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Misconceptions 3
Restorative Practice Playbook: Module 3 Misconceptions
| Misconception | Fact |
|---|---|
| Restorative practices are mostly confined to dimensions of social-emotional learning. They don't really inform academic learning. | Academic learning is directly impacted by the social-emotional skills of students. It has been well-documented that the noncognitive skills of motivation, self-regulation, prosocial skills, problem solving, and clear communication impact student learning. |
| The standards and curricular frameworks communicate the expectations we have for all students. | Teacher expectations of students are highly predictive of academic learning. Expectations are also influenced by student behavior. Developing students' social and behavioral skills allows access to rigorous content and respond to high-quality instruction. |
| Student engagement is essential for learning and requires high levels of teacher control to properly manage the classroom. | Students in classrooms with high levels of teacher control grow to dislike school as the year progresses, whether they are rewarded frequently or infrequently. Their family's relationship with the school also declines. |
| Teachers are responsible for establishing and enforcing classroom rules. | Emotional supports, classroom organization, and instructional supports are positively impacted by the practice of co-constructing class agreements with students. These foster a shared responsibility for enacting them. |
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alishawildermuth
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