Ron Claassen (DTR Homie)

Trust grows when agreements are made and kept, and trust diminishes if we are unwilling to make agreements or if agreements are made and not kept.

– Ron Claassen (DTR homie)

(Option #4)

Student/Teacher Meetings at ARISE High School

Purpose:

When a student has been disruptive and disrespectful and has rejected numerous invitations to cooperate, and when you, the teacher, and that student have agreed to use Option #4, the student/teacher meeting is a reliable process to help you and the student recognize the violations, restore equity between you, and for you both to create a plan for a better future (Claassen, 87)

Theory:

Part 1 – A Commitment to be Constructive

Peacemaking starts when the one offended does not respond in kind.

Part 2 – Recognizing the Injustice

This second part of the process or pattern, recognizing the injustice, is when all of the parties describe their experience and feelings and have them recognized by the other(s).

This part of the pattern can happen in many different ways, and the tie required for this part varies greatly. In some cases, it happens quickly and in others it may take a long time. In some cases, it happens directly and in some cases it happens in less direct ways or even intentionally indirect ways.

Part 3 – Restoring Equity

This third part is a discussion around how to make things rights, bring back balance, or restore equity.

Part 4 – Clarifying Future Intentions

Agreements to clarify future intentions are designed to prevent repeat of the offense or injustice and to create a constructive future for all of the parties.

Part 5 – Follow up and Accountability

The fifth part of the pattern is follow-up and accountability. In situations where things that were once bad are now good, agreement that have been made have been kept and have been acknowledged as having been kept.

Process:

1. Invitation/Safety. “Is everyone willing to search for a constructive, fair, and just agreement? Can we agree to use option #4 or #3? (If no, should we use option #2 or #1?)

2. Ground Rules. (Ask for agreement to each and provide clarification if necessary)

Follow the process.
If process seems unfair, say so.
No interrupting.
Be willing to summarize.

3. Describe, Summarize, and Recognize.

Person A: “Describe how you experienced the problem, conflict, or injustice.”

Person B: “Summarize.”

Person B: “Describe how you experienced the problem, conflict, or injustice.”

Person A: “Summarize.”

Have experiences been recognized? If no, repeat 3.

4. Search for Agreements that will:

Restore Equity: “How can you make things as right as possible now?” and

Clarify Future Intentions: “How can you prevent this from happening again?”

5. Summarize Agreement and Congratulate.

Write Agreement and set follow-up meeting(time, date, location). Congratulate for being cooperative. (If no agreement, return to 1 above.)

6. Follow-up. Are all agreements being kept?

If yes, celebrate. If problems are repeated, repeat the process.

Student/Teacher Agreement

Student: ______What is the conflict about? ______

Teacher: ______

Date: ______

We’ve met and have discussed the conflict and agreed to the following to make things as rights as possible:

1. Recognized Injustice/Violation

We listened to each other’s experience (both facts and feelings) and agree that injustices/violations have been recognized.

Other:______

2. Restore Equity

Apology for injustices/violations

Other (describe in detail): ______

______

3. Future Intentions

We agreed to prevent the problem from happening again by: ______

______

We talked about how important it is to complete this agreement and how it will help build trust.