of Natural History, Carnegie Museum. Of Natural History offers educational support through resource material, virtual and in person programs and teacher loyalty passes. You can learn more about Carnegie Museum of Natural History by clicking on their logo on the right side of the screen. You truly appreciate your support. OK, so now that you saw that video on how the webinars work, we're going to do our practice poll question. And I will bring it up in one moment. Laura, can you bring that up for me please? Awesome now. Hand on your heart swearing scouts Otter or rope scout or whatever. If you choose, are you wearing pajamas right now? No 100% yes business on top few days on the bottom. Maybe business on top in yogurt hands on the bottom. Please sure to press submit. Take a moment when you answer and then hit that submit button on the bottom. Once you submit, tell us in the group chat why you chose your answer. Me personally I'm still wearing my gym clothes from earlier today, but it's all good. I gotta network out. Will give a few moments to see if we can get maybe up to like 8% of attendees submitting and then we'll look at. Folks are wearing this is the evening webinar, so hopefully I won't see it. Or maybe you have some folks here early in their pyjamas already. Alright, right 77% of attendees and getting ready to go in tonight 80%. And awesome. We're going to look at these results. Awesome 100% yes. Wait OK 62% no OK good I was like wait 100% yes only 34% OK but that's them. Early pajama wear. Maybe some lounge clothes. 52% said no, they are not wearing pajamas. And four percent said business on tablet PJS and yoga pants and stuff and company on the bottom. I feel, yeah, we're in the virtual world, but might as well. Be comfortable. So with all let's see here, we are now. Of course it's my pleasure to introduce our presenters this evening. We have Sarah Zurbuchen, senior director of we schools in Bushra. You will hack director of educational programs and resources at these schools as well. You can read their BIOS on the right side of your screen. Thank you so much for joining us this evening and welcome. Thank you so much. We are so grateful for this opportunity to spend some time this evening with you, and I think we're actually going to jump in here. Where well, first I know we've just had the introductions, but again, I'm Sarah. I'm joined here by my incredible colleague Bushra. Will be taking you through a bunch of really great information tonight as it relates to social and emotional learning competencies and how they intersect with restorative justice practices. But I think first we're actually going to start with a poll. So we're wondering, why did you select this session? Perhaps you're a night owl and you love doing webinars at 8:00 PM. Or perhaps there's another, more compelling reason, but we'd love to hear from you. So I'll give you some time to let us know. Hey, it looks like we've heard from about. Sorry, go ahead Buscher sorry I was gonna say. I was gonna say I feel like we always need jeopardy music at that time. You know, just waiting for everybody to to get their answers. But let's hear what they have to say. Hey, it looks like we're getting close. We have about 70% of attendees that have responded. OK. OK so I'm gonna go ahead and we're gonna push through and see what you've had to say. Alright. So it looks like we had about 21% who said you want to learn and understand and expand. Your practice is amazing. 2% said to understand the role I play in ensuring that my classroom is safe and supportive. And then finally we had 6% say to support my students in developing skills and ownership over their actions and communicating with peers. But the overwhelming majority 70% of you said all of the above, so that's incredible. It's great for Bush and I'd always have this context of. What are you coming here for so that we can make sure that we deliver here for you this evening? So we'll jump into our agenda. We have a few key pieces that we're going to share tonight. First, we wanna make sure that you know where can you find some of these incredible resources that we're gonna go through through our time together, we'll share a little bit more about our two programs. Are we schools program? And are we teachers program? And then we're actually going to look at a few of our different trauma informed practice. Modules are restorative justice practice module, as well as our social and emotional learning module. To make sure that you know everywhere everything is and readily at your fingertips. To get into this work and then we'll close out with any questions. So at at the at the close of our time together, we're gonna preview just a brief video of our we Virtual Learning Center. And are we? Virtual Learning Center is our it's our online library. It's really the the library that powers all of our resources. You will find anything from curriculum and lesson plans to an on demand video library of professional development of youth facing programming and so to give you an idea of. How information is categorized there. We first and foremost we have our we teachers program, which that's all about trauma informed practice. That's what we're delving into this evening and this SCL and restorative justice practice work. We also have a well being program which is our social and emotional learning program powered through service learning. We have our we schools program which is our service learning program and then we have a host of resources and in fact one of the. Number one pieces of feedback that we typically get after introducing someone to the we Virtual Learning Center is wow. I can't believe how much information is here is here. I can't believe how easy it is to navigate and and I wish I would have known this sooner, so we hope that you'll take a moment to check it out. The websitesherewe.org WLC, the acronym for we Virtual Learning Center. So to kick off we we wanted first to introduce you to our we teachers program just from a high level perspective. This program is really all about trauma informed practice and it was created because we wanted to empower