Podcasts about hacking school discipline

In this thought-provoking episode, I sit down with Nathan Maynard to explore restorative practices that truly change the way we approach student behavior. Nathan dives into the importance of restoration within the behavior process, emphasizing how forgiveness plays a crucial role in helping students learn and grow from their actions. We also discuss practical mindfulness techniques that can empower school staff to stay balanced and resilient in challenging situations. Plus, Nathan shares insights into the High Five application, a powerful tool designed to support schools and educators in creating a positive, connected environment. This conversation is packed with actionable strategies to build a more compassionate and effective school culture. About Nathan Maynard: When Nathan was younger, he struggled in school. He was diagnosed with ODD and ADHD combined with a high amount of trauma. Nathan was motivated by fitting in and pursued that by associating with paths to criminality as a kid. These lived experiences later helped Nathan become a successful youth worker, teacher, and school administrator for over 11 years. Nathan was nominated and won "Youth Worker of the Year" in Indiana voted by the youth he worked with in the juvenile justice system across the county he lived after being a youth worker for 7 years This work led him then to teach and later become an administrator in two cutting-edge charter networks. At Goodwill's Excel Center, he helped students become college-and-career ready with work-based education and skill development. At Purdue's Polytechnic High School, he was the Dean of Culture and helped found the first high school. Nathan is now the global thought leader in discipline. With a bachelor's degree in Neuroscience from Purdue University, he combined hard lived experience with research to understand how trauma impacts students, learning environments, and brain development. These experiences inspired him to co-write the best-selling book "Hacking School Discipline," which has been recognized internationally as a best-seller in 23 countries and used in over 400 universities. ​He  is currently the CEO and Founder of Highfive​ to create connected school communities and reduce recidivism in negative classroom behaviors with reimagining discipline practices internationally.​ Additionally, Highfive has recently been awarded as EdTech Week's #1 Most Innovative K-12 Ed Tech. Follow Nathan Maynard: Website: https://www.highfive.school/  Instagram: https://www.instagram.com/highfive.k12/  Linkedin: https://www.linkedin.com/in/nathan-maynard-6849827a/  – SMORE Newsletters I'm thrilled to announce the newest title sponsor of the Aspire to Lead podcast is Smore!

Send us a textRoosh X is an investment arm of Roosh Investment Group.Nathan Maynard is the CEO and Founder of HighFive, a company using mobile technology to foster connected school communities and reduce recidivism for negative classroom behaviors. With over 11 years of experience as a youth worker, teacher, and school administrator, Nathan co-authored the best-selling book "Hacking School Discipline," and is a global thought leader in reimagining discipline practices in education.

Jeffrey Benson has four decades of experience as a teacher, mentor, and administrator. His work and publications focus on conflict resolution, restorative discipline, learning theory, trauma, inclusive classes, and staff and leadership development. He coaches principals, teachers, provides workshops, and facilitates school-change teams. He supports schools to be more successful with more students, rooted in understanding how people learn, the starting point for all we should do in schools. His latest book is Hacking School Discipline Together.Websitewww.jeffreybenson.orgSocial Media InformationLinkedIn: Jeffreybenson61Resources MentionedJeffrey's book - Hacking School Discipline TogetherShow Sponsor – National Association for Primary Education (NAPE) www.nape.org.ukSupport the show at www.educationonfire.com/supportHave you seen our live shows on YouTube? www.EducationOnFire.com/youtube

Jeffrey Benson's Hacking School Discipline Together (Times Ten Publications, 2024) follows in footsteps first hacked out by Weinstein and Maynard in their 2019 bestselling Hacking School Discipline. Benson, informed by his 40 years of teaching, directing, mentoring, and consulting, takes the discussion to the broader school community. This book offers an effective elixir, distilled from experiences and best practices of Benson's career. The formula is ten hacks in the form ten very readable chapters and that every teacher and administrator can start using tomorrow. Benson knows how to build community, establish systems, and create the environment where teachers teach and students study, and no time (or minimal time) is lost to the distractions of discipline problems. This is Jeffrey Benson's fifth book and follows his recent Improve Every Lesson Plan with SEL which focused on classroom practices (and was also an NBN discussion on the New Books in Education). This time, Benson thinks about these questions from the perspective of the administrator and teacher-leader, asking (and answering) how the whole school can affect the whole student. Jeffrey Benson's website Jeffrey Benson's Hacking School Discipline from Times Ten Publications, available on Amazon.com All of Jeffery Benson's books on Amazon.com Jeffrey Benson's previous NBE interview Krzysztof (Chris) Odyniec is a teacher and historian who has worked in secondary and post-secondary education for fifteen years. He currently teaches social studies at John Swett High School in Crockett, California. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

Jeffrey Benson's Hacking School Discipline Together (Times Ten Publications, 2024) follows in footsteps first hacked out by Weinstein and Maynard in their 2019 bestselling Hacking School Discipline. Benson, informed by his 40 years of teaching, directing, mentoring, and consulting, takes the discussion to the broader school community. This book offers an effective elixir, distilled from experiences and best practices of Benson's career. The formula is ten hacks in the form ten very readable chapters and that every teacher and administrator can start using tomorrow. Benson knows how to build community, establish systems, and create the environment where teachers teach and students study, and no time (or minimal time) is lost to the distractions of discipline problems. This is Jeffrey Benson's fifth book and follows his recent Improve Every Lesson Plan with SEL which focused on classroom practices (and was also an NBN discussion on the New Books in Education). This time, Benson thinks about these questions from the perspective of the administrator and teacher-leader, asking (and answering) how the whole school can affect the whole student. Jeffrey Benson's website Jeffrey Benson's Hacking School Discipline from Times Ten Publications, available on Amazon.com All of Jeffery Benson's books on Amazon.com Jeffrey Benson's previous NBE interview Krzysztof (Chris) Odyniec is a teacher and historian who has worked in secondary and post-secondary education for fifteen years. He currently teaches social studies at John Swett High School in Crockett, California. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/public-policy

Jeffrey Benson's Hacking School Discipline Together (Times Ten Publications, 2024) follows in footsteps first hacked out by Weinstein and Maynard in their 2019 bestselling Hacking School Discipline. Benson, informed by his 40 years of teaching, directing, mentoring, and consulting, takes the discussion to the broader school community. This book offers an effective elixir, distilled from experiences and best practices of Benson's career. The formula is ten hacks in the form ten very readable chapters and that every teacher and administrator can start using tomorrow. Benson knows how to build community, establish systems, and create the environment where teachers teach and students study, and no time (or minimal time) is lost to the distractions of discipline problems. This is Jeffrey Benson's fifth book and follows his recent Improve Every Lesson Plan with SEL which focused on classroom practices (and was also an NBN discussion on the New Books in Education). This time, Benson thinks about these questions from the perspective of the administrator and teacher-leader, asking (and answering) how the whole school can affect the whole student. Jeffrey Benson's website Jeffrey Benson's Hacking School Discipline from Times Ten Publications, available on Amazon.com All of Jeffery Benson's books on Amazon.com Jeffrey Benson's previous NBE interview Krzysztof (Chris) Odyniec is a teacher and historian who has worked in secondary and post-secondary education for fifteen years. He currently teaches social studies at John Swett High School in Crockett, California. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

In this episode we begin with a check-in about our favorite fashion choices from our high school days that we kind of wish would come around again. (You might be surprised…or maybe not at all!) From that silliness, we take a hard turn into a very serious topic–power in the classroom. Dave set the stage by sharing a quote from a book that got him thinking about the nature of power, how teachers use their power, and the way students respond. We think through our own growth as teachers and how we needed to assert power at some points in our teaching experiences. This got us talking about the way we grow as teachers throughout our careers, the difference between “power” and “authority,” and even how teachers can share power with students without diminishing their authority. We hope this episode will help you reflect on the power held by teachers, and ways to use your authority appropriately in light of your office as Christian educator. Dave brought up the book On Christian Teaching: Practicing Faith in the Classroom by David I. Smith. We urge you to read this book if you haven't already: https://www.amazon.com/Christian-Teaching-Practicing-Faith-Classroom/dp/080287360X/  Abby brought up the book Hacking School Discipline by Nathan Maynard and Brad Weinstein. You can learn more here: https://www.amazon.com/Hacking-School-Discipline-Responsibility-Restorative/dp/1948212137  Hallway Conversations is sponsored by the Center for the Advancement of Christian Education. You can learn more about the good work CACE is doing at https://cace.org/

Jeffrey Benson has worked in almost every school context in over 40 years of experience in the field of education: as a teacher in elementary, middle, and high schools; as an instructor in undergraduate and graduate programs; as an administrator in day and residential schools. He has studied and worked side by side with national leaders in the fields of special education, learning theory, trauma and addiction, school reform, advisory programs, math curriculum, adult development, and conflict resolution. The core of Jeffrey Benson's work is in understanding how people learn, the starting point for everything that schools should do.https://jeffreybenson.org/Get the book - Hacking School Discipline Together: 10 Ways to Create a Culture of Empathy and Responsibility Using Schoolwide Restorative Justice (Hack Learning Series) https://a.co/d/6ER10xr

Dan Jones with Marilee Scott, Jay McTighe, Rachelle Dené Poth, and Brad Weinstein We're always exploring the possibilities for enhanced teaching and learning, and we've discovered that ChatGPT opens some new possibilities in our classrooms. Today we run down a quick list of ways we use AI to level up project-based learning. Resources: Flipped Learning Global Initiative (FLGI) Follow our PLN on Twitter: @Rdene915 @jaymctighe @TeacherGoals @ideasforteacher @bamradionetwork @jonharper70bd Maralee Scott, a National Board Certified teacher since 2003, holds a MEd in Curriculum and Instruction from University of MN and was a recipient of the NASA Endeavor Fellowship, Goddard Space Center, in Rye, NY, earning her STEM Certification through Columbia Teachers College in 2013. After getting her start as a teacher in St. Paul, MN, Maralee has been teaching 2nd – 8th grades at Aptakisic-Tripp District 102 in Buffalo Grove, IL for the past 20+ years. Maralee is known by her administrators, colleagues and students as an innovator, whose ideation and creativity stretch students to think in all directions. Maralee learned early on that shifting the power of learning over to students creates a dynamic community of shared learning by engaged learners. Brad Weinstein is a co-author of the Washington Post bestseller Hacking School Discipline: 9 Ways to Create a Culture of Empathy and Responsibility Using Restorative Justice and has been featured in numerous high-profile publications and podcasts. He is also is the creator of TeacherGoals, one of the most popular educator social media accounts in the world. Brad is passionate about fostering equitable teaching and learning practices that help all students succeed.​Brad was the founding Director of Curriculum and Instruction for a network of high schools in Indiana dedicated to an innovative student-centered approach to equipping students with future-ready skills to enhance outcomes in college attainment and career success. Jay McTighe is an accomplished author, having written more than 50 articles and book chapters and has co-authored 18 books, including the award-winning and best-selling Understanding by Design® series with Grant Wiggins. Jay has an extensive background in professional development and is a regular speaker at state, national and international conferences. He has made presentations in 48 states within the United States, in 7 Canadian provinces, and internationally in 41 countries on six continents. Rachelle Dené Poth is an edtech consultant, presenter, attorney, author, and teacher. Rachelle teaches Spanish and STEAM: What's nExT in Emerging Technology at Riverview Junior Senior High School in Oakmont, PA. Rachelle has a Juris Doctor degree from Duquesne University School of Law and a Master's in Instructional Technology. Rachelle is an ISTE Certified Educator and a Microsoft Innovative Educator Expert. She is a past-president of the ISTE Teacher Education Network and served on the Leadership team of the Mobile Learning Network for five years. She received the ISTE Making IT Happen Award and has received several Presidential Gold Awards for volunteer service to education.

