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Discipline Over Punishment
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Table of Contents

Table of Contents Foreword: Milton Reynolds Preface Acknowledgments Chapter 1: Philosophy and Practice: Towards a Restorative Approach to School Discipline Chapter 2: Restorative Discipline and Classroom Management: Seeking to Understand First Chapter 3: Meeting Students Where They Are Chapter 4: Preventative Discipline Inside and Outside of the Classroom: "It's the Relationships, Stupid" Chapter 5: When Students Become the Leaders: Letting Go of Punitive Control and Letting Students Lead Chapter 6: Restorative Justice as 21st Century Leadership Skill - Thinking Critically in a World of Social Disorder Chapter 7: Starting Young - Restorative Justice Discipline Practices at the Elementary School Level With contributions by Jeremiah Jeffries Chapter 8: Struggles and Opportunities: Overcoming the Challenges of Implementing a Restorative Model With contributions by Renjitham Alfred and Rekia Jibrin Chapter 9: Adult Circles: When Teachers Need to Heal and Build Relationships Adult Reflection Appendix A - Student Justice Panel Overview Appendix B - Student Justice Panel Petition Appendix C - Sample Student Justice Panel Training Agenda Appendix D - Student Reflection Form Appendix E - Codes of Respect Appendix F - EA Norms and Core Values About the Author About the Contributors

About the Author

Trevor W. Gardner has taught high school English and history for the past 17 years in San Francisco and Oakland, where he has practiced and studied the use of restorative justice in urban schools. He currently teaches history and serves as the Dean of Instruction and Academic Coach at ARISE High School in East Oakland.

Reviews

Discipline Over Punishment offers a timely antidote to the ubiquitous oppressive practices that have for far too long fueled the school to prison pipeline and limited the life possibility particularly for youth of color in US schools. Gardner invites the reader to consider portraits of teachers and students engaged in restorative practices that highlight the possibility of transformative discipline that supports and sustains teaching toward liberation and social change. Gardner offers real examples of inclusive discipline that leads to individual and community development for youth and adults alike and maintains the dignity of all stakeholders. This book is an important reminder for critical educators that the way we show up with youth, families, communities, and other adults in our buildings is central to catalyzing a healing process so desperately needed in US schooling. -- Logan Manning Ph.D., Assistant Professor of Literacy Education, The University of Texas at San Antonio, Department of Interdisciplinary Learning & Teaching
Trevor Gardner offers us here not just a book, but a gift, his generous sharing of a life in the classroom that has been truly transformative. In a voice that is wise yet accessible, he leads us through the process of building community, respect, and a commitment to social justice. Discipline Over Punishment is not simply feel-good platitudes; it reframes the whole conversation about 'classroom management' and grapples with the most challenging dilemmas of teaching. When so much of education has been reduced to mandates and negativity, Gardner grasps the hope and brilliance of young people, the deeply ethical core that can be inspired and mobilized by humanizing schools and classrooms. -- Richard Ayers, Assistant Profession, Teacher Education, University of San Francisco
A humanizing call to transform how educators conceive, implement, and evaluate disciplinary practices serving students of color in this era of zero tolerance policies. Gardner offers powerful, grounded insights from his application of restorative justice in schools to illustrate how re-envisioning school discipline can help edify and empower the people who might otherwise be alienated by traditional approaches to maintaining order. A must-read by all stakeholders concerned with reconciling relationships and social conflicts in schools. -- Patrick Camangian, associate professor of Teacher Education, University of San Francisco
Mandatory reading for any superintendent, school board member, principal, politician, and teacher who wants proper and fair cooperative discipline to work. At last, a fresh, young, and deeply gifted teacher speaks from the heart and from experience of using practical real-world methods and solutions. -- Antony J. Lepire, PhD, professor of education and dean emeritus, San Francisco State University and
Our educational system can only claim success, to the degree that we can cultivate the talent of underdeveloped and alienated youth. We need practical examples of the kind of processes, procedures, and practices that enable teachers and administrators to provide the kind of support every child deserves in order to thrive. In his book, Discipline Over Punishment, Gardner shares from his extensive experience as a teacher who employs restorative justice practices with his students. Through moving narratives, what becomes clear is that growth happens for both students and teachers/administrators when as they learn how to explore what has happened in their respective lives rather than simply exploring wrong doing. When we listen deeply and find common humanity, barriers can be replaced with healthier relationships, and we build community. -- Shakti Butler, PhD, filmmaker and educator; founder and president of World Trust Educational Services, Inc.; producer and director of Cracking the Codes: The System of Racial Inequity, Mirrors of Privilege: Making Whiteness Visible, The Way Home, and Light in the Shadows
I have seen firsthand Trevor's commitment to creating classroom and school cultures that support the nation's most vulnerable youth. It is incredibly rare to bring to print a voice from the field so committed and invested in seeing our educational system become responsive to the youth, families, and communities it has neglected for generations. We have so much to learn from those grinding it out every day with our children and families, and this book is an important step toward that learning for our field. -- Jeff Duncan-Andrade, PhD, associate professor, raza studies and education, San Francisco State University

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