Independent Thinking on Restorative Practice: Building relationships, improving behaviour and creating stronger communities (Independent Thinking On ... series)

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There are simple ways teachers can foster great relationships with their students: greeting them in the morning, saying goodbye at the end of the day, taking the time to learn something new about them, bragging about them to other teachers, and so on. While the content is primarily focused through an education/school lens, the theory and practice described in the book is equally applicable across all disciplines.

He has been involved in the field of restorative practices since 1998 firstly as a hands on practitioner and then asa trainer and consultant. Mark Finnis is an Independent Thinking Associate and one of the UK’s leading exponents of restorative practice.

Reflect on my learning activities and evidence what impact continuing professional development has on the quality of my practice. Mike has a particular interest in the development of restorative approaches in early help services, children’s safeguarding social work and services for children who are looked after. Furthermore, if you work in a school, you can ask the other teachers you work with about names to help you learn. With many years’ experience working with schools, local government agencies and social services, he is in great demand as a speaker and trainer – helping organisations adopt restorative practices in a way that is practical and achievable and that never loses sight of the children and young people they are all aiming to serve. Restorative justice is used when resolving conflict and repairing harm, whereas restorative practice is an underpinning ethos that builds and maintains healthy relationships.

According to Mark Finnis, there’s one thing that should be at the heart of every school’s behaviour policy: relationships. Record my learning and reflection on a regular basis and in accordance with Social Work England's guidance on continuing professional development. Through restorative practice, we should try to ‘know our children well’, and if you knew Josh well, you’d know he has trainers on because he can’t afford a proper pair of shoes and is embarrassed by this.Although now living in Nottingham, he is a lifelong Liverpool Football Club supporter and follows them closely, as well his local teams. Sarah currently works in a Local Authority promoting and developing the use of Restorative Approaches across both Children’s Services and Education settings; to enable colleagues to work with families and each other to create positive sustained change to achieve better outcomes for children and young people. Mark worked with us to introduce the concept of Restorative Practices to a multi-disciplinary and sometimes sceptical audience. Restorative practice describes a way of being, an underpinning ethos, which enables us to build and maintain healthy relationships. Creating simplicity out of complexity, Mark beautifully captures the many different 1% changes that we can make on our ongoing journey to restorative practice.

Mark is a visionary, a peacemaker and an idealist who wants to change both school and societal culture to become more caring, compassionate and emotionally intelligent. We use the CookieConsent cookie to record that you have seen the cookie notification banner so we don't need to show it to you again. Join the inner circle now and be the first to hear about the most up to date developments and exciting news around restorative and relational practice. When highlighting their positive behaviour be specific so they know and the class know why you are pleased with them.Writing with passion, humour and enthusiasm, Mark has successfully managed to capture the essence of restorative practice he so expertly and inspiringly talks about at his training events.

Firstly, it will make asking a student to do something a lot easier, and secondly, it shows you care.In this book Mark Finnis guides the reader through restorative practice with clarity, insight, real-life examples and clear direction.