We hope you are enjoying your “summer teacher era”! May your pool chair be forever lounging, your Yeti be forever chilled, and your roads be forever winding. Ah, but alas it will not last forever and your teacher-brain is awfully tough to turn off. That's why we have put together a comprehensive list of the best ways for educators to relax, progress, and be inspired all summer long. This week's episode is full of books, PD, social follows, blogs, podcasts, and live events that Jordan and the team have selected to help you recharge and come back this fall better than ever. Links: Beach-Worthy Books: Culturize: Every Student. Every Day. Whatever It Takes. Hacking School Discipline: 9 Ways to Create a Culture of Empathy and Responsibility Using Restorative Justice The Assistant Principal 50: Critical Questions for Meaningful Leadership and Professional Growth Suggested Social Follows: @educatorandrea @mrv_history @sarcastic_n_science @standuprandazzo Podcasts for Teachers On-The-Go: The EdTech Podcast The Better Leaders Better Schools Podcast Live Events Every Educator Should Attend: The Innovative Schools Summit The Agile Teacher's Lounge LiveSchool's Webinar Serie Blogs To Educate and Motivate: 7 Ways Teachers Can Relieve Stress Over Summer Break 11 Things Every Teacher Should Do This Summer The LiveSchool Blog You can also subscribe to our Newsletter: The LiveSchool Leader by clicking here! Want to see our smiling faces? Subscribe to our Youtube Channel Or Follow us on Instagram: @getliveschool And TikTok: @whyliveschool --- Send in a voice message: https://podcasters.spotify.com/pod/show/the-liveschool-podcast/message

