Creating Reclaiming Environments for At-Risk Students

[Mike]

Hi All.....

Attached is a power point on one of my attempts to teach others
who work with troubled kids.

Let me know what you think and what kinds of things you are playing with!

mike

[Eemah Martha]

Shalom Mike, your power point had genuine powerful points. Working with students whom appear to have given up on meaning for self is one of the greatest and most magnificent challenges one can encounter (in my view). First, of all the situation is rampant or soon to be norm. There is no public school district without such children. Anyone, adult or child, who has given up on meaning of self is indeed at risk and this person can often place others at risk as well. I believe my life calling has always been these young people- at school, in the communities where I was raised, and nearly everywhere I journey there is a vineyard. Today, I find this apathy not only in our children but in adults as well. After all, the children grew up.


Well, I became the founder of a charter school for this reason. I so wanted to find a way to help young people find meaning in their lives. As a middle school teacher, my cLassroom became a haven for those students who were habitually out of order (behavior wise). Watching children go through the discipline cycles of insanity drove me to find another way. At the time, I believed there was a simple intervention of character education that was missing in their lives. Later, I discovered that character education and nurturing simply were not enough. What bothered me most about middle school were the suspensions and attempts at expulsion. So, these began my school pillars. No child would be expelled or even suspended from school unless the parent or guardian refused to participate in the other strategies for consequences of behavior. So what were the other consequences... there were so many and some actually helped out :) We held parent workshops, family days, After school and Saturday Character Education days... this helped some - instead of being put out of school, you came an extra day of the week to learn appropriate behavior. We instituted "Quest Classes" - a fancy way to separate the chronic behavior children but these classes spent the majority of the day dealing with Social Development opposed to academics. This had its good points and bad. Being Holistic by design, the children had medical workups, holistic nutritionists met with parents to discuss herbal alternatives to psychotrophic medications. Then there were the special arts programs... Martial arts for the boys who were too agressive and ballet and tap for the girls. Then came the military school summer for every male student entering grades six through eight. There was a litany of trials and interventions where some helped some and some not much at all.

We brought their pastors' in when they had no respect for their parent to help us develop a behavioral action plan for the child. Those of us who were believers in a higher God, would take time to pray for children and families before and after school. Those who were prayer warriors even came in on several Saturdays just to pray for enlightenment when the storm became more than we could handle. Oddly enough, we always left with a new revelation to consider. Keep in mind that of the near 500 students, we are speaking of 15 to 20 that caused the problems. Most staff members were outraged that we just did not get rid of this small amount so that we can focus on those who came to learn. They were actually more concerned with those who came without outward disruption because there were many who were "At Risk" in their silence.

Later, I stumpled over a school model or really it is a life model called Restorative Practices. It appears to have made the greatest changes in the lives of AT RISK children than any I have yet to read about. I have witness whole middle public urban schools transform from chaotic madness into positive learning environments. I learned so much about my errors as a school leader who wanted to only nurture students and not hold them accountable for their behaviors and do the opposite for staff. I decided to study Restorative Practices and as a graduate student in the program, it became clear to me that Restorative Practices is wrapped in the covering of an emerging social science but it truly embeds much metaphysical science and is truly spirituality. Well, realizing that I was now finishing a third Masters degree and leaving a PhD ... ABD, I decided Restorative Practices would be my dissertation. The more I studied, the more I realized that each of its guiding principles reflect aspects of ancient indigenous spirituality. The circles touched me deeply.

As I reflect back, I have come to believe that the problem with our children is the same problem with many of us - the adults, the teachers, the leaders, the doctors, the attorneys - all those who make up this world ... myself included. We lack this ability to be innately wise decision makers and givers of light. We can do wonderfully good things but too often without wholesome intentions and therefore as a spiritually healthy or spiritually ntelligent people, we are not. So, how do we raise spiritually healthy and spiritually intelligent children when we fail in spiritual intelligence ourselves? This is what has led me to study spirituality not only for children but for all.

RESTORATIVE PRACTICE

[Mike]

Hi Eemah.... hope this finds you well and thanks for both your story and the resources on Restorative Practice!

The shift from punishment and obedience to responsibility and restoration is something i have been playing with like you for years and i agree this model seems to help adults make the move toward that shift! Have printed them all off and keep us updated on your efforts to get that Phd!!

We do really need to become what we wish to teach and adult development is a critical part of what it is we are trying to move toward. Adult development is voluntary and seems to me naturally lead in 2 directions..... spirit traveling upward and soul traveling downward.

Attached is a map i have found helpful to my own journey...from the work of Bill Plotkin. I agree with you.. the intersection between the problems of our kids and those of ourselves is deeply connected!

I do know this... working with "troubled" kids has grown me more than any other experience i have ever had.... not always fun and comfortable.... but very good work!
be well... mike