educators in anyone working in classrooms in schools after, after and before school programs. Parents to have supports to address critical social issues. In in most readily in the classroom. So through this program we've developed a series of modules and collaboration with our partner Mental Health America. We've done professional development. We have grants and ward opportunities, and so much of what we'll be focusing on tonight is really our we teachers trauma informed practice program. We also have our we schools program and that is our experiential service learning program and this is was created. It's it's it created 25 years ago, actually. To help. Teachers and students become positive changemakers in the world, in particular for students and so through service learning. We have a host of different resources and action campaigns to help students identify what social issues they care about and then how to take action on them. We know that there's all kinds of really positive outcomes from service learning. They're all noted there in terms of increased positive academic engagement and civic engagement, and most importantly. An improved sense of well being because it's through service learning that students really come to learn what their sense of purpose is, and we know having that sense of purpose is really important for our own psychological well being. This map illustrates just why we're so proud of our we teachers program and our trauma informed practice program. We have more than 100,000 educators that are part of this program in all 50 states across the US, so we're always really excited to share that. And as mentioned, a little bit earlier, mental health America is our partner in all of our trauma informed practice modules that we'll be looking at as you are likely familiar. Mental health America. Really promotes mental health as a critical part of overall Wellness and our work with them is really focused on the prevention and the mental health promotion and literacy side of the coin. Versus, you know, intervention, or kind of later stage services. So we always like to make sure that that's. That is clear from the gecko. So Bushra I will throw it over to you. Hello hi everyone once again as their introduced me earlier. My name is Bushra and I support Sir with the school's program. Really excited for you all to be here and to be joining us on this very important topic. So before I get too into it you know I think it's educators. We have this responsibility to create these safe and welcoming spaces for our students and I think it's really important and that's where the entire work from trauma informed classrooms that will dive into today and restorative justice practices. It comes from knowing that students come from different. Backgrounds, experiences and exposures and we need to inform ourselves on how we can create a space that ensures all our students are heard, understood and provided a space that they can be nurtured in and that they can grow in. So it's really important for us to create that, and that's the backing. Of a trauma informed practice. So we want to just, you know, share with you a couple of stats that are really important to understand. Where does this work come from and where it is? It really switch into, but six and 10 US youth are exposed to violence in the past year. Trauma accounts for 17 to 37.5% of total health care expenditures and between 75 to 93% of youth in juvenile justice have experienced some sort of trauma or come from some sort of trauma. Trauma is related to lifelong problems in behavioral and general health, and I think it's so important for us to know that it's not one type. Trauma exists in many forms, and it is common for students to experience it with, which greatly impacts their daily lives, especially the classroom, and that's what we're going to talk about today. So the adverse childhood experiences are essentially a study that that was on observational study of the relationship between trauma and early childhood and morbidity, disability and mortality in the United States. It demonstrated that trauma and other adverse experiences are associated with lifelong problems in behavioral health and general health. It's really that traumatic events can include violence, war, natural disaster, they conclude physical violence, verbal violence, but that. These traumas together will impact the student and effects span from when it's a child to when their parents to when their teenagers and that span is what we're talking about. Now. There are three main categories at the AC's focus on its abuse, neglect and household challenges. Even in those categories, you know, abuse and neglect is looking at physical abuse, verbal or emotional abuse, sexual abuse, physical neglect, emotional neglect, household challenges can be looking at. Experiencing emotional and physical, you know what's happening in the household. Sorry, and what what will be happening with the parents or where? Where they're living, but even more than with the easy covers, there are accidents or disasters that cause trauma. There are household challenges of other family members that can cause trauma to the student. There is relationship trauma. There is responses to the community in the world, events that are happening, and I think no one more than us right now in this. In the last two years, have experienced that that the trauma of what's happening to the world around us from the pandemic to the wars to just the things that are happening in our local community, are impacting our students. So why a trauma informed classroom? So the the key to creating a trauma informed classroom is encouraging safety. Safe classrooms are predictable. They provide an environment where children are respected, listened to, and actions are treated. Importantly, you know when we're looking at a trauma informed classroom. We're trying to work on some key elements of trauma informed care. We're trying to build safety. We're trying to build trustworthiness and transparency. We want peer support, so not just teacher to student support and that's biggest thing that you know Sarah will