In this episode of Real Talk, KJK Student Defense Attorneys Susan Stone and Kristina Supler are joined by Nathan Maynard, author and youth advocate. They discuss Restorative Justice.  The conversation includes the adverse effects of not practicing restorative justice, practical applications of the restorative justice system, and nurturing positive behavior with empathy.  Show Notes: (02:27) What kickstarted Nathan Maynard's unique perspective on restorative justice (05:02) Enhancing learning capacity through the use of restorative justice to develop social capital with others (07:02) Suspension and expulsion  vs. empathy: Which is really a more conducive resolution in school fights? (08:14) The crucial role of educators in the school to prison pipeline (09:37) Do sexual harassment and serious offenses still warrant for restorative justice? (10:33) The restorative justice process and its considerations (11:21) How a student selling drugs can be managed with the restorative justice process (14:32) One deal breaker of the restorative justice process (15:50) A restorative justice success story: the power of social capital and a skilled mediator in a sexual misconduct case (18:06) Should restorative practices be applied in a classroom setting? (20:50) Why cancel culture is doing more harm than good compared to restorative justice  (23:00) ​​How restorative justice gives a voice to those oppressed by the “powerful” by letting all sides be heard (25:28) How to foster empathy by simply being a good listener (26:50) The best practices to avoid treating someone else's problem as your own (28:53) Getting into the zone of control with co-regulation (31:00) Setting expectations instead of rules to influence positive behavior (32:48) The best way to prepare a student who needs to respond to a disciplinary process (34:36) Making a change by changing our mindsets Transcript: Susan Stone: Kristina, I know I'm borrowing off the Bachelor when I say this, but this might be like the best podcast because it's a topic that you know is a personal passion, uh, topic. It's in light of our student disciplinary practice. It's restorative justice. So  Kristina Supler: I know for years, Susan Restorative Justice, It's sort of the little engine that could. This topic we've loved, I recall for years working with you, and you'd come back from suspension hearings, expulsion hearings, you name it, any sort of student misconduct proceeding. And you'd say like, Oh, I'd say, How'd it go? And you're like, Okay. But it's just. It's so unsatisfying. There's gotta be a better way to do this. And yeah, lo and behold, we learned about restorative justice and I remember that moment when we were both sort of that aha moment. We're like, This is it. Oh my gosh. Like this might be the better. That we're looking for.  Susan Stone: Yeah. And in 2017, we went to Swarthmore College and got certified in restorative justice thinking that we were going to convert every school district, every college into our way, and  Kristina Supler: did happen. Did we know that at least colleges and universities in the Title IX contexts certainly weren't ready for restorative justice, but fortunately, Times have changed. We're, we're so pleased to have today's guest with us, Nathan Maynard, who together with Brad Weinstein, wrote the acclaimed book "Hacking School Discipline: nine Ways to Create a Culture of Empathy and Responsibility using Restorative Justice". And Welcome, Nathan, we're so pleased to have you with us. My to have  Susan Stone: you with. We're really happy to have you. Thank you. Yeah, thank.  Kristina Supler: I mean, your book offers such a different perspective and frankly, a refreshing perspective on what could be an effective approach to school discipline. So Nathan, thank you for being here today. We're so pleased. And just tell us a little about your, your background and what led to writing this book. Nathan Maynard: Yeah, definitely. So, I got started in restorative practices back in 2007. I went through training through the I I R P, the International Institute Restorative Practices, and I really fell in love with it right away. I just started to see how this would work with some of the youth that I was working with. I was working in part-time at the time in a residential treatment care center and I was really able. Help me open up the doors just to understand this empathy perspective on other people's lives and, and build from there. After I graduated with my degree in behavioral neuroscience there's a full-time position that opened up there at the Residential Treatment Care Center. So I went full-time. Um, and I started doing that and I ran a unit for three years there and it was really great just. Build off of the stuff and continue to see these practices working, working, working and sort of, trial by fire. Learn stuff and you'd see how things are working from there and just make small ITER iterations. Then after doing that, I went to the clinical team and then I did that for four years. And what I was doing at that time was really helping this restore practices, getting some of the different areas, schools in Lafayette, Indiana. I started seeing all these positive benefits from it and, and the ways that. We were looking at situations as opportunities now instead of situations that were like, roadblocks for these students and working through this. So I did that for a total of seven years in the justice field. Then I went to education. I was a school administrator for a total of about three and a half years. My last position, I was came down here to Indianapolis. Help open up Purdue University's first high school called Purdue Polytechnic High School for underserved and underprivileged youth. At that time I was really able to see how these practices can work in sort of a new setting, new building with this population of students that really need us the most. That's where I met Brad and him and I collaborated together and, created hacking school discipline.  Susan Stone: So it's really interesting. Thank you for sharing that because you met Brad to collaborate on Restorative Justice. And I met Kristina at our, a former practice that we both worked at. I, my background is representing students accused of misconduct. And more and more of our cases had a criminal component where a student would be both looking at an expulsion and disciplinary hearing, and Kristina came in and represented our students in the juvenile delinquency proceedings. And we both came upon restorative justice because we're so sad. Even though we really work on getting good results, we know that it doesn't leave students with better. Yes. So just for our listeners, can you tell us really, what is restorative justice and how does it fit in within the context of the disciplinary system?  Nathan Maynard: Yeah, so I think that the, the cool thing about restorative justice and restorative practices is there's not really this very clear black and white. This is what it's about, you know? But the way that I communicate it out to people is it's this way that we build social capital with other individuals, and the more social capital we have with them, the more that we can have this learning that takes place when situations arise. It's a proactive approach to building relationships and building up that social capital. And then on the reactive side, it's really about, you know, repairing harm and, and focusing on the ways that, we can move past the situation that do arise. We focus a lot on that sense of belonging for our students. And what does that look like to make sure that we're all belonging? Cause we know that the more that we belong somewhere, the less that we're going to feel like an outlier, and that other situations have to happen.  Kristina Supler: So it's interesting to hear you talk about social capital. I have to share with you something that literally happened yesterday. Last night I got home from work. I go on Facebook, I'm scrolling through and in the community Facebook group for where I live. There was this really contentious discussion because the local high school has recently had just surge in student altercations. And so it's like, Oh my gosh, what's happening at the high school? There's fist fights every day. And parents are talking and sharing their feedback. The school district put out a statement that frankly was, Pretty underwhelming and unsatisfactory, and it was striking for me, especially Susan, thinking about today and speaking with you on this podcast, all of the comments by people saying, Expel the troublemaker. It's the only way to get students to listen. Show them this isn't gonna be tolerated. Get 'em out of there. And it was interesting to see how many people were like, Absolutely. That's the way. Zero tolerance. So I'm just curious, I mean, I think I know because you wrote a book about restorative justice, but what, what's your response to this? What would you say if you were in that Facebook group? Yeah,  Nathan Maynard: I think that it's easy when you're not part of that situation to sort of put, you know what you think should happen, but then when you start to empathize and just be a, a good human, Like what we're all saying. We all make mistakes. And I think that we have to be looking at these situations as what does it look like to build off of situations and support not just the learning community, but each one of these individuals there in the school. There's situations where there's needs and obligations that do come up for the safety of the students in the safety of the building, but at the end of the day, what does it look like to make sure that we're not putting our own sort of, Bias onto a situation. We're not putting our own sort of situation where we're trying to push something to happen. We are really looking at this as what does it look like just to move forward? When there's suspensions that do occur, and a student has to be removed from a school, what does it look like to reintegrate them back into that school? What does it look like to make sure we're setting them up for success? A lot of times when something happens and we go back into what happened, It's really tough for us to really put the pieces together without everyone sort of involved in it. And that's what punitive discipline does. It tries to put all these pieces together without including everyone in their mindsets and what's taken place in that.  I'm against zero tolerance, obviously with restorative justice, restorative practices mindset. I do think that exclusionary practices has led to a lot of this huge issue that we have in our society with the school to prison pipeline. That's definitely hitting our historically marginalized populations. So I think that when we're looking at policies, we're looking at ways to support educators. We need to be looking at something where we're doing these consequences that are actually teaching and holding true responsibility for someone's actions instead of just pushing that out into society or into high risk situations. Susan Stone: So Nathan, when Kristina and I are hired, we're not hired for the, Some of the examples you gave in the book. Obviously no one's gonna spend a lot of money for a lawyer. A lawyer, when their kid is suspended for a day for throwing a pencil in the class. We're brought in on sex offenses, sexual assault, sexual harassment, serious plagiarism or academic misconduct, hazing, especially at the collegiate level and drug offenses. My question to you, do you think that under the more serious offenses, then schools should really just rely on a traditional model rather than a restorative approach? or do you think that a restorative approach is appropriate in conjunction with expulsion or separation?  Nathan Maynard: Yeah, I, I think that restorative practices can be really integrated into all aspects of, of discipline there in the school and the justice system. You know, working in the juvenile justice system for, my, my seven plus years. And working with, sexually maladaptive youth going through the court hearings, seeing students and youth that were, placed in Department of Corrections, reintegrating back into the community, we understand that there's always, nothing's indefinite. So what are we doing to looking at this as again, that that whole picture and that reintegration process is so important and there's gotta be teaching that takes place. You know, I think that the justice system overall has a lot of this mindset of, rehabilitation. But what does really rehabilitation look. When you know, you're not looking at repairing the harm and you're not looking at this responsibility of your actions through this. So on a, a more minor scale around the schools with even these serious offenses, Yeah. Sometimes this, this student may need to be removed from the school. We have to take into consideration the safety of that learning environment, the other students. But what does it look like to still use this as an opportunity to learn? What does it still look like to say, okay, even if there's an expulsion, they're gonna be coming back next year. So what does this look like to really support them in this process and not just even. The youth that was doing the the criminal act or what this was, but also the people that were affected from it the educators, their families the per se victims of a situation. What does it look like? They're all included in this process as well, to really be able to build everyone back up to as whole as possible after something takes place. Quick  Susan Stone: follow up question. Can you just give me an example and my listeners, what would that look like in a more serious case? Play it out for, What do you think, Kristina? I'm just curious what kind of offense that we deal with,  Kristina Supler: uh, a student who's selling drugs. How about something like that?  Nathan Maynard: Yep. Yep. Yeah, students selling drugs. So a situation where a student was selling drugs into a school, and let's say that they were expelled, let's say there's a zero tolerance sort of situation that happened around this. I think that when we're thinking about in that process of that expulsion, we've gotta be thinking about. The goal of restorative practices is this intrinsic motivation, right? We want to get them to understand why they're doing what they're doing and work through this, but we also have to use extrinsic factors to help get there. So if the students expelled, there would still be some sort of extrinsic factor to get them to this level of supporting. Changing and coming back into the school. So I think that even when it comes to, meeting with people that were affected from that situation, writing a letter to the school doing something proactive over the summer prior to coming back the next year, something like that where it's really building that back in. And then also when they do start back up in the school, what does it look like to give a fresh start? I think that a lot of times our mindsets go into situations and it really ends up hurting things sometimes. .  Kristina Supler: So I, I think that. Let's just play out this example of student selling drugs in school or something like that. Cause as Susan mentioned, my background's in criminal defense. And so like, when I think only as a criminal defense attorney, it's like right to me, silent, say nothing, just, you know, Absolutely no apology, no acknowledgement of harm. But as we've talked about, like at the root of restorative justice is fostering responsibility, accountability, repairing the harm, and so, how do you reconcile when you have a student going through school proceedings for behavior that might also trigger criminal charges and the school maybe. Actually does wanna use a restorative practice that it requires or ideally involves some sort of apology or acknowledgement of harm. How can you like, I don't know, meld the two together where the wrongdoer can acknowledge the harm and apologize, but then not have that? I mean, Susan, we, we see this a lot. Susan Stone: You know, I just wanna add, to give you a little more context, Nathan, sometimes we're representing students involved in sexual misconduct cases, especially in the collegiate level. And there can be a dispute as to whether the person accused agrees with the allegations. Maybe they don't. Maybe they believe they had consent. So they don't necessarily wanna apologize because they don't agree with what they're being accused of yet. There's another person on other side who's really hurting and believes. You have to believe a victim. We know that. So there's that core. And also, let's say someone's accused of rape. We know, and Kristina will say, You can't apologize because God forbid you could get charged with rape and that has consequences for imprisonment. Help us understand with that background what you would recommend.  Nathan Maynard: Yeah, and I think when it comes to, these restorative practices as a whole, The accountability comes when someone owns their behavior. So if there's something where there's still that gray line, where, the accountability may not be fully there, I feel like the the restorative approach isn't gonna be fully effective. Cuz I feel like there's gotta be something there to take responsibility for those actions. And if it's sort of the, sort of the scenarios that you were saying, I feel. Sometimes that leads to, I don't wanna say something because it could get me into more trouble, but it also, if I was, empathizing with sort of the other person, like the person that was offended or affected from the situation, like that would not be great for me to hear, for my repairing, for my situation to go through. So I think that with restorative practices, when I see it working the best is when, you know the situation is getting that full responsibility. I've had a situation before where, There was a, a youth that I was working with and, um, he did a a situation where he was 13 years old. Had a situation where he, um, raped another youth at the at it was, I forget where it was. It was somewhere at the park. There was also use of like coercion and threats. This, um, youth was placed in the Department of Corrections. When they were coming back into the community, The judge at the time, amazing judge for Tiffany New County she was talking to sort of us and going through the situation and saying like, We're really scared for this. The youth that was in Department of Corrections to come back in the community, cuz the community was really fed like it was over a year. But there was still a lot of talk about stuff. There was some gang stuff involved with it. There was a lot of stuff and they were scared. What's gonna happen when this student come or this youth comes back to community. I, I get. Yeah, and I, so I went to the Department of Corrections with them and got, I was able to get the victim's family on board to come there with me, do a restorative justice mediation. I mean, it was one of the hardest ones I've ever done. It was a really, really powerful one. It wasn't appropriate for the, the victim of that situation to be present for it, But it was very, very, very powerful, and sometimes forgiveness looks different in all situations, but what ended up happening there? We put some social capital into that relationship between the offender and the victim's families. So then when they integrated back into the community, there wasn't as much tension as what could have happened from that youth returning back to the community. Kristina Supler: It's interesting that example in particular, Nathan, it sounds like the key to effective restorative justice is having a really skilled facilitator. I mean, would you agree, Susan?  Susan Stone: I, we spent, I, I'm harkening back to 2017 when we were trained in restorative justice. And people think that it's just like mediation, which also requires skill. But I think this is even a higher level of skill because it requires a lot more pre-meeting with people, a lot more pre-planning. And I do like that your book goes into how to set up the restorative justice to be successful and thought. Should I have the victim here? Who are the other stakeholders? So I would agree. I mean  Kristina Supler: it, I guess it makes me think about though, let's, let's talk reality, Nathan. You've got a stress teacher in a classroom with some really amazing students and then some students who are real handful. And I guess my question is at times is, is restorative justice a little bit too pie in the sky? I mean, when these teachers are just trying to keep Yeah, the class under control, moving forward, check the boxes for the curriculum. In reality, are they really gonna stop the lesson? Say, Okay, students huddle up, let's, let's talk. I mean, some of this sounds very. I mean, I love it, but then I'm like, Okay, what does this look like in reality? I mean, what would, how would you poll, Is that the word? There you go.  