Diversity & Inclusion Newsletter
Montgomery Blair High School, Silver Spring, Maryland
November/December 2022 Edition
Restorative Justice
MCPS defines restorative justice as an approach to building community, self-care, and conflict resolution.
At Montgomery Blair, we are committed to the principles and ideals of finding alternatives to corrective action, specifically, for students of color.
Our staff was trained in facilitating community circles on October 24th, and students experienced community circles on October 26th.
Our Blair SGA is working along with the Diversity and Inclusion Coordinator to make materials and create surveys that allow students to experience restorative activities and practices.
The Blair Student video about Restorative Justice was shared above!
The Restorative Classroom
“When You Know Better, You Do Better!”
Dr. Sheila Wilson is a native New Orleanian. She currently works as a 5th grade teacher in Virginia. In addition to instructional leadership, she serves to improve the capacity of students, teachers, and families through her roles as grade chair, lead mentor teacher, family-engagement liaison, and SCA adviser. Dr. Wilson is also an adjunct professor, conference presenter, and self-proclaimed lifelong learner. She is passionate about amplifying instruction, school leadership, and equity:
We are all familiar with the discipline practices of yesteryear, which would likely cause any conscientious educator today to cringe. Corporal punishment/traditional discipline practices were widely accepted and viewed as a means of correcting unwanted negative behaviors. I can vividly remember being a high school sophomore assigned to write 500 lines for being caught passing a note in the classroom. And who can forget the ultimate ... getting paddled in the principal’s office! Even though it didn’t personally happen to me (really), just the idea evoked fear in students of all ages and deterred most from mischievous acts. So, why was corporal punishment acceptable then? Why is corporal punishment no longer an accepted discipline practice in most places? Is punishment designed for those who obey the rules or for others? These questions make me call to mind the adage, “When you know better, you do better!”
Countless studies have shown that traditional discipline practices are no longer effective in today’s schools. In fact, traditional practices were so commonplace in part because the ability to apply an immediate consequence was less time consuming for the one doling out the punishment. However, we now embrace restorative practices because they draw their strength in their ability to empower students to learn from unacceptable choices, to understand their impact, and to grow personally in their ability to make more sound decisions and resolve problems. Restorative practices represent a positive step forward in helping all students learn to resolve disagreements, take ownership of their behavior, and engage in acts of empathy and forgiveness.
There are many ways to implement restorative practices in the classroom. First, teachers can incorporate daily morning meetings to build relationships with students, get a sense of their social/emotional mindset, and set the tone and focus for the instructional day. Teachers can also utilize goal setting with their students as a restorative practice. With goal setting, students take ownership of areas they’d like to improve (academically or socially), and they set realistic and actionable steps to work toward their goal. By providing individual goal conferences, teachers can check in to see if students are on track to meet their goals, and students learn to self-check and refocus as needed. Another useful strategy is when an unacceptable behavior has happened that the teacher allows the offended student to share how the offense made him/her feel. In this way, the offender is able to understand how his/her behavior impacts others and therefore understand the perspective of the other person. Finally, there is great restorative power in having the student who has made an unacceptable choice reflect on his/her behavior in writing by addressing very specific questions like: What choice did I make? How did my choice impact others? Is there a better way that I could have addressed this situation? If I had the opportunity for a redo, would I make the same choice? Why or why not?
There are a number of benefits or restorative practices:
- Builds relationships
- Strives to be respectful to all
- Provides the opportunity for equitable dialogue and decisionmaking
- Involves relevant stakeholders
- Addresses harms, needs, obligations
- Encourages all to take responsibility
Educators have come to realize that you can’t punish a child into doing anything. Instead of simply instituting harsh punishment, we need to teach kids the kind of skills, supported by research, to help them improve their behavior. This is why districts are embracing the implementation of restorative structures in schools across the nation. In building socially responsible students, we must arm them with the ability to think critically, problem-solve, and be able to work collaboratively with others. It will be through their mastery of academic knowledge AND their capacity to engage successfully with others that will ultimately guarantee their future success. Therefore, as educators, we must invest our efforts wisely.
Source: Education Week, January 09, 2020
All-In Honors Surveys
The SGA's All-In Honors Committee has created surveys to help us to understand how the implementation of the courses is going at Blair.
Here is the link for TEACHERS: (click here)
Here is the link for STUDENTS: (click here)
Here is the link for PARENTS: (click here)
Teachers will have mid-quarterly and quarterly sessions in order to share best practices and learn a new teaching idea! Blair will continue to use student and teacher voice to help drive professional learning and differentiation in the classroom.
The first All-In Honors check-in was on October 7, 2022 at lunch in room 233.
The next All-In Honors check-in will be on December 9, 2022, at lunch in room 227.
- English 10
- NSL Government
- Chemistry
- Algebra II (1 year only)
We will also continue to support the following All-In Honors courses:
- English 9
- US History/Modern World
- Biology
- Geometry
November is Native American Heritage Month
Book Study: The Four Pivots
We will use The Four Pivots framework to renew our culture of teaching and learning and reclaim many of the best attitudes and practices that have been impacted by Covid.
Our areas of focus will be on:
1. reflection to improve practice
2. establishing deep, transformational relationships
3. focusing on possibilities instead of problems, and
4. establishing better and healthier work habits and routines.
The first book study commenced on September 21st, and the next meeting was on October 12th. Students and staff participated in deep discussions about race, ethnicity, and how it relates to our Blair school community.
Students and teachers are developing a document of best practices, based on the book, to share with teachers.
Spotlight on Inclusive Blair Clubs/Organizations
Blair Pride + and Pride Council
International Pronouns Day was on Wednesday, October 19th! We enjoyed the button-making activity!
Sin Fronteras/Without Borders
Without Borders/ Sin Fronteras meets every Monday at lunch 11:15-11:45 in Room 154. We work to make Blair a more welcoming place for new students from all over the world!
On Thursday, October 20th, Without Borders/ Sin Fronteras was in the hall outside the Media Center asking Blair students to write welcome messages on our banner.
The group also had an “ice cream social” during lunch, Thursday October 27th, to welcome all the new EML students who have joined us so far this school year!