cover in our JP. In restorative justice practices we want peer to peer support and then there's collaboration between each other and and then there is empowerment, voice and choice. We want students to feel choice, we want them to feel like their voices are heard and then there's cultural, historical and gender issues. So we want students to know that we are looking at and we are Cognizant. Of their history and where they're coming from. I think that's really important to know about trauma. It's you know. Why is the student acting like that, and so that's in our overall goal is to build that safe environment. Uhm? And So what we're really excited about, you know to share with you, is where you'll be. You'll have access in the we Virtual Learning Center is different modules that will help you go through any that will help you go through certain issues that are happening in the classroom. So the first module is the internal trauma informed practice. It looks like what is trauma? How can we identify trauma? And then how do we support students and ultimately create a trauma informed classroom? So just some of the things I shared with you today. It goes into way more depth and it really looks at how we can support you now in this program and through our resources, you actually receive multiple morrris or multiple more modules. So there is an anti racism module that was written with a brilliant subject matter expert that we really looked at. How can we create those inclusive classrooms for all? There is a mental well being module that one really looks like. That one really focuses on all of the mental well being. Topics and issues that we can support our students with poverty bullying module. When the pandemic occurred, we created a pandemic informed Community resource. This was in response to the pandemic and to get a pandemic 101 essentially down, we have a we teachers youth violence module and then we have a diversity and inclusion module. This these are eight that we have. And then there's two that Sarah and I are going to dive into today which is a restorative justice practice and then a social and emotional learning one. So we have, you know, over 10 resources to help support you in creating. That holistic, full trauma informed classroom. Now it's a whole time, so our question is how has trauma impacted students in your classroom and or school community? So your options are, you know, students feel that school is their only safe place to express themselves. Students have difficulty communicating their feelings and developing relationships with teachers or peers. Students are restless, inattentive, or distracted. Poor self regulation, more than one of the above or I have ignored traumatic experiences. Students in my classroom and school. None of the answers are wrong. It's just. Where we are in our teaching and it is where we are in our supportive community to build this. So we'll go over to the answers. Oh, I'm actually sorry. I think I should just wait a couple overweighting we only have 20% of our attendees that have answered so far. So we'll give a couple of you, and if you have any questions as we're waiting, please always put it up into chat. We're watching chat regularly and as. You've noticed there. I have put the link for where you can find all of these modules. Also, such a good point. There are always kikiki everything that you'll hear from us today, or that we'll share with you as free. There's no cost to it, no charge to it. We really just want to make sure our teachers are supported. The first and foremost goal for us is to support you with resources and tools to create that classroom. All right, I'm going to give it 30 more seconds Sarah. Making sure we have no questions. Alright. Let's move over. All right, so we see that 72% of our teachers have picked more than one of the above. But we do have some teachers that are here because they want to create a space for their students to feel safe to express themselves. I think that's so important right now and then I think many of us. I mean, I'm going to really quote that. I think many of us are feeling that our students are restless and inattentive, and they're distracted in our classrooms right now. And that's just because of so much that is around them. And it's going, and the simulation, and just the events that are happening. So I think that's such a great reason. First and foremost, thank you so much for being here and trying to just get that one step closer for your students. I'll pass it back to Sarah and before I do, I think I want to just there's parts where Sarah and I are going to have a reflection moments where you you can share your reflection if you are comfortable in the chat, we'd love to hear it, but if you just want to take a moment. Every so often they'll a question will appear and we want to just make you think you know what steps have you taken previously to support students experiencing trauma so you can share that? Or you can just reflect on it on your own and think you know what. Have I done? What have I have because I think all of us do something and we just as teachers and as humans we're never giving yourself enough credit, but also to notice that. OK, there are behaviors that I have done that support students or and how can I better them or change them? So reflect on that for a bit and I'll pass it over to Sarah. OK, thank you so much, Bushra. So we're going to delve into our first module, our restorative justice practice module, and. We're really going to. Focus on how restorative justice practice in SCL can promote positive school environments and how the intersectionality of the two provides students with the opportunity to actually practice through restorative justice. Those SCL skills that are developing really important things like listening, showing empathy, understanding and managing emotions, handling challenging situations. These are all things that you know we. We as adults are working on and certainly that we want our students to be able to build these types of skills and competencies. But first I think it's really important to pause for a moment and hone in