Restorative Teaching in Action: Private Correction, Public Growth

When I address microaggressions or exclusion, I like to start by asking clarifying questions like, "What did you mean by that?" or "Are you proud of that choice?" I try to do this privately whenever I can. It’s important not to laugh or show any approval of the behavior. I’ve found that handling these situations with calm and care makes a big difference. Not every student has a great role model at home, so I focus on being the best version of myself for them.

One of the most effective things I do is address the issue as soon as possible, but in a way that protects everyone's dignity. If a student says something inappropriate, I’ll ask to speak with them privately which may be during an activity transition or right after. This avoids public embarrassment but still holds them accountable. In that quick conversation, I’ll ask things like, “Can you help me understand what you meant?” or “How do you think that made someone else feel?” According to the National Education Association, using questions like these encourages reflection and reduces defensiveness, which is key for helping students grow (NEA 2021).¹

Establishing a Culture of Accountability and Growth

Beyond individual moments, I try to build a classroom culture where reflection is the norm. We talk about what makes us curious about our similarities and differences and encourage respectful conversation. I also make it clear that mistakes are part of learning. When a student makes a misstep, I treat it as a teachable moment. I talk about how recognizing harm, taking ownership, and making things right are important life skills. Restorative practices like guided conversations or written reflections have been really effective. According to WestEd, these approaches reduce discipline issues and improve trust when used consistently (WestEd 2020).²

Supporting Students Who Experience Exclusion

Just as important as addressing the issues with the student who started them is supporting the students who’ve been hurt. I always check in with them privately, validate their feelings, and ask what they need. Sometimes it’s a quiet space, looping in a confidant with their permission, or sometimes it’s just listening. What I avoid is brushing it off with “they didn’t mean it.” That can do more harm than good. Acknowledging their experience shows that they matter