Year-End Reflection: Why Restorative Practices Should Be Your Classroom Foundation

As the school year draws to a close and the sounds of summer begin to make their way into the classroom, we teachers find ourselves in a familiar state: exhausted. Our checklists are a little shorter, our pencils a little duller, and our patience a little thinner. And yet – even through the fatigue – this is perhaps the best time of year to pause and reflect.

While it’s tempting to focus only on pacing guides, test scores, or classroom needs, I’d like to suggest we zoom in on one area in particular: classroom management. I know, I know – it might be the last thing you feel like thinking about right now. With viral videos floating around of the original Willy Wonka muttering a deadpan, “Please don’t,” in response to kids running wild, it’s easy to laugh (or sigh) and think, “Yup, that’s about where I’m at.”  But the truth is, how we manage our classrooms impacts every other facet of our work.

A well-managed classroom isn’t just calm and compliant. It’s safe. It’s supportive. It’s a place where students take risks, build relationships, and grow – not just academically, but socially and emotionally. And that’s why I believe it’s definitely worth our attention, especially now.

Why Classroom Management Matters More Than Ever

Classroom management is often viewed as a means to an end – something we handle so we can “get to the real work” of teaching. But in reality, management is the real work. It sets the tone for everything else. A strong, compassionate classroom culture supports:

• Academic achievement
• Student confidence and risk-taking
• Executive functioning and emotional regulation
• Positive peer interactions
• Conflict resolution
• Smooth transitions, test-taking, assemblies, and field trips
• A true sense of belonging

When classroom management is built on connection rather than control, everything else flows more smoothly.

What Are Restorative Practices in Education?

Restorative practices are an approach to classroom culture that centers around relationships, community-building, accountability, and repair. Originally adapted from the principles of restorative justice, restorative practices in schools are both proactive and responsive strategies designed to support student growth.

Definition of Restorative Practices

Restorative practices in education are intentional methods for building a strong sense of community, addressing misbehavior by repairing harm rather than punishing, and supporting students in learning from their actions through conversation, empathy, and accountability.

This approach moves away from traditional punitive systems (detentions, rewards, clip charts, etc.) and instead focuses on helping students understand the impact of their behavior, make amends, and return to the community with dignity.  

What Restorative Practices Look Like in the Classroom

In practical terms, restorative practices can be woven into daily routines and classroom structures. Here are just a few examples:

• Morning check-ins where students share how they’re feeling
• Restorative circles to discuss issues, repair harm, or celebrate community
• One-on-one conversations using questions like, “What happened?” and “How can we make this right?”
• Class-created agreements that emphasize shared values and responsibility
• Reflection activities instead of punitive consequences
• A shift in language—from accusatory to curious, from blaming to empathizing

This doesn’t mean students never face consequences—it means those consequences are tied to reflection and repair, not exclusion or shame.

My Journey: Implementing Restorative Practices in My Own Classroom

On a personal note, I can definitely attest to these punitive systems not working well, especially with younger children.  For example, the red-yellow-green clip chart broke my eldest son’s spirit almost every day in elementary school.  Also, as a first year teacher copying classroom management I had witnessed in school, each time I wrote a student’s name on the board for misbehavior I could almost see their heart sink.  Lastly, I know I still have room for improvement today.  I wish I could say I handle every student interaction well, but there are still restorative practices I need to mindfully and purposefully integrate into my relationships and classroom routine.  

I began to intentionally integrate restorative practices into my classroom this past year, and the results have been both encouraging and humbling. At the beginning, I wasn’t sure how students would respond. I wondered if they would take it seriously or if it would feel too “soft.” But what I saw instead was that they rose to meet the expectations of empathy, honesty, and collaboration.

I used anonymous surveys three times during the year – at the beginning, middle, and end – to get a clearer picture of how my students were experiencing school. The results weren’t just useful – they were heartening. What stood out most wasn’t that everything was perfect (of course it wasn’t), but that my students expressed a deep sense of belonging, safety, and mutual respect. They felt heard. They felt connected. They believed they mattered – not just as learners, but as people.  That’s the power of restorative practices.

The Best Teachers Never Stop Learning

One of the most important lessons I’ve learned over the years is that the best educators are reflective practitioners. That means we’re willing to evaluate our own actions, admit when something isn’t working, and take steps to grow. We model what we want from our students: a willingness to try, to fail, and to improve.

If you’re new to restorative practices, no worries!  You don’t have to have it all figured out before August. Start small. Be honest with yourself and your students. And trust that this work, while sometimes messy, is deeply meaningful.

Planning Ahead: How to Start Using Restorative Practices Next Year

If you’re ready to explore restorative practices, here are six practical ways to get started. Don’t try to do everything at once. Choose one or two, get really good at them, and build from there.

1. Start with Daily Check-Ins

Begin each day or class with a simple question or mood check. This builds connection and emotional literacy.

• Example: “On a scale of 1 to 5, how are you feeling today?” or “What’s one word that describes your mood?”

2. Establish Community Agreements

Instead of rules, co-create a list of classroom expectations with students based on shared values.

• Example: “We listen to understand,” “We take responsibility for our actions,” “We support each other.”

3. Use Restorative Language

Shift from blame to curiosity.

• Instead of: “Why did you do that?”
• Try: “What happened?” “How were people affected?” “What do you need to do to make it right?”

4. Hold Restorative Circles

Use circles to build community or repair harm.

• These can be proactive (team-building) or responsive (after a conflict).
• Everyone has a turn to speak, using a talking piece to show respect.

5. Replace Consequences with Reflection

When a student makes a mistake, create a space for them to reflect and make amends.

• This might involve writing a reflection, having a conversation, or helping rebuild what was damaged.

6. Check in with Student Surveys

Implement anonymous surveys 2–3 times a year to evaluate how students are experiencing classroom culture.

• Use results to celebrate progress and identify areas for improvement.

Using Student Surveys to Reflect on Classroom Culture

If you’re looking for a simple but powerful tool to guide your reflection, consider implementing a short survey with your students. Try asking:

• “Do you feel like your voice is heard in our classroom?”
• “What happens when someone makes a mistake?”
• “Do you feel respected by your classmates and teachers?”
• “How do we handle conflict in our class?”
• “What helps you feel safe and ready to learn?”

You can use Google Forms, paper copies, or even facilitate classroom discussions depending on your students’ comfort and age. Reviewing these responses with an open heart and open mind can guide your growth more than any checklist.

Conclusion: Build with Intention

Restorative practices aren’t about being permissive. They’re about being intentional. They take time, effort, and vulnerability, but the payoff is worth it. As you pack up your classroom and begin to contemplate next year, I encourage you to reflect not just on what you taught, but how you taught it (and what kind of community you built).

We don’t need perfect classrooms. We need connected ones.

Let’s keep learning. Let’s keep growing. And let’s keep building classrooms where every child feels safe, valued, and ready to become the best version of themselves.

Book Recommendation: Better Than Carrots or Sticks: Restorative Practices for Positive Classroom Management

One resource I highly recommend is Better Than Carrots or Sticks: Restorative Practices for Positive Classroom Management by Dominique Smith, Douglas Fisher, and Nancy Frey.  It promotes restorative practices as a productive alternative to traditional discipline. Instead of using rewards or punishments, the book focuses on building relationships, setting clear expectations, and repairing harm through respectful dialogue. It offers practical strategies for educators to create a positive classroom culture where students feel heard, valued, and responsible for their actions.