Nathan Maynard: Yes, Pollyanna. Yeah. Yeah. And that's, so it's, it's really interesting cause that's the biggest pushback I get around these restorative practices. What does this look like when you have 30 kids and they're all doing something what are you gonna do? Like, stop the lesson, pull it out in the hallway, have a 15 minute conversation with them, resolve some sort of conflict, and that that can't happen.  So what we talk a lot about, And we go offer the research from Dr. Luke Roberts, who's a colleague of ours. And, and one of my friends he's worked outta Cambridge University and Dr. Roberts talked a lot about he actually was a nonbeliever of restorative practices. He was doing a presentation for his master's degree and talked about how restorative justice will never work in schools for that reason. Someone from Cambridge was there and they were like, Hey, Luke, come study here and let's see. You prove your point. So he's done about 10 years worth of research to show how this can be effective in the schools. And what his research shows a lot about is it's a very proactive approach about building community in your classroom. When it comes to that reactive side, what the ratio is is 80% proactive, 20% reactive around these restorative practices in schools. The, the proactive is the establishing and the feeding of relationships. And on the reactive side is the repairing of the harm and having those conversations. I've seen restorative conversations go even really quickly with teachers where it could be, I have I was in a school recently and there's a first grade teacher sort of walking this group of first or first graders down the hallway. And what happened was this one young lady looked over at the teacher and said, Hey, Brian just kicked me. And the teacher said, Well, did you like it? The young girl said, No, I didn't like it. And she said, Okay, well you need to tell him you didn't like him, and asked him not to do it again. So the little girl turned in and said, You know, I didn't like that. Please don't do that again.  That's a quick sort of conflict resolution that took, two minutes or less. Teacher didn't have to pull 'em aside, do a big conversation. So we want to teach some of these skills that are still using the restorative and that proactive approach for really building off there. Susan Stone: We are seeing a lot more students starting as early. As high school being less open to conversations and more interested in cancel culture. You hurt me. You hurt my feelings. You know what? I'm not even gonna go to the school and talk about it. I'm gonna post online what I think of you and ruin you that way. And we've seen some real repercussions recently. We've had cases where a student was accused of different Racist statements whether they made him or not, but it all went viral and college acceptances were revoked. Talk about getting canceled. How does restorative justice compare with cancel culture? Because isn't cancel culture the ultimate of logical consequences? Should it happen? Shouldn't it happen? I just want your thoughts on that.  Nathan Maynard: Yeah, I, I think cancel car culture goes against restorative practices. Because it doesn't help us seek to understand the all aspects of a situation. It pretty much just says, You did this and you're, you're not a part of this anymore. It doesn't really go, go deeper into the situation, understand the, the different factors of it. We also understand that even when it comes to ostracizing an individual, how impactful that is. Sort of human relationship development and what that looks like. So when we do something around cancel culture, it really says we're not willing to listen to things. If you do X, Y, or Z, you know, you're sort of off the table. And that's what restorative practices doesn't do. Restorative practices says people make mistakes. Some way worse than the others. We understand that, but there's needs and obligations that come out. But there's also this ability that, people can fix things to the best of their ability, even if it's not going to get them out of something. You know, Consequences are still needed. But I feel like what restorative practices does is it takes not just the logical side of consequence, but also pulls in that natural side of consequences. When I do somebody wrong and I have to sit across from them and own that with them and fix that with them, you know. That's a natural aspect. If there's something logical that takes place too, that's another piece of the puzzle. But when I'm trying to create true behavior change in someone and trying to address what's taking place, I need that natural side and that logical side. And I feel like that's what cancel culture doesn't do. You know, I might just,  Susan Stone: Well, I agree with you, but Nathan, what happens? Students get canceled before they even know that they're accused of something. The timing doesn't necessarily work. So what are you gonna do in that situation where there's been an accusation? It may or may not be accused, but the student's already been canceled. And it's out there on the internet. And it's getting thousands and thousands of likes and views. Nathan Maynard: And that type of situations are, really in sense. And I, I worked with a situation recently where it was actually, you know, I don't wanna say the state, but with an educator there, the situation happened, it was proved false, but again, it was the very much canceled culture wrong. The, the parents, the, all, every aspect of it when we were looking through that situation and trying to see what we can do to move forward. Even with this teacher they, they ended up leaving, but we were still looking at the community as a whole. What restorative practices does too is says it's not just this restoring and repairative stuff, it's also facilitating open dialogue and communication around situations and letting all sides be heard in something. I think a lot of times we hear the voices of whoever's in the most power. Right. And that might be in whatever situation. That's true.  Susan Stone: Oh my gosh. Can I write that down? Yeah. We share the voices of the MO ones in most power. In a school community, who would that be?  Nathan Maynard: A lot of times it's the it's the it could be the board, it could be sort of leadership there in the building on that sort of more micro level, but, on that sort of community as a whole sometimes too it goes with, whoever's got, cuz we understand there's systemic issues within our societies, so sometimes it's people of priviledge that gets their stuff out there a little bit more as well. There's a lot of different things that go into it. And what restorative practices says is we're not gonna put anyone up here on the top of this triangle. We're gonna do everything as a circle and put everyone on the sort of the same page, be heard, be listened to, and we set guidance. We set collective commitments to each other. That what we talk about, what we don't talk about, and really facilitate this as an open dialogue. And there's so much learning that happens from that. When we can have conversations where everyone's able to discuss things and be heard and be a part of something, you know it, it leads to less sort of social media pushing and sort of our keyboard warriors right there in our instant gratification society, right? It, it helps saying we need to own this stuff with other people. And again, it's a natural thing as well to sit across from someone, talk something out, build something up and move forward. And it's really easy to set those conversations up. Cuz we don't want them to turn into complaining sessions or, or everyone's sort of vs. In a hive and. We need this person out.  You set norms ahead of time. When those norms aren't followed, you redirect. And if that doesn't work, you can sort of end the circle. You can bring different people out. But you know, those circles were designed looking at the roots from the indigenous cultures to make sure that we're all addressing things as a whole. And I think restorative practices really gives us that.  Kristina Supler: It's interesting, this discussion of cancel culture. It makes me think about, because really cancel culture is the antithesis of restorative justice, right? But it makes me think about chapter seven in the book, which is entitled, Cultivate Empathy, Build the Capacity to Listen, understand and communicate. And you talk about how empathy is a skill that's learned and practiced, but How do you foster empathy in reality? I'm I'd like to hear your thoughts on what that looks like.  Nathan Maynard: Yeah. I think to foster empathy, we need to be a good listener. We a good reflective listener and really hearing different people. I think a lot of times when we're trying to be empathetic, we're still pulling in our own perspectives, our rich tapestry of life events that we, you know, go into something and when we really don't put ourselves in check. What ends up happening is we're not fostering true empathy. We're fostering empathy through our perspective. So when we're trying to foster empathy, the biggest investing that we can do is just be a good listener and, and hear people for what we're asking. Ask good, open ended questions. Use good, effective eye statements, reflect back and just really putting 'em back on the other person. That's also how you build good relationships too, right? You hear people from where  Kristina Supler: they're at. So true. It's so true, and it's interesting to think about how these. Tenants of restorative justice actually applied to basically just being a good human being and developing good interpersonal skills. Yes. But let me just ask you one follow up question related to empathy, because with particularly through the pandemic, we've seen such a surge in depression and anxiety among students, and when you have a particularly anxious student and you're trying to foster empathy, how do you. Teach the student to be empathetic, but also not take on someone else's problems as their own. Because I think that's a real challenge, especially for younger students.  Nathan Maynard: Yeah, so I like, I like to look at the applied neuroscience of regulation. A lot of times when we're going into even being a good listener or going through these different skills, when I have a student and they are hyper aroused, they're, moving around. This teacher hates me or this situation's happening they're hyper aroused. I know. My job is to get them back into a window of tolerance. If they're hypo aroused, they're lethargic, withdrawn, not speaking to me. I know I need to get them up a level before I get them into that sort of window of tolerance. Everything that I'm going to be saying and what I'm gonna be processing is going to be through this lens of safety, right? We know that amygdala might be triggered, they might be looking at things as this fight, flight, or freeze response. So if we want to be looking and really building this up from not putting this happened when I was younger, this situation happened. We need to sensor ourselves first and then deliver that. And that's why we have that chapter in the book too. Cuz you know the, the book's not just a guide for restorative practices. It's really this way that what Brad and I saw worked for us as practitioners, as, as educators, as youth workers.  Susan Stone: Well, I have to tell you, you are speaking our language when you talk about this. Kristina and I both love practicing yoga and we've actually worked ourselves. Mm-hmm. on being less reactive. We both have very strong personalities. It's true. We're both, I would say alpha females trying to work together. And the way we have done a lot of personal work is through getting control of our stress response. However, kids, it's really difficult with kids. So what do you do? I mean, you can't restrain them. Yeah, you can't. I, we've dealt with straining an elopement cases where kids just literally run out of the school building. And anyone who's a parent has seen a young child tantrum and anyone who's a parent who's had teenagers has watched the 16 year old tantrum. So can you play it out how you get them in that zone of control?  Nathan Maynard: And it, there's a lot of different, ways to get there. I think the best thing too is just being a really aware of nonverbals, verbals, what's taking place. I think a lot of times the easiest way to co-regulate or regulate someone is co-regulation, looking at the way that we are aiming ourselves. You know, Dr. Bruce Perry said, A dysregulated adult can never regulate a dysregulated child. So making sure that we're Oh my gosh. So true. Yep. We're regulating. Yeah. And, and going into those situations. And then what we can do in there is we can really show how this is, if there's situations. Let's say like my son's worked up or my girlfriend's worked up over a situation and I go and I say, Calm down, calm down, Calm down. That's not going to work. What I'm gonna, That's the amount of fire . Yeah, yeah, that's, Yeah. It's just, Yeah. Calm down. Yeah. Yeah. And, yep. And you know, and that's not gonna work. You know what ends up happening is you gotta hear the person. You've gotta co-regulate with them. And then, then when they're open to it, that's when you can help suggesting, Hey, let's take a couple deep breaths before we continue this on. Hey, let's go for a walk. Let's not talk about this for a couple minutes. Or, I, if my son's, disregulated, he's running around the room and doing something, you know, my biggest goal is to be a safe person. And I don't try to force compliance on things. If I try to force compliance on things, that creates more dysregulation, because that's more of a safety thing. When we are in our fight, flight or freeze response, when that amygdala is triggered the thing our brain students say, Stay safe. So when someone's saying, Don't stay safe. Sit down. Stop talking. Do this. You know, our brain's saying no. And we get more opposition. When, when we start to feel blame and shame over a situation, we more triggers come out. So the easiest thing is just to be a good listener. Look around. See what's taken place. And then co-regulate them with, the way that supports safety at the center of sort of it.  Kristina Supler: I wanna talk about in chapter four of the book, you talk or you delve into this idea of establishing clear expectations versus rules. And I guess my question for you, I, I think I understand what you're getting at, but is, is this just semantics or like what's really at the heart of that notion.  Nathan Maynard: Yeah, so a little bit of semantics. A little bit of that because we understand how powerful our verbal and nonverbal skills are, how that can trigger a situation or, or make it better. We also know that kids love to gamify processes, right? They love to gamify systems. There's been situation where I said, Hey, you know, I've heard teachers say, butts and seats, and then you see a kid, holding their chair and walking across the classroom, right? Like, my butt's still in seat. That's funny. Yeah, and it's, it's funny and it's good, but it's exhausting for teachers, right? Cause then they're like, Come on. Like it might be funny the first two times. But then 15 times when you have all these kindergartners starting to do it. Like, come on now. So what expectations does, it makes our redirections easier if we say, Be responsible. I can link that into anything. And then I'm teaching what be responsible is a lot of times our kids that we work with, they may be able to normalize their emotions and normalize sort of situations and sometimes they can't. So what we wanna do with our expectations is it helps sort of us coach on that social emotional development as well as it makes our job easier because then our redirections are less of a gamified process. Susan Stone: We are now seeing a serious uptick and unhappy kids, unhappy families, and extreme mental health disorders. We've had kids tell us that they have thought about suicide. We've dealt with cutting. We've dealt with obviously substance abuse and in turn, when we're working with the parents of our clients, cuz we represent kids. We can tell that they're depressed and they're exhausted and they're depleted. So could you give Kristina and I a little tip when we're trying, should we use a restorative practice also, when trying to help students and get in a framework where they do have to respond to a disciplinary process? Nathan Maynard: Yeah, I, and I think when we start to see situations occur and some of those, really concerning things, I think a lot of times we go into things as, I, I know my downfall is I'm a problem solver, so I try to solve problems, right? I go into situations of, Oh, you're cutting, you're depressed. Hey, go for a walk. Hey, use this affirmation. Hey, try to do this, Talk to these different people. But what ends up happening is I don't respect someone by doing that, I, I'm showing them. My knowledge is more respectful than what you're going through. I know more than you. We're thinking about talking to our younger kiddos. You know, my six year old son or, or kindergartners, pre-K schools, they still are able to connect the dots. We have to help them connect the dots in situations and be truly heard. That's why I love, even cognitive dissonance. When you're thinking about pairing, behaviors to goals and having them connect the dots. When you're dealing with some of these different concerns, a lot of times the brain starts to make connections that might be there, or the brain makes connections that is. But either way, we wanna respect those connections and help them work through that situation instead of just commanding over it compliance based over it. And again, that's what restorative tells us to do, is to be a good listener to, to ask those questions, go through, connect the dots with them through that cognitive distance process. Kristina Supler: Well, it makes me think about looping back to something you said earlier, trying to develop intrinsic motivation using external factors. Yeah. So I, I think that's sort of at the heart of this also, this idea of being a good listener. Helping work through an issue versus trying to troubleshoot right out of the gates. But Nathan, this has been such a really enjoyable and thought provoking discussion today, so I hate to wrap it up, but this is life. Let me ask you before we go, is there anything we haven't touched on today that you think is important to share with our  Nathan Maynard: listeners? I mean, I think the biggest thing around these restorative practices and restorative justice, We want to look at all perspectives of situations. We want to, again, we wanna change things, right? Like if we see something happening, we see something in our class happening, something in our society happening. We want things to change. And we need to think about outside of our box, outside of our sort of fixed mindsets, what we grew up with, what we believe works, whatever this is, and be open to different things. I tell so many future practitioners or educators that are looking at this. Try one thing. See if it gives a. Give it a chance. If you need to make small iterations in it, that's completely cool, but give something a chance. And I think that a lot of times we stamp something as, Oh, this restorative stuff is no consequences. Or it's soft con, you know, soft discipline and it's not able to be given a chance.  Susan Stone: Well, you know what, Nathan? I do wanna say something to you and to Kristina. I think I was right that this is one of the best podcasts we we've ever had.  Kristina Supler: I agree.  Susan Stone: I agree. . Really? I, I, I, Listeners, I wish you could see Nathan smiling. Because we, I really feel like we could have stayed here an hour more. I wanted to talk about growth mindset. There's so much packed into your book, Hacking School Discipline: Nine Ways to Create a Culture of Empathy and Responsibility using Restorative Justice. We didn't get a chance to talk about your app and your other business. So we might have to do a part two on this  Nathan Maynard: podcast for sure. Yeah, and I'm sure Brad would love to be a part of that.     