on what restorative justice practice is. What are we talking about here? So the 1st 2/3 lines on this slide really speak to it. The National Center for Restorative Justice restorative approaches definition is there at the top. It's about repairing. Harm done to relationships and people over. More importantly than assigning blame and punishment. This approach is aligned with the trauma informed practice lens because it's seeking to know the real answer of. For the student or for the individual that is caused harm or individuals what has happened to bring you to feel and react the way that you have. That's where the trauma informed practice lens versus what's wrong with you? What's wrong with you? We'd fall more into the category of assigning blame and then dispensing punishment. I love this quote by Howard Zehr, who's widely known as the Grand Father of restorative justice, really, beginning and bringing a lot of this work to light in the late 70s. And he says, restorative justice is respect. It's respect for all for everybody people who are different from us and even people who seem to be our enemies. Respect reminds us of our interconnectedness, but also our differences. If we pursue justice as respect, we will do justice. Restorative Lee. So if relationships are at the heart of restorative justice, which they are, then respect is the key ingredient to make it all happen. Respect is actually what keeps the process. The restorative justice practice process. It's what keeps it safe. And it's also what everybody is entrusted to show to themselves and others in the process. Respect. So in a restorative justice practice module we have broken it down into four distinct sections. The first two sections really provide the foundation, and some of the theoretical underpinnings of a restorative justice practice, and also some really straightforward, easy to adopt strategies to build a restorative justice culture in your classroom or in your school. The final sections, the final two sections, so three and four first are focused on activities for you for the teacher, for the practitioner, on how do you cultivate your mindset, and then for your students there are a host of really great activities to engage students in this practice. So what does restorative justice then, exactly within the education setting? And it's a lot of different things. You can see all these bullet points here, but I really like to look at it from three different perspectives. First, it's an alternative for many schools. It's an alternative approach to the status quo of suspension, expulsion, or 0 tolerance policy. I also like to think of it as a practice. It's a practice that enables students in many situations not all situations, but in many situations, with the right supports, it helps students to solve conflicts on their own. And rather than removing the student from the the environment, the student that or the students that perhaps have caused the harm, it looks at having small groups of students actually come together to mediate together and solve conflicts through dialogue, and finally. Restorative justice is considerate of the communities that have been harmed and when we talk about community or communities, this could be a student or a group of students. It could be a teacher or a group of teachers. It could be students who have witnessed a larger group of students who witnessed the harming could be the overall school community, but the restorative justice practices really about restoring the community or the communities that have been harmed. It's this understanding of what needs to happen to repair the harm and to make it right. Or to make the community whole again. This module also talks a little bit about 0 tolerance policies, and I would imagine that many of you are familiar with zero tolerance policies or have read up on them or seen some of the negative consequences that have happened over the years. The intent behind zero tolerance policies at the very beginning was was actually it was a good intent. It was to create safe and safe a better learning environment for all students at the school. And so these policies actually started. In the mid 80s in the Reagan era, and then they really ramped up in the mid 90s when Congress passed the gun. Free Schools Act, which required states to expel a student for a year if that student was caught with a firearm. Now in more recent years, 0 tolerance policies have been applied more broadly to include minor offenses. Things like talking back to student personnel or coming to school out of a uniform if. If that's requirement of the school. And so after two decades, actually over 2 decades of 0 tolerance policies, and certainly a lot of research, we now know that these policies like expensive suspension. Or expulsion that not only do they lead to poor academic performance or a greater risk of student actually leaving school or not graduating, but we also know they can lead youth to be pushed out literally pushed out of the school through suspensions, repeated suspensions or expulsion with no evidence of positive impact on school safety. The whole premise of why 0 tolerance policies were created from the get go. So if you're thinking OK. Wow, that's a lot to take in where do I start where you know where's a good place as a practitioner? As someone who's passionate about this or really wants to learn more, where do I begin? And there there are these five key principles of restorative justice practice, but I would encourage you to start with three primary components and the first is establish a baseline and what I mean by that is, look at some data. Gather data on any of the discipline. Scary incidents in in, in your school or in school community. Those can be suspension rates also. Racial disparities this this will just really help. I think provide the the foundation in the context. Secondly, restorative justice practice can actually start with you, and it can start with you tonight and it can start with and continue tomorrow because you have the power to build a restorative culture in your classroom. And while you might be ready to tackle this. Sometimes