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Glenwood High School

Glenwood High School

Opportunity Through Learning

Restorative Practices at Glenwood

At Glenwood High School, we have been working with Real Schools in developing a restorative approach to our practice.

We have engaged with Real Schools who are expert facilitators working with us across three years to implement Restorative Practices as the underpinning methodology of our school culture.

We would like to invite our community to an information session in Week 8 of Term 3, 2023. The date and time will be confirmed at a later point. Until then, we will be regularly uploading videos to inform our community of what Restorative Practices look like here at Glenwood.

 

Our Promise to Parents

Restorative Practices needs consistency. Watch the latest video on what Glenwood High School promises our community when it comes to restorative practices. 

Power of Language

As teachers, we know all too well that no day is the same and no student is the same. It may be that yesterday was a good day, and today was a disaster. Creating the optimal classroom climate takes patience and perseverance. You are required to use a range of techniques, strategies and approaches to find the best fit for every individual student. When it comes to communication, we often underestimate our most powerful tool. It's our language. Too often we don't pay enough attention to the one thing that can cost us very little time and effort. Our language can have the greatest impact on influencing behaviour, both positive and negative. 

Does Suspension Work with Restorative Practices?

Join the conversation with our Head Teacher Secondary Studies Ms Donovan who will be talking to our Deputy Principals about restorative practices and how they are being used in the school's behaviour management systems. Here the Deputy Principals talk about how they are using restorative practices, the impacts it is having, and the way in which they are ingrained in our policies. 

Resolving Conflict

Resolving conflict has changed in education. The adversarial model relies on blame and punishment to control behaviour, is teacher dependent, is labour intensive, rewards the skills of system gaming and dishonesty, and further alienates from a love of learning those students who most need to be motivated school participants. We choose a Restorative Model because it more adequately, thoroughly and profoundly helps students to: work effectively in the company of other people, solve problems without damaging or destroying relationships, self-regulate beyond rule-based compliance, cooperate using key capacities that aren't  situation specific, and build personal capabilities to cope with complexity. Watch this short clip to see how we are resolving conflict.