Discipline is always a concern in Special Education. Brad Weinstein from TeacherGoals joins us in this episode to talk about how discipline can be helpful rather than hurtful for our students. Brad Weinstein founded TeacherGoals in 2014 to give educators inspiration and laughter to help them find joy in their jobs. He is the primary content creator for TeacherGoals and oversees the organization's strategic vision. Brad is a co-author of the Washington Post bestseller Hacking School Discipline: 9 Ways to Create a Culture of Empathy and Responsibility Using Restorative Justice and has been featured in numerous high-profile publications and podcasts. He is also a co-founder of BehaviorFlip, a software company that focuses on school restorative practices. Brad is passionate about fostering equitable teaching and learning practices that help all students succeed. Learn to Become a Master IEP Coach Get free weekly IEP training! Get expert IEP Help you can't get anywhere else! Get Connected with Brad Weinstein and TeachersGoals: Teacher Goals - Professional Development Book: Hacking School Discipline: 9 Ways to Create a Culture of Empathy and Responsibility Using Restorative Justice @WeinsteinEdu on Twitter, Facebook, Instagram, and Linkedin

Have you ever wondered how to eliminate punishment and build a culture of responsible students and independent learners? In this week's episode, Brad Weinstein shares how schools can incorporate a restorative and social-emotional approach in the classroom to enhance communication and collaboration. He stresses why restorative practices are vital to change students' behaviors and transform them into productive citizens, accountable for their actions. Let's dive in! Brad founded TeacherGoals in 2014 as a way to give educators inspiration and laughter to help them find joy in their jobs.  Brad is a co-author of the Washington Post bestseller Hacking School Discipline: 9 Ways to Create a Culture of Empathy and Responsibility Using Restorative Justice. Brad is passionate about fostering equitable teaching and learning practices that help all students succeed.Key Highlights: [00:01 - 07:46] Opening Segment• Brad shares his background and workFounder of TeacherGoals• How to use a social-emotional and restorative approach to school discipline• Why he decided to write Hacking School Discipline[07:47 - 14:07] Implementing a Restorative and Social-Emotional Approach• Why restorative practices can help reduce conflict and improve relationships • What schools should implement before resorting to antiquated disciplinary measures [14:08 - 20:18] Holding Kids Accountable• Consequences for kids' actions need to be positive and meaningful to them• Make sure that your classroom culture is inclusive and representative of all students[20:19 - 26:33] How to Give Fair Consequences • The classroom environment should be proactive to create fair and clear expectations• Why teachers should never make public students' consequences• What teachers should do to avoid future conflict with students[26:34 - 33:20] How to Implement Restorative Practices in School• Teachers need to be willing to try multiple methods before finding one that works• Challenges educators face when implementing restorative practices[33:21- 39:20] Closing Segment• How to start incorporating restorative practicesLet's Connect! Want to connect with Brad? Follow him on LinkedIn, Twitter, and Instagram. You can connect with the TeacherGoals community on Facebook, LinkedIn, Youtube, Instagram, and Twitter. You can connect with our host Erica Terry on Instagram, Facebook, and LinkedIn. Be sure to check out her website https://www.healthywealthyeducators.com/ to learn more about different strategies to achieve your teaching goals!LEAVE A REVIEW! Your ratings and reviews help get the podcast in front of new listeners. Your feedback also lets me know how I can better s

When we start a new initiative in schools, we have to take into account the rich tapestry of things that are already in place. ~ Nathan Maynard About Nathan Maynard Nathan Maynard is a youth advocate, educational leader, and change maker. He is the co-author of the Washington Post bestselling and award-winning book, Hacking School Discipline: 9 Ways to Create a Culture of Empathy and Responsibility Using Restorative Justice. Nathan also is the co-founder of BehaviorFlip, the first restorative behavior management software. Nathan studied Behavioral Neuroscience at Purdue University and has been facilitating restorative practices for over 15 years. He was awarded “Youth Worker of the Year” through dedicating his time with helping underserved and underprivileged youth involved with the juvenile justice system in Indiana. He was on the founding administration team that opened Purdue University's first high school in 2017, Purdue Polytechnic High School, serving youth in inner city Indianapolis, Indiana. Prior to his four years as a school administrator, he was a youth worker and program director in a youth residential treatment care center. He is passionate about addressing the school-to-prison pipeline crisis and closing the achievement gap through implementing trauma-informed behavioral practices. Nathan has expertise in Dialectical Behavioral Coaching, Motivational Interviewing, Positive Youth Development, Restorative Justice, and Trauma-Informed building practices to assist with creating positive school climates. He now runs a team of people who do restorative implementation work, called the Restorative Group. Check them out restorativegroup.org. What You'll Find in this Podcast Episode with Nathan Maynard Nathan starts the podcast with a strong stance on how systems and structures are necessary for innovation to last, particularly those on restorative practices. Nathan gives us a quick history lesson on how restorative practices are tied to indigenous roots. One pillar of innovation is listening. Nathan talked about using qualitative data in addition to quantitative data, particularly within micro-communities. Nathan mentions Dr. Luke Roberts from Cambridge and his powerful work within systems. Don't miss what Nathan says about internalizing change and attacking fixed disposition. He truly appreciates The Four Agreements by Don Miguel Ruiz. Nathan's insight about the ripple effect of innovation and restorative justice is transformative. Nathan talks about what makes a good leader great. He refers back to Dr. Luke Roberts a second time. The story that Nathan tells about how Dr. Roberts changed his mind regarding restorative practices is great. Very impressive. He recommends being more self-aware and being conscious of your self-talk. His personal strategies are great tools for every leader. You need a bowl with water and ice…listen why. Nathan talked about getting better at collecting “street data.” Check out Street Data by Shane Safir and Jamila Dugan He learns by listening, interviews, being involved in groups, and honoring others' ideas. This part is inspiring. “Success doesn't have to be tangible.” Nathan used to think that it was all about the external data. He switches that point-of-view to an internal notion of success. Listen to what he says about making success intangible. As always, let us know what you think of this with a like, a follow, or a comment. Find us on Twitter, YouTube, iTunes, Facebook, & SoundCould. And, again, if you want one simple model for leading better and growing faster per month, follow this blog by entering your email at the top right of the screen. We hope you'll tell a friend or book us to join your team for professional learning. TheSchoolHouse302 is about getting to simple by maximizing effective research-based strategies that empower individuals to lead better and grow faster. Joe & T.J.

Welcome to Possibilities over Problems. In today's episode, we will engage the theory that rebellion is sure to come when rules are not rooted in relationships. Our guest Nathan Maynard is an educator, youth advocate, and national and international restorative practices trainer. He is a co-author of the Washington Post bestseller Hacking School Discipline. Nathan also is the Co-Founder and CEO of Behavior Flip, the first restorative and behavior support software for schools. He was awarded “Youth Worker of the Year” through his work supporting underserved and underprivileged youth involved with the juvenile justice system. Nathan studied Behavioral Neuroscience at Purdue University and has facilitated restorative practices for successful implementation for over ten years in a wide range of educational settings. He is passionate about ending the school-to-prison pipeline crisis and closing the achievement gap through implementing trauma-informed behavioral practices.

Welcome to Possibilities over Problems. In today's episode, we will engage the theory that rebellion is sure to come when rules are not rooted in relationships. Our guest Nathan Maynard is an educator, youth advocate, and national and international restorative practices trainer. He is a co-author of the Washington Post bestseller Hacking School Discipline. Nathan also is the Co-Founder and CEO of Behavior Flip, the first restorative and behavior support software for schools. He was awarded “Youth Worker of the Year” through his work supporting underserved and underprivileged youth involved with the juvenile justice system. Nathan studied Behavioral Neuroscience at Purdue University and has facilitated restorative practices for successful implementation for over ten years in a wide range of educational settings. He is passionate about ending the school-to-prison pipeline crisis and closing the achievement gap through implementing trauma-informed behavioral practices.

