Singapore High School
Pin Yi Secondary School
In 2005, Ping Yi Secondary School was chosen by the Ministry of Education as one of the pilot schools to receive training and begin using Restorative Practices (RP).
Initially in 2005, Ping Yi Secondary School used RP as a disciplinary tool in the area of pupil management. The use of RP has now developed into a proactive approach to build positive relationship.
Evelyn Choo, a social studies teacher at Ping Yi has some good experiences from the use of RP. She shared one case about a student who frequently truants from school. She held a conference with the
student and his parent and started a restorative dialogue by asking the student: “Who has been affected by your truancy?” By having the parents present has helped the student take a serious look at his actions.
Since 2008, Ping Yi introduced the use of Relational Teaching Framework using Circle Time as a tool to deliver the formal curriculum. Ping Yi has used Circle Time in the classroom to enhance teaching and learning of various subjects.
The use of Circle Time not only increases student’s participation in the activities, it also enhanced the relationship between the teachers and students.
They believe that when students present their answers in a circle, they learn how to communicate, how to speak confidently and coherently, how to actively listen to other people and how to respond to others verbally and non-verbally.
New Zealand High School
Massey High School
Massey High School believes that harmonious working relationship is vital to creating a positive social and learning environment. In Massey High School, Restorative Practices have been applied in different areas. For example, ongoing classroom disruption, incidents of serious physical, social and/or emotional harm.
At Massey High School, Restorative Conference is conducted to respond to serious disciplinary problems. Additionally, Restorative Thinking Programme (RTP) is organized to assists teachers with the management of disruptive behavior in the classroom.
It has impacted on community building and reinforced ideals of accountability, shared responsibility and sense of ‘fairness’. Recidivism has been reduced and, in effect, the restorative approach has enhanced a school-wide culture of mutual respect, care and support, even in the face of wrongdoing and relational conflict.
RTP provides a transparent process that enables both the student and the teacher to resolve difficulties and gain an insight into each other’s perspective. It supports all participants and enhances collaboration and the development of the school community as a whole.