One of the most effective yet less explored approach is Appreciative Inquiry (AI). It can be used as follows: 1. Define the Focus- Identify the specific behaviors or areas you want to address positively. 2. Discover - Engage students in conversations about their positive experiences 3. Dream- Encourage students to envision an ideal classroom environment. 4. Design- Collaborate with students to create actionable plans. 5. Destiny/Deliver- Implement the plans and encourage accountability. 6. Continuous Reflection- Foster an environment of ongoing reflection. Create opportunities for students to act positively. As a result, student feels valued and heard, leading to ownership of the behavior. Focusing on strengths enhances relationships.

Encouraging resistant students to engage in restorative activities starts with understanding their hesitance. Open a non-judgmental dialogue to explore any underlying concerns or emotions that may be influencing their resistance. Offer them choices within the restorative framework, empowering them to take ownership of the process while still meeting the goals of reconciliation. Reinforce the positive outcomes by sharing stories of how other students have benefited, emphasizing growth and improved relationships. By creating a supportive, flexible environment and focusing on the value of the process, you can help students overcome their reluctance and engage meaningfully.

I find it’s important to first understand the reasons behind their reluctance.one-on-one conversation to explore any underlying issues they may be facing, which often reveals concerns or frustrations they haven’t expressed. Offering choices within the restorative process can also make a difference;I might let them choose between participating in a group discussion or writing a reflection.This gives them a sense of control and can ease their resistance.I share positive stories from classmates who have benefited from these activities, highlighting improvements in their relationships and classroom dynamics.By approaching the situation with empathy and flexibility,I help the student see the value in engaging with restorative practices.

Follow below steps to address the behavioural issues. 💡Understand their reasons. 💡Build trust and explain restorative justice. 💡Give them choices. 💡Offer support. 💡Celebrate their progress.

I believe it’s essential to start by understanding the reasons behind a student’s reluctance. Having a one-on-one conversation allows me to explore any underlying concerns they may not have shared openly. Providing options within the restorative process—such as choosing between a group discussion or writing a reflection—gives them a sense of control and can reduce resistance. I also share success stories from classmates who have benefited from similar activities, emphasizing positive changes in relationships and classroom dynamics. By approaching with empathy and flexibility, I help the student recognize the value of engaging in restorative practices.

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To effectively address a student's resistance to restorative activities, start by engaging them in a private, respectful conversation. Endeavour to understand their perspective by asking open-ended questions and listening attentively to their concerns or frustrations. This empathy can unveil underlying issues that may be influencing their reluctance. Communicate the purpose and benefits of the restorative activities, highlighting how participation can positively affect their wellbeing and relationships within the school community. Offering them choices within the process can empower the student, giving them a sense of control and reducing resistance.