Aspire to Lead with Empathy, Creativity, and PassionWith an exciting announcement coming September 7th, Nathan Maynard joins me to share about his author contribution in my upcoming book, Aspire to Lead. In this Episode, we discuss: Empathy as a Leadership Strength Acknowledging and Owning Mistakes  The Restorative Discipline Group About Nathan Maynard:Nathan is a youth advocate, educational leader, and change maker. He is the co-author of Washington Post bestselling and award-winning Hacking School Discipline: 9 Ways to Create a Culture of Empathy and Responsibility Using Restorative Justice. Nathan also is the co-founder of BehaviorFlip, the first restorative behavior management software. Nathan studied Behavioral Neuroscience at Purdue University and has been facilitating restorative practices since 2008 in juvenile justice and educational settings.  He was awarded “Youth Worker of the Year” through dedicating his time with youth involved with the juvenile justice system in Indiana. He was instrumental in the design and opening of Purdue University's first high school in 2017, Purdue Polytechnic High School, serving underserved and underprivileged youth in inner city Indianapolis, Indiana. Prior to his years as a school administrator, he was a youth worker and program coordinator in a youth residential treatment care center.  He is passionate about addressing the school-to-prison pipeline crisis and closing the achievement gap through implementing trauma-informed behavioral practices and work around equity. Nathan has expertise in Dialectical Behavioral Coaching, Motivational Interviewing, Positive Youth Development, Restorative Justice, and Trauma-Informed building practices to assist with creating positive school climates. Follow Nathan Maynard: Website: http://www.hackingschooldiscipline.com (www.hackingschooldiscipline.com)   http://www.hackingdiscipline.com (www.hackingdiscipline.com)  http://www.behaviorflip.com (www.behaviorflip.com)  Twitter:https://twitter.com/nmaynardedu?lang=en ( https://twitter.com/nmaynardedu?lang=en) Facebook Group: Hacking School Discipline  Linkedin: http://www.linkedin.com/in/nathan-maynard-6849827a (www.linkedin.com/in/nathan-maynard-6849827a) https://www.amazon.com/gp/product/1948212137/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=1948212137&linkCode=as2&tag=aspirewebsite-20&linkId=07fc727361b28223dde31d4fc5c4b856 Are you a superfan of the Aspire podcast? Well, now you can show off your support with the new Aspire swag, featuring tee shirts, hoodies and a variety of drinkware. You can find all your Aspire Swag athttp://www.teachbetter.com/swag ( www.teachbetter.com/swag) Use Discount Code: ASPIRE for 25% OFF Tee-Shirts, Hoodies, and Drinkware:https://teachbetterswag.com/collections/aspire-the-leadership-development-podcast ( ASPIRE: The Leadership Development Podcast) This post contains affiliate links. When you make a purchase through these links, The Aspire Podcast gets a small percentage of the sale at no extra cost to you. Need a Presenter for a conference or school PD?[caption id="attachment_3378" align="alignnone" width="1024"]https://joshstamper.com/wp-content/uploads/2021/04/Josh-CBB-2021.png () Joshua Stamper, Teach Better[/caption] https://joshstamper.com/contact/ (Contact Joshua Stamper ) for presentations on Restorative Practices, Leadership Development, and Innovative campus systems. [caption id="attachment_2597" align="alignnone" width="1024"]https://joshstamper.com/wp-content/uploads/2020/02/Joshua-Stamper-Stock-photo.jpg () Joshua Stamper, Teach Better Speaking Network[/caption] Watch my session on Trauma Informed, restorative and social emotional practices athttp://www.teachsummit.com/stamper ( www.teachsummit.com/stamper) Follow the Host, Joshua Stamper:Contact:https://joshstamper.com/contact/ ( https://joshstamper.com/contact/)...

Our 200th Episode! It's Episode 200 of the Class Dismissed Podcast! Over the past four years, we've shared stories of inspiring educators around the country, and today we're reflecting on some of our favorites. Using Restorative Practices​ in the Classroom Back in episode 109, we spoke with Nathan Maynard. Maynard is the co-author of “Hacking School Discipline, and he talked to us about using restorative practices.  Maynard gives a digestible look at the benefits of restorative practices and how we can start implementing them in our classroom. Power to the “Late Bloomer” I know I've been guilty of being in awe and applauding kids that can do things way ahead of their age. You know, the kids that amaze us with their music abilities on America's Got Talent. Or those amazing students at the national "Spelling B." In Episode 129, Rich Karlgaard explains why it's essential to recognize that some people's prime comes a little later than others. For example, Karlgaard highlights a 53-year-old woman named Joanne. When Joanne was in school, she was described as a “high-mediocre” student. Many professors do not remember Joanne, but one professor described her as a student that would often stare off into space while in class. After attending school, Joanne got into a bad marriage, worked as a receptionist for a bit, and went into a spiral of depression after her divorce. For a time, she was even on public assistance. But Karlgaard says Joanne is an excellent example of a late bloomer. “At age 35, while taking a train, Joanne, otherwise known as J.K. Rowling, dreamed up Harry Potter,” says Karlgaard. It's a great perspective that we should all consider.  Leading with love – The secret weapon of this tattooed principal In Episodes 54 and 55, Hammish teaches us how he turns around struggling schools. But most importantly, how he leads with love.  On the morning announcements, Brewer says over the loudspeaker, “If somebody today didn't tell you they love you. Mr. Brewer's telling you today that he loves you.” “We forgot to tell kids that we love them,” says Brewer. “So many of our kids don't hear that word enough.” Brewer says if students are in “hot water” with him, he tells them that he doesn't like what they did, but he still loves them. “If you build a culture and expectation around love, hard conversations can be had.” Brewer says he tells his kids that he loves them every day, and they have his back. Taking the fuzziness out of reading comprehension Jennifer Serravallo is the author of the Writing Strategies book and the Reading strategies book. In episode 72, she gives us tips about working with students on reading comprehension. Serravallo says her goal is to make sense of something that is sometimes hard to make sense of. There are many different viewpoints on what it even means to understand comprehension. Ranging from the Rosenblatt Reader-Response Theory to a Proficient Reader Research, it can get murky for educators. Serravallo says, “Sometimes the classroom teacher is left thinking, what am I really looking for? What does comprehension look like? What does it look like when a kid really gets it?” All Rights Reserved. Class Dismissed Podcast 2018-2021.  

In this episode of Build Momentum, We have a spectacular guest, Brad Weinstein,  who shares his evolution from being an educator to an education influencer on social media. He shares tips and tricks for maximizing social media, particularly for the education sector.Brad Weinstein is the founder of Teacher Goals. Teacher Goals is one of the leaders in social media for teaching and education with 540,000 followers on Facebook, 232,000 followers on Twitter, 132,000 followers on Instagram, & 15,000 followers on LinkedIn. Brad went from an elementary teacher, a middle school teacher, to being a high school principal. He is also the one of the authors of the book Hacking School Discipline: 9 Ways to Create a Culture of Empathy and Responsibility Using Restorative Justice.Some Questions I Ask:How you got your start in education and your evolution and what you're focusing on now? (1:45)So after you went to the new job at the innovative school, and you authored your book, what happened next? When did teacher goals start, tell me more about teacher goals and how that came to be? (10:31)So I would say I was going ask you what your secret to successes. But I think you just told us it's hours of dedication and time. Is it easier now than it used to be? (18:46)Do you have any tools you recommend, because I know you've told me before, when we chatted about something that you use to drive people into an email list. Tell me about that. And other tools that you use to make your life easier? (21:56)What are your tips for a viral post? how to do it and what are your strategies? (24:50) In This Episode, You Will Learn:How Brad got his start in Education and his evolution (2:05)It's not an easy start. It's gonna take a lot of time, years and years of consistency with your posting efforts (17:12)Understanding that putting yourself out there to the world there's going to be some good comes with that, there's going to be some negative outcomes with that. (20:39)Knowing what's going to work, what isn't going to work is important. (20:54)You should constantly strive for content that is going to have never been seen before. (21:20)Quotes:“I literally spend eight hours a day or more on social media. And that's what people don't realize they don't get is that it's a lot harder than it looks to run in accounts, especially assessable accounts”“The consistency is huge too because some people will tweet once and that they want to eat for three days and then they'll tweet Seven days later, and then they'll tweet five times in one day. And that is just you know, people tweeting when they have something to say. But when you're trying to build an audience, you need to think about what you're trying to say. And even plan it out a little bit with that consistency.”“If I'm going to amplify someone, they have to be good for education, they have to be somebody that aligns with our mission and our values.”Connect with Brad Weinstein on:FacebookTwitterInstagramLinkedInStay in touch with Sarah Williamson:Free Case Study Guide WebsiteFacebook

This is Season 1, Episode 4 of FocusED, and it features guest, Brad Weinstein. It was originally recorded live for a studio audience in Delaware, provided as a professional development experience for Delaware teachers and leaders. Don’t miss what Brad says about doing discipline differently in schools and changing school culture from punitive to restorative. If you listen to the very end, you’ll catch our quick conversation about trying to get Brene Brown to be a guest on our One Thing Series podcast. Enjoy. ________________________________________ Brad is the Director of Innovation at BehaviorFlip (www.behaviorflip.com), the world's first restorative software and app. He helps keep BehaviorFlip on the cutting edge of behavior management through merging research-based best practices with advanced technology. He is a co-author of Hacking School Discipline: 9 Ways to Create a Culture of Empathy and Responsibility Using Restorative Justice. Brad is the creator of @teachergoals, one of the most popular educational accounts in the world on Twitter, Facebook, and Instagram. Brad worked as a Director of Curriculum and Instruction in downtown Indianapolis. He also served as principal for two years on the eastside of Indianapolis. Brad is an award-winning teacher who taught for 11 years, including roles as a coach and STEM department chair. He holds a B.A. in Education from Purdue University, an M.Ed. in Curriculum and Instruction from Indiana Wesleyan University, and completed a Principal Licensure Program from Indiana Wesleyan University. ------------------------------------------------------------- Thanks for listening to FocusED, an educational leadership podcast brought to you by TheSchoolHouse302 @ theschoolhouse302.com. FocusED is your educational leadership podcast where our mission is to dissect a particular focus for teachers and school leaders so that you can learn to lead better and grow faster in your school or district with more knowledge, better understanding, and clear direction on what to do next.

In this episode, Dom and Broc speak with Brad Weinstein, author of "Hacking School Discipline: 9 Ways to Create a Culture of Empathy and Responsibility Using Restorative Justice." We discuss the restorative justice process in schools, how to reset yourself with repeat offenders, and the importance of never giving up to fully understand and reach the student.