for others it it really takes a while. It takes a while for folks to to to grasp it to understand it too. I'm really wanna do the due diligence of understanding how to bring it into the classroom. And so #2 here is really about managing expectations because realistically it's good to know that typically for schools to implement a restorative justice practice framework and have really solid implementation, it can take three to five years. It can take a little while. And then finally, and I love this part because restorative justice practice is all about community. I think one of the best things that you can do as a practitioner is to share it with the Community to educate others on what you're doing. Let students know what restorative justice practices and why it's so important to explore right now. Fellow teachers. You know, parents and admin. This is really about supporting the entire community to see things in a different way. And to begin to think about how can I have a different mindset about practice and respect in school. Great thank you Sarah and. Before I move into our ways to build, there was a question. If you know we do visits or zoom visits or PD sessions and we do so, we can support you in that. So just let us. At the end you'll see our emails and you can reach out to us and we can go through any of the modules that you're looking for or whatever resources we do have. If you again once again go on the Virtual Learning Center, you'll find the modules for diversity and inclusion that somebody was asking for as well. So now Sarah, the exciting part is ways to build. Restorative culture so I'm gonna take you through a couple of SRS I'd like. What do I do now so we're gonna get into actual next steps? So I'm here 3 examples and I'll try to dive into a bit of them, but deep in relationships with daily or weekly circle practices that involve the whole class, circles can be used to build listening and speaking skills, share knowledge, practice for tests or problem solve for issues affecting the whole class. That circular shape that coming together is really important. Important in the restorative justice practice. It's the facing each other, the being open, the being connected that we that we really want to practice. Advocate for students while respecting school practices and policies, encourage school personnel to be flexible with rules to support personalized needs, goals, and rights for a student. When I was doing research into class of 2030 and really looking at the future, the biggest thing that students are asking for is personalized learning. How can teachers and schools and communities respond to them and their needs? Their ways of learning versus just doing the traditional method? So we really want schools to create a flexible environment that can shift depending on what a student has been through. Ensure a trauma. Informed care is used to approach students and challenging behaviors. This means to frequently strengthen trauma informed knowledge and teaching strategies to create an environment that is supportive and healing to students. As well as enhancing student awareness and understanding on trauma and its impact, including strategies on how to support peers towards having a safe community classroom that is the first step that you are all doing here today. Because you're already learning about trauma informed practice and how to bring it into class. And there's many other things that we know, teach and model communication. Teach in a way that connects students with themselves and with each other. So when you go through the module, you'll find more ways that you can build that restorative justice. Practice culture. Now I want to, you know, focus a little bit. What are the benefits? And Sarah's mentioned a couple of course, but like what are the real benefits of RJP? It builds capacity and everyone present to live in, understand and embrace the world they operate in. And it promotes engagement rather than removal of students. It promotes social and emotional growth. It supports positive behavior. It strengthens relationships in the classroom, school, and community. It makes all students feel safe. It reduces fear and mistrust between children and adults. And the most important one that I'll take is that I feel like the restorative justice practices allow students to have that ownership, allow students to feel part of the process, allows them to be the problem solvers versus the problem you know, to be solved, or the OR the problem that is creating everything. Now again, take a little bit of a reflection. A little bit of a thought starter. You know I love for you to share in the chat. What are some practices you've seen that improve relationships between adults and young people? So again, the question is, what are some practices you've seen that improve relationships between young people between adults and young people? And while you're sharing that, you know we can put that into it as well, but just you know, I'd like to know so that we can build our. Build our resources as well and the other teachers can learn from each other. That's really why we want to share that. So in this module you'll find activities for the teachers. Oh Kathleen, great. Answer showing up and being there to listen. Stephanie said listening more than talking. Jan said following 100% rule. Deborah said taking an interest in them and their interest. So as you put more, I know everybody else would love to share. I'd love to hear from you, but those are such great examples. You know, I like what Deborah said. Again, like remembering what students say and checking in about what they tell you. Sometimes students can say something in such an offhanded manner, and you don't pay attention to it until it's connected to something so much larger. I find that when I talk to students after class and get them talking about what is wrong, it gives me more insight into the kid and what they're active, why they're acting out us, you guys are all putting such great answers in there. Please keep sharing. We'd all love to hear. All of those examples, validation of feelings, adults sharing