Case Studies
In search of students to commit to my restorative model, I came across 9th grade behavior data from the first semester of school. Scanning through the data, I identified six students from one of my two 9th classes who had some of the highest numbers of infractions.
As I looked at the alarming numbers that depicted high recidivism rates amongst these students, I was reminded of Noguera’s(2003) belief that, “students who get into trouble frequently are typically not passive victims; many of them understand that the consequences for violating school rules can be severe, particularly as they grow older. However, as they internalize the labels that have been affixed to them, and as they begin to realize that the trajectory their education has placed them on is leading to nowhere, many simply lose the incentive to adhere to school norms.”(Noguera, p.343) While some of these students demonstrated immense potential, their data unfortunately showed otherwise.
Prior to delving into the model, I asked students to write “I Am” poems that reflected or symbolized who they are beyond the convicting data.
Prior to delving into the model, I asked students to write “I Am” poems that reflected or symbolized who they are beyond the convicting data.
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I can truly say that one of the most rewarding aspects of this experience was getting to see my students in a new light- beyond the data that overshadowed their individuality and that led me to them in the first place. That is what the restorative process called for- looking beyond the surface and going deeper. Unfortunately for two students in particular, Monica and Anise, I was never able to undergo the process with them in its entirety. For Monica, her non-compliant behavior overshadowed her wealth of wisdom, sincerity, and maturity and eventually resulted in her removal from the school during the beginning stages of my inquiry. As for Anise, due to her noncommittal to the restorative process, she decided to cease participation. I would like to note that Anise did apologize to me at the end of my inquiry and displayed a sincere desire to make amends.
I can truly say that one of the most rewarding aspects of this experience was getting to see my students in a new light- beyond the data that overshadowed their individuality and that led me to them in the first place. That is what the restorative process called for- looking beyond the surface and going deeper. Unfortunately for two students in particular, Monica and Anise, I was never able to undergo the process with them in its entirety. For Monica, her non-compliant behavior overshadowed her wealth of wisdom, sincerity, and maturity and eventually resulted in her removal from the school during the beginning stages of my inquiry. As for Anise, due to her noncommittal to the restorative process, she decided to cease participation. I would like to note that Anise did apologize to me at the end of my inquiry and displayed a sincere desire to make amends.