Brad Weinstein is co-author of “Hacking School Discipline.” He is also the Chief Innovation Officer and a co-founder of BehaviorFlip. BehaviorFlip is a software based on restorative justice practices in schools. Brad has been a teacher and in charge of curriculum design and instruction. In this episode l, he discusses some best practices for restorative justice in schools. You can find him sharing memes on social media via TeacherGoals. --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app Support this podcast: https://anchor.fm/StateofEducation/support

Nathan Maynard, the author of Hacking School Discipline and designer of Behavior Flip joins us to talk about how to change classrooms, change students, and change destinies. Check out all of Nathan's resources at: https://behaviorflip.com/ --- Send in a voice message: https://anchor.fm/david-schmittou/message Support this podcast: https://anchor.fm/david-schmittou/support

A visit in early March 2020 following day 1 of Layne's two-day visit with educators in Lethbridge as we discuss supporting students, teachers, classmates and families on the very long and wide path of the Autism Spectrum. Layne offers a couple of book to check out - "Better Than Carrots or Sticks: Restorative Practices for Positive Classroom Management by Dominique Smith, Douglas Fisher and Nancy Frey. Albertan Jody Carrington's "Kids These Days" and Nathan Maynard's Hacking School Discipline: 9 Ways to Create a Culture of Empathy and Responsibility Using Restorative Justice We also recommend listeners check out the Alberta Family Wellness Website https://www.albertafamilywellness.org/ and the free online Brain Course offered on the site. (Great resource for teachers, parents, education assistants) Layne Pethick is a Behavior and Autism Spectrum Disorders Consultant for Region 10 ESC. He is holds a PhD in Leadership and has a Master's degree in Special Education with concentration in Human Behavior, Emotional/Behavioral Disorders, and Autism Spectrum Disorder, along with degrees in Elementary Education, Early Childhood Education, and Reading. Layne has experience as a general and special education teacher, school administrator, district trainer, program director, and in higher education as a professor of special education, assessment, early childhood and teacher education. He has had several articles published and presents at local, state, national, and international conferences. He has, and continues to work with various countries in the areas of education and special education to include Mexico (2009-2011), Hong Kong (2011), Canada (currently), Vietnam (currently), and across the United States (currently). Learn more about your ad choices. Visit megaphone.fm/adchoices

With so much uncertainty, fear, and trauma occurring in our students' lives, how can educators improve the social emotional health and regulation skills of each child? This week’s guest, Nathan Maynard, explains how, even through distance learning, all educators can use trauma-informed behavioral practices, mindfulness and circles to improve our student’s emotional wellbeing.  https://twitter.com/share?text=+-+&via=Joshua__Stamper&related=Joshua__Stamper&url=https://joshstamper.com/?p=2372 (Tweet This)In this Episode, we discuss: “Circling up” during distance learning  Restorative Practices  Utilizing mindfulness during these uncertain times  Student voice importance around equity  And Behavior Flip Follow Nathan Maynard: Website: http://www.hackingschooldiscipline.com (www.hackingschooldiscipline.com)   http://www.hackingdiscipline.com (www.hackingdiscipline.com)  http://www.behaviorflip.com (www.behaviorflip.com)  Twitter:https://twitter.com/nmaynardedu?lang=en ( https://twitter.com/nmaynardedu?lang=en) Facebook: BehaviorFlip  Facebook Group: Hacking School Discipline  Linkedin: http://www.linkedin.com/in/nathan-maynard-6849827a (www.linkedin.com/in/nathan-maynard-6849827a) About Nathan Maynard:Nathan is a youth advocate, educational leader, and change maker. He is the co-author of Washington Post bestselling and award-winning Hacking School Discipline: 9 Ways to Create a Culture of Empathy and Responsibility Using Restorative Justice. Nathan also is the co-founder of BehaviorFlip, the first restorative behavior management software. Nathan studied Behavioral Neuroscience at Purdue University and has been facilitating restorative practices since 2008 in juvenile justice and educational settings. He was awarded “Youth Worker of the Year” through dedicating his time with youth involved with the juvenile justice system in Indiana. He was instrumental in the design and opening of Purdue University's first high school in 2017, Purdue Polytechnic High School, serving underserved and underprivileged youth in inner city Indianapolis, Indiana. Prior to his years as a school administrator, he was a youth worker and program coordinator in a youth residential treatment care center.  He is passionate about addressing the school-to-prison pipeline crisis and closing the achievement gap through implementing trauma-informed behavioral practices and work around equity. Nathan has expertise in Dialectical Behavioral Coaching, Motivational Interviewing, Positive Youth Development, Restorative Justice, and Trauma-Informed building practices to assist with creating positive school climates. https://www.amazon.com/gp/product/1948212137/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=1948212137&linkCode=as2&tag=aspirewebsite-20&linkId=3500c032167ac5f93a458c7c2eccac32 Go Community![caption id="attachment_2270" align="alignnone" width="1024"]https://joshstamper.com/wp-content/uploads/2019/08/Go-Community.jpg () Better Leaders Better Schools[/caption] This community is one of my favorite one-stop-shop tools to engage with other amazing school leaders. I use this online resource to gain insight, gather resources, and develop my leadership capacity. The #1 Leadership Online community is generous and authentic, an antidote to the clutter and noise that other social media sites have become. What makes this community different is that it is: An investment, not free A private community with the same goal A conversation, not a variety of self-promoting presentations Evergreen, not ephemeral Focused on serving school leaders, not advertisers, companies, or investors I highly recommend using Go! Community to enhance your leadership skills! https://gumroad.com/a/907916403 (Click Here to Try Go! Community)  This post contains affiliate links. When you make a purchase through these links, The Aspire Podcast gets...

A school district in Texas is bringing back the paddle, because some parents okayed teachers hitting their children. Mark Barnes compares this to 1950s style discipline and shares the thoughts of Nathan Maynard, co-author of Hacking School Discipline, on the subject. There are better ways to handle behavior issues in class and hitting is never okay, Maynard says. In the end, Barnes says, "Spare the rod, save the child!" What do you say. For more from Times 10 and the Hack Learning Podcast, visit us at 10Publications.com

Alex Valencic chats with us about the shifting role of teachers in the classroom, finding your people, and changing the way we're helping students learn the skills they need. More at www.teachbetter.com/podcast/alexvalencic Episode Highlights 1:36 - We may or not have release some very secret information early for you... 7:04 - Previewing the episode with Alex Valencic. 10:13 - Alex introduces himself. 12:09 - Alex's failure: Homework catastrophe. 16:21 - Alex's success: After School Tabletop Club. 18:57 - What's keeping Alex excited about education right now: Inquiry-driven instruction. 20:45 - Alex's advice for teachers: Find the people who are going to help you become a better teacher by supporting you. 23:19 - 6 questions answered in 15 seconds or less. 26:11 - How to connect with Alex. Alex's Recommendations EdTech Tool: Pencil and paper. Book: "Instructional Rounds in Education" by Elizabeth A. City. "Inquiry Mindset" by Trevor MacKenzie. "Hacking School Discipline" by Nathan Maynard and Brad Weinstein. "Better Learning Through Structured Teaching" by "The Internal Coherence Framework" by Douglas Fisher and Nancy Frey. "Alexander Hamilton" "Schulz and Peanuts" by David Michaelis. "Talking to Strangers" by Malcolm Gladwell. Who to Follow on Social Media: Dennis Dill (@DennisDill) Dr. Teresa Lance (@teresa_lance) Matt Weimann (@MrWeimann) YouTube/Podcast/Website/Blog: Facing His --- Send in a voice message: https://anchor.fm/teach-better-talk/message

This episode comes from my time at AMLE. I was fortunate to record three podcast when I was there. This one is with Brad Weinstein and Nathan Maynard about their recent book Hacking School Discipline. Both great guys and a wonderful discussion. There are plenty of well played moments in here. Have a listen. Guests: Brad Weinstein: @WeinsteinEdu Nathan Maynard: @NmaynardEdu

Detentions and suspensions don't really change behavior. What's much more effective is having students work to repair the harm done by their actions. In this episode, I talk with Brad Weinstein and Nathan Maynard, authors of Hacking School Discipline, about this restorative justice practice that is a powerful alternative to traditional punishment.

Welcome to the Better Leaders Better Schools podcast.  This is a weekly show for ruckus makers -- What is a ruckus maker?  A leader who has found freedom from the status quo. A leader looking to escape the old routine. A leader who never, ever gives up. For some teachers and administrators, discipline is something that is to be dealt with.” If a child acts up in class, write them up or send them to principal. But for Nathan a child “acting up” isn’t something to just be dealt with. It’s a student reacting to something. That “something” is what Nathan believes we need to figure out and support. He shows us how to uncover that “something” and use it to build relationships that create better students and better leaders. We hope you enjoy the podcast. All the highlights, resources, and next steps can be found below. Listen to the full episode here and learn more at betterleadersbetterschools.com   Key Talking Points      The story of Luka, a powerful lesson in restorative conversations     Understanding what restorative conversations look like     Dealing with criticisms about restorative conversations     The Big “Why”- Why it’s important to support emotionally intelligent students   Key Milestones of the Episodes [3:15]The powerful story of Luka [7:33] What are some tips on improving your willpower to get up early and exercise? [10:00] Doing restorative conversations: Why are open-ended conversations important? [12:07} Doing reflective conversations: How does a restorative conversation look like? [19:25] How would you deal with critics and skeptics of the “restorative conversation” method? [22:44] BehaviorFlip   Key Quotes “The best thing to do is to build a relationship with as many people as possible.” “When you’re having a restorative conversation, the main component is you want to seek to understand.” “I’ve always said that no matter what I do, that’s the population [I choose to work with]: underserved, underprivileged, at-risk….” “Any support that we can put in place...is really going to make the world a better place.” “Seek to understand every behavior in the school.”   Key Resources  Hacking School Discipline: 9 Ways to Create a Culture of Empathy and Responsibility Using Restorative Justice (Hack Learning Series) Paperback BehaviorFlip Hacking School Discipline: 9 Ways to Create a Culture of Empathy and Responsibility Using Restorative Justice by Nathan Maynard https://twitter.com/NmaynardEdu https://twitter.com/BehaviorFlip   About Our Guest Nathan is a co-author of Hacking School Discipline: 9 Ways to Create a Culture of Empathy and Responsibility Using Restorative Justice. He also is the Co-Founder and acting CEO of BehaviorFlip. He is passionate about addressing the school-to-prison pipeline crisis and closing the achievement gap through implementing trauma-informed behavioral practices.    Contact Info Twitter LinkedIn    Show Some Love     BECOME A PATRON OF THE SHOW FOR AS LITTLE AS              $1/MONTH     DID YOU LIKE THE SHOW?  iTunes SUBSCRIBE HERE!     LEAVE A 5-STAR RATING AND REVIEW   LEVEL UP