about themselves. I think those are really key as well. So activities for teachers you'll find in the module we're only just I'm sharing a couple, but there's a there. There is more in the module. One of my favorite is a tale of the two of two schools, and if essentially it's establishing a restorative justice mindset for ourselves. And you'll notice a lot of the modules, whether it's trauma or it's anti racism, you can't do the work if you don't do the work on yourself. So it's really important that we all of us here today first establish that restorative justice. Mindset in ourselves. Then we are able to help the student. Same with when we do antiracism work. We have to do the work and the bias in ourselves before we can create that safe community so that activity just walks you through a scenario and how would you react in a restorative justice mindset and how would you react in not a distorted justice mindset. So use that. Another one of the great activities in the teacher activities is. Commitment statements so again you know how do you make a commitment for yourself? What do what do commitments look like for you? And so I think that would be. That's a really great, you know, thinking of some kind of commitment. Examples are nothing about us. Without us, justice should heal. You know, this can work. I can live with it. Agreements are made by consensus. So these are commitment statements that you can have for yourself and you can practice. So those are a couple of activities for teachers. And then this has activities for students. Of course, the module has to have activities for students, and so we go through building healthy communications because that is he for our students. So how do we communicate and practice? How do we? What is passive communication? What is aggressive communication? What is assertive communication? So those are just ways that we help you. It's an activity for students to really figure out how are they communicating. And how can they practice better communication? There is an activity on importance of collaboration and how can students collaborate because of sort of justice practices all about students coming together and being able to collaborate and thinking of how can they be better at working with others and talking to others about things that are bothering them. There's also we go through an entire restorative circle. So like I said at the beginning, so we're sort of justice. Can't just be a set of things we do, it has to be a framework for how we view teaching and learning. That's just a quote that I I really practice, and so we want students to see what deserves. Sort of circle look like. How? What is the importance of it so that activity will really define it for your students and it'll teach them the elements to creating our restorative justice circle? There is a many more activities in there. We look at the power of an apology, so that is so important I think just to even teach our students how much power that has and the ability to forgive. But they also the ability to apologize so you know, that's a really great activity. And I think there's just another quote that I would love to share Sarah before I pass it back to you, but I think one of the greatest things, Howard, as there is also said, is that we're sort of justice is respect. It's respect for all. It's even for even those who are different from us, even those who seem to be our enemies. Respect reminds us of our interconnectedness, but also of our differences. Respect insists are we balance concerns for all parties. If we pursue justice as respect, we will do justice restorative LY. So I'll leave you with that. And I will leave you with one reflection again, I think we all shared so much so can we share again what skills? And I said earlier that you know the biggest practice of RJP Sarah is that we allow students to be to lead their restorative justice practice and we allow students to be part of the process. And So what skills do students? Develop through conflict ownership. I'll leave you with that. I think you know we have. We have a bit of little time, so I want to keep moving, but I think like you know, think about that for yourself as well. That why are you doing this practice and the biggest thing that you can take away is you know when you involve the student. What does that do for them? Over to you, Sarah. Yeah, I love that. Thank you for setting me up so nicely. Buscher, 'cause I think it's the perfect segue to launch into our we teacher social and emotional learning module because. What we're going to look at first before going into that module are the five social and emotional learning competencies, and I I would venture to say that most of you have seen Castle, the collaborative for social and emotional learning that you've seen. This wheel of competences before. And and we know that each of these is critical for students and adults when they're really working toward building or rebuilding community. Resolving conflict in repairing harm. But I wanna continue upon the theme of what you were just talking about Bushra, and I'd like to actually just share an example of how a CL competencies can be built through restoration work. So if we look at the blue block blue box there, self awareness. We're going to look at an example that relates to this, so self awareness is is the ability to understand our emotions, our thoughts, our values, and how they influence behaviors across contexts. So if if this was happening in a community building circle or in a mediation session, a student may use an eye. Statement to express how they feel they would use effective, effective communication. So that might sound like a student saying like I feel scared when I see Tristan yelling at Spencer because I don't know what will happen. I statements are structured way to recognize and communicate feelings which guess what we know promotes self awareness of someone being able to of a student, being able to say I feel this way because this has happened. But it doesn't end there. For you listening to someone, I statement it's helping you or other students in that circle in that