About the same time Linda came across Margaret Thorsborne in her travels and immediately recognised that RPs were the philosophy that was required to build a more productive teacher/student and student/student relationships. Because PRs were inherently harmonious with Christian ideals (the basis behind FCs ethos), Stan and the governing board had no hesitation in endorsing their implementation
Linda suggestedthat whilst the Fairholme College school context does not demand major interventions as often as schools of a different population, it does benefit from the language of restorative practices which underpins daily practice. The culture has shifted significantly to include an expectation that problems are solved with all stakeholders and through a restorative conversation.
Today’s posting may be a bit shorter than most because the information was more a two-way process than in other schools. I was asked to share some details about Rosehill College’s current journey and whilst acknowledging our natural shortcomings, I was proud to talk about our RP accomplishments of recent times. Linda and the others were fascinated to hear about the tagging dilemma and how a restorative approach solved an apparently blocked process and I was asked to repeat the account in the staffroom during recess (interval) for the benefit of other staff.