The idea of using restorative practices in the classroom is straightforward. Educators build, and as needed, repair relationships with students, all in an effort to prevent or respond to conflicts a student may be going through. For example, if you two students get into a fight a school. A school not using restorative practices would suspend the students for a few days and then send them back to the classroom. However, a school using restorative practices would have conferences with the students and sometimes parents both before and after a suspension. During that conference, educators would ask the students a lot of empathy driving questions. This is done so each party involved will have a better understanding about how everyone feels. "If you do something wrong. You have to repair the harm for what you did wrong, says Nathan Maynard. Maynard studied Behavioral Neuroscience at Purdue and has been facilitating restorative practices for over ten years. Before becoming an educator he worked in the field of juvenile justice. Today he serves as the Dean of Culture at Purdue Polytechnic High School in Indianapolis. Earlier this year, Maynard and his colleague Brad Weinstein released "Hacking School Discipline" a book that offers educators ways to create a culture of empathy and responsibility in schools. In episode 109 of Class Dimissed, Maynard gives a digestible look at the benefits of restorative practices and how we can start implementing them in our classroom. To hear our full interview with Maynard, listen to the Class Dismissed Podcast on your favorite podcast app or on iTunes. All Rights Reserved. Class Dismissed Podcast 2017-2019

Interview Notes, Resources, & LinksGet the book, Hacking School Discipline: 9 Ways to Create a Culture of Empathy and Responsibility Using Restorative JusticeVisit the Hacking School Discipline websiteVisit the Behavior Flip websiteFollow Brad on Twitter @WeinsteinEDUAbout Brad WeinsteinBrad Weinstein is Director of Curriculum and Instruction at Purdue Polytechnic High School Network in Indianapolis, Indiana, and the co-founder of Behavior Flip, a restorative behavior management system.

Disruptive students are criminals who must be put out of your classroom. So says one educator, who Mark Barnes is taking to task, in this uncut episode that comes with this disclaimer: Beware, Mark is angry, and one misguided teacher is going to hear about it. Of course, if you listen past the rant, you'll learn how to keep your "criminals" in class and teach them empathy and the kind of behavior choices that will make them successful in school and in life.Learn more about the hacks in this episode in Hacking School Discipline, at http://times10library.com Subscribe and listen to more at http://hacklearningpodcast.com

Desmond Tutu says, “Restorative justice says "No, the offense affected a relationship" and what you are seeking for is to restore the relationship, to heal the relationship.” Today, Brad Weinstein and Nathan Maynard, authors of Hacking School Discipline: 9 Ways to Create a Culture of Empathy and Responsibility Using Restorative Justice help us understand how restorative justice should work and some examples that will help us understand the successful implementation. www.coolcatteacher.com/473   *** Advancement Courses Sponsor: Advancement Courses, a 30-year leader in teacher PD, is kicking off their Spring Sale! Use the code COOL 20 to save 20% off each course. Advancement Courses has over 240 graduate-level courses in 19 different subject areas. Topics include teaching foundational topics and emerging trends in K-12. The courses are all online and self-paced. Graduate credit is available with an official transcript from their CAEP and regionally accredited university partners. Thousands of teachers across the country become better at Advancement Courses. My favorite thing is that you can work at your own pace, create things for use in your classroom today, and you can have six months to complete the courses. Right now, my listeners can save 20% off each course with code COOL20 at Advancement Courses. *** Bios as Submitted Brad Weinstein works as an administrator at the Purdue Polytechnic High School Network in Indianapolis, Indiana as the Director of Curriculum and Instruction. He is a co-author of Hacking School Discipline: 9 Ways to Create a Culture of Empathy and Responsibility Using Restorative Justice. Brad is a co-founder of BehaviorFlip, a restorative behavior management system that helps build empathy and responsibility in students. He is the creator of @teachergoals, one of the most popular educational accounts in the world on Twitter, Facebook, and Instagram. Brad served as principal for two years at Irvington Preparatory Academy on the eastside of Indianapolis. Brad taught for 11 years, including roles as a coach and STEM department chair. He won Teacher of the Year in 2016 at Zionsville West Middle School in Whitestown, Indiana. Brad holds a B.A. in Education from Purdue University, an M.Ed. in Curriculum and Instruction from Indiana Wesleyan University, and completed a Principal Licensure Program from Indiana Wesleyan University. Connect with him on Twitter @WeinsteinEdu Nathan Maynard works as an administrator at Purdue Polytechnic High School in Indianapolis, as the Dean of Culture. He also is the Co-Founder of BehaviorFlip, a restorative behavior management system that helps build a culture of empathy and responsibility. Nathan studied Behavioral Neuroscience at Purdue University and has been in the field for over ten years working with at-risk populations. He was awarded "Youth Worker of the Year" through dedicating his time with helping underserved and underprivileged youth involved with the juvenile justice system. He has been facilitating restorative practices for over ten years in a wide range of educational settings. Nathan is passionate about addressing the school-to-prison pipeline crisis and closing the achievement gap by implementing trauma-informed behavioral practices. Nathan has expertise in Dialectical Behavioral Coaching, Motivational Interviewing, Positive Youth Development, Restorative Justice, and Trauma-Informed building practices to assist with creating positive school climates. Connect with him on Twitter @NmaynardEdu.

Hack Learning host Mark Barnes lost his temper recently. If only he had taken his own advice, which he shares in this episode, things might have been different.What's this earth-shattering advice? Three words: Take a breath!Sounds easy, right? It's not so simple, and in order to make it work, you have to be intentional about that purposeful pause. Take a few minutes, listen, and learn how to PLAN your breaths, change your own behavior, be a better professional and person, and model empathy for colleagues and for kids.This might be the hackiest Hack ever, and it might change your life.Learn more in Hacking School Discipline and other books that include mindfulness strategies at http://times10library.comSubscribe to the pod at http://hacklearningpodcast.com

How can we use different discipline practices to restore harm to those who are impacted by student decisions? This week’s guest, Nathan Maynard and Brad Weinstein, discuss how restorative practices are impactful experiences for all stakeholders, the importance of building a culture of empathy, and using student voice to increase ownership and responsibility. About our Guests: Nathan Maynard and Brad Weinstein are the co-authors of Hacking School Discipline: 9 Ways to Create a Culture of Empathy and Responsibility Using Restorative Justice. Nathan Maynard has been facilitating restorative practices for over ten years in a wide range of educational settings. Currently, Nathan is serving as the Dean of Culture in a high school in Indianapolis, Indiana, blogger, presenter, and author. Brad Weinstein served as principal for two years at an Academy on the east side of Indianapolis. Before being principal, Brad taught for 11 years, including roles as a coach and STEM department chair. Now, Brad is the Director of Curriculum and Instruction, blogger, presenter, author and creator of @teachergoals. Follow Nathan Maynard: Twitter: https://twitter.com/nmaynardedu?lang=en (https://twitter.com/nmaynardedu?lang=en) Linkedin: https://www.linkedin.com/in/nathan-maynard-6849827a/ (https://www.linkedin.com/in/nathan-maynard-6849827a/) Website: https://www.hackingschooldiscipline.com (https://www.hackingschooldiscipline.com) Follow Brad Weinstein: Twitter: https://twitter.com/weinsteinedu?lang=hu (https://twitter.com/weinsteinedu?lang=hu) BehaviorFlip:https://behaviorflip.com/the-team ( https://behaviorflip.com/the-team) Website: https://www.hackingschooldiscipline.com (https://www.hackingschooldiscipline.com) Follow our Host Twitter: http://www.twitter.com/Joshua__Stamper (www.twitter.com/Joshua__Stamper) Instagram: http://www.instagram.com/joshua__stamper (www.instagram.com/joshua__stamper) Linkedin: http://www.linkedin.com/in/joshua-stamper (www.linkedin.com/in/joshua-stamper) Join the Conversation Our favorite part of recording a live podcast each week is participating in the great conversations that happen on social media and in our comments section. Please use the #AspireLead hashtag as you continue the conversation on social media. If you’ve gotten any value from this show at all, please subscribe and leave a rating and review wherever you’re listening. The ranking of this show is 100% tied to subscriptions and reviews. You can help us reach more school leaders by subscribing to the show and leaving an honest rating and review.

Mark shares a story from Hacking School Discipline, about Amarra, a troublemaker that many teachers might have given up on. Instead of quitting on her, though, her teachers instilled a growth mindset in Amarra, and a once troubled young lady became a school leader and student mentor. Learn more about Amarra and creating a growth mindset in Hack Learning book number 22, Hacking School Discipline. It's on Amazon now.Subscribe to the podcast at http://hacklearningpodcast.comBrowse the library at http://hacklearningbooks.com

Handing out office referrals like candy to students who misbehave is like sending kids away from learning for a brief holiday, and Mark Barnes says, "It's time to throw out your office referral." Mark shares a powerful, simple hack from Hacking School Discipline, that will help teachers and school leaders change behavior, while keeping kids in class as valuable members of the learning community. Read an excerpt and learn one of 9 ways to create a culture of empathy and responsibility using restorative justice: http://hacklearning.org/circleupFor more episodes, visit http://hacklearningpodcast.com

Mark Barnes explains how one Baltimore school repurposed and rebranded its detention room, turning it into a Mindful Moment Room, dramatically impacting schoolwide student behavior and almost magically making suspensions disappear. In Episode 63 of the Hack Learning Podcast, Mark explains how meditation, specifically mindfulness, calms students and helps them focus less on chaos and more on learning. In the What You Can Do Tomorrow segment, Mark explains how to learn practical meditation techniques, recommends powerful resources, and shares his own experience with meditation, which reduced anxiety and helped this veteran educator better cope with his own student behavior issues.For more about mindfulness and meditation resources, visit Episode 63 at http://hacklearningpodcast.com.This is Hacking School Discipline.Check out our sponsor, Kiddom, and learn how to empower your students for free. Visit http://kiddom.co/hacklearning