space, it's helping them to build their own social awareness skill because they're putting two and two together. By understanding how that action or how how previous actions have affected someone else. And so this reverberating theme of respect, but also communication and. And having the the skills whether it's self awareness skills or the self management skills or the social awareness skills, there's this beautiful reciprocity between that skill building happening and then them being flexed. In restorative practice work. So within this particular module. We have over 25 different social and emotional learning activities for students focusing on anything from self care and how to be kind to yourself to how to build communication skills which are an essential part. We know of any healthy relationship and communication. So I want to share just three examples of what you'll find in this in this module. So in the first section, which is really focused on students flexing and building their self awareness skills, there's a great activity called Stop which helps students navigate and explore their their emotions when they feel may be on the verge of kind of being really disconnected with what's happening. Or perhaps they feel overwhelmed. They can follow stop in the four steps within stops stop to actually regain a sense of themselves and what they're experiencing in the process. There's also another really great activity called Know your Values, which helps students identify their values and understand how their values. Can help them identify and pinpoint when they might feel off or they feel wrong when they're acting or being out of alignment with their values, and so these activities would really align with castles, confidence, ease of self awareness and self management. In the be kind to yourself section. Students have the opportunity to explore their sense of creativity through expression and really examine their own self care habits. And this has been one of the pieces that I think has been so critical over these last over the last year or two is that we know that students self care and and. And then being able to have go to self care activities is really really important for them to build different layers of resilience. So within this section students have activities to identify their own power sources and how are they going to put those their power sources into action as part of their self care and then the final section. An example I'll share is in our building healthy relationships and communication. Section. The exercises in this section are focused on compassionate communication and it's focused on how do you observe, observe, and reflect. And actually then respond respectfully and ask for what you need. And so there are multiple fantastic. Exercises in this section that actually helped lead students through a process of compassionate communication. So our final reflection question for you is what are some ways you would like to bring these resources into your school or into your classroom? We'd love to hear a bit more from you and see what you have to share, say actually in in the chat. So I see I I see just a few other responses that have that have come in of Danamon mentions. Yes, putting together putting both together. This social and emotional learning and and and in particular self awareness and social awareness is so important to strengthen a students social and emotional learning. Thank you and so we will continue to move on. But we would love to know from you. Based on what you've seen and what you've heard here, how do you think you might go about bringing one of these resources? Or one of these exercises into the classroom? We'd love to know. So as a reminder, I know we've said this a couple Times Now, but all of these resources these two modules we focused on tonight are restorative justice practice module. Our social and emotional learning module. You can find them all in our we virtual Learning Center and I think there's just a brief video here that will just give you a preview of what you'd find inside. The we Virtual Learning Center is where you'll find free resources from classroom campaigns and lesson plans to professional development and virtual student programming that will support teachers and empower students to be their strongest selves. Your first stop is to visitwe.org/W VLC to either log in or register. If you've never registered, no problem, it will take 30 seconds, and once you're in, everything is free and content is updated regularly. You're in welcome to the we Virtual Learning Center. We have three primary programs. Are we teachers we schools and we well being, each with a slightly different focus. Though all rooted in social and emotional learning and positive youth development on this main page, you'll also find links to our latest virtual programs as well as our current award and grant offerings. We schools as an experiential service learning program that empowers students with the skills, knowledge, and motivation to bring positive change in themselves and the world. Our free resources support issue based learning and action plan development for students on a wide range of topics on critical social issues facing your community and the world. The foundational module is a starting point for we schools to familiarize yourself with the program. You can also go directly to subject groupings such as equity and human rights or health and well being. Our lesson plans are sorted by grade levels, skills, or themes to make browsing easy. Our action campaigns are simple to use, activities that explore social issues and provide ideas on how students can take action. All campaigns feature a campaign guide which is a step by step guide on how to take action for students as well as Common Core aligned curriculum for each grade level. Are we well being? Program empowers young people and educators with knowledge, skills, competencies and experiences to promote their own positive well being and the well being of others. Here you'll find K12 lesson plans and resources, including family resources and our downloadable, we while being