昆士兰代写assignment 恢复性实践

2020-09-09 23:17

恢复性实践是最近在教育领域被抛出的一个短语，但是很多人仍然不确定它的意思或者为什么它应该被使用。教育的一部分一直存在的是学生和老师之间以及与家人之间未说出口的信任。这种信任是让学生从老师和家人那里学习，让他们觉得把孩子送到学校很舒服的东西。这种信任通常是没有说出口的，直到发生了一些严重的事情，比如纠正了错误的行为或在作业中取得了很差的成绩。少数族裔和低收入家庭的学生更是如此，他们进入这段关系有些厌倦，没有任何信任。信任经常受到考验的一个地方是，当我们观察学校对违规行为的反应时。恢复性实践是一种专注于如何把孩子当做人来对待的方法，是一种创造性地提供传统领域之外的结果的方法。通常情况下，在主要服务于少数族裔或社会经济地位低的学生的学校，有很高的流动率，许多教师的经验不到五年。由于缺乏教学经验，对于那些因害怕“伤害他们”或破坏信任而做出不当行为的学生，也缺乏解决、处理和提供后果的经验。在教室和学校中建立信任的一部分需要整个社区的共同努力，而不仅仅是一个管理员或老师。在以前的学校行为管理制度中，只有一个人发布了所有的后果，而没有对问题的根本原因进行跟进或解决，很多时候，只是发布了一个留校或休学的通知。
昆士兰代写assignment 恢复性实践
Restorative practices is a phrase that has been thrown around the educational field more recently but a lot of people are still unsure what it means or why it should be used. One part of education that has always been there is the unsaid trust between a student and a teacher as well as with families. This trust is what allows the student to learn from the teacher and the family to feel comfortable to send their child to school. This trust is often unspoken off until something serious happens such as correcting a misbehavior or a poor grade on an assignment. Even more so are minority and low income students who are entering the relationship somewhat jaded and not having any trust. One place that trust is often tested is when we look at how schools respond to behavioral infractions. Restorative practices are a way to focus on how to treat children as people and to be creative in providing consequences outside of the traditional realm.Often times in schools that serve primarily minority or low socioeconomic status students, there is a high turnover rate and many of the teachers have less than five years experience. With the lack of teaching experience also comes with a lack of experience in addressing, handling, and providing consequences to students who misbehave for fear of “hurting them” or breaking the trust. A part of building the trust both in the classroom and school requires the entire community working together, not just one administrator or teacher. In prior behavior management systems for schools, there was one person who issued all consequences with no follow up or addressing of the root cause of the issue, often times, just issuing an in school or out of school suspension.