playbook. Teachers, we got you in this section find resources for professional development, including the trauma informed practice modules and videos and grant opportunities. In this section you can download the modules on trauma informed practice. We also have a student workbook to accompany the professional development for use with your students. Apply for the We teacher award. Read inspirational stories of how teachers are helping their students make a positive impact. We created the we Virtual Learning Center to support teachers and your classrooms. We will continue to add content to the hub and hope you continue to visit. So thanks for the we Virtual Learning Center is where you'll find. Thank you. Thanks so much for watching that final video. We just like to we wanted to make sure that we just gave you a little preview of what you find inside. Once you were there and so a few next steps for you before. We conclude our part and we will. We're excited to get into any Q&A and I know there's been some really great sharing that's happened here in the chat. A few next steps. So first, if you haven't had a chance yet, we encourage you to register for the we Virtual Learning Center. Not only so you can. You can download and see the restorative justice practice module and our social and emotional learning module that has more than 25 different exercises, but just to really help you. Develop and for their home. Your trauma informed practice lens overall with topics you know ranging from poverty and youth violence to diversity and inclusion, bullying and many other important pieces. I saw someone actually share in the in the chat. I think it was Donna Donna. You had said I love the be kind to yourself activities in the SCL module and I want to just mention that because I think as educators. You all have had quite a. Last two years and I know we hear a lot about feeling burned out and just, you know, needing a break and not feeling like. You know, playing this catch up like feeling like you're just not able to get ahead in anyway. And so to the extent that you can, we encourage you and we ask you to prioritize yourself. Care, because it's really, really hard to help students and be that support for students when your cup is empty, it's impossible, so we encourage you to continue to prioritize yourself care. And we in one of our our modules. It's our mental well being module, which is one of our trauma informed practice module. Modules there's an entire section on educatore. Health care and how anything from resources or activities. Things that you can do on the daily that can really promote and foster that. And then finally, we hope that we've given you enough inspiration and put a bug in your ear about starting to have this conversation about restorative justice practices. If they're not already part of something that your school does, or it's not really something that your school has looked into, we encourage you to to begin to start. Some of them before the end of the the school year test, test one or two of these great ideas out that you'll find in the module and begin to have that conversation with the larger community about why this work is so important, so. With that up. Questions we're here to answer your questions and I just wanna there were there were some other great really sharing in the in the chat and I just wanna say I know there's lots of questions here about the polls and I know Laura saying that Laura mentioned that she'd actually launch the polls and I know that we heard from Deborah saying using a variety of these resources and integrating with curriculum learning areas, so becomes part of what we do and continues to develop. Yeah, absolutely, that's such a great piece. And then Deandra says Amen. Sarah prioritize our self care so that we can support others. Absolutely Deandra, I hope you do and I hope for the rest of you that if it's gotten away from you for this week or it's gotten away from you recently that this is your reminder to you, do you and and prioritize whatever it is you need to fill your cup. Tomorrow and through the end of this school year. So I think we have our final poll here. Or maybe no. This is actually a pull that you've already had. I think Laura, just that we can give it back over there, Laura. Yeah, so thank you so much for the presentation, Sarah and Bushra. We are unfortunately running late on time, but I believe as we saw throughout the presentation that you know going through and contacting our presenters, it's definitely possible we do. Yep, there we go. We do have their contact information, their their email addresses. As we're wrapping up, we want to share with you a short reminder video about downloading your certificates and whatnot. We hope that you enjoy the rest of your evening and the rest of virtual conference. I believe tonight is the last night. Sure, I've been watching some of the webinars on and off, but here's a reminder video and thank you for joining us this evening to our audience. And thank you so much to our presenters for sharing these great resources. Hi everyone, Kelly booze rejoining you again. I hope you enjoyed today's webinar as much as I did. I want to go over a couple reminders and I have one big favor to ask of you. First, you should now be able to download that PDF certificate for your participation. Today you can access that PDF certificate using one of the widgets, the one with the checkbox. From here you should be able to open up that PDF certificate and download it. The certificate will be saved to your name for up to a year. Now you are required to have answered at least 2 poll questions and met the criteria for watching the minimum amount of time when you open up that PDF certificate, it will be populated with your name, the date, and the title of the webinar. Second, when we closeout this webinar, you will get access to an evaluation for today's webinar. We really appreciate. Any feedback that you can provide to us into your presenters today? Your feedback and written comments help us continue to provide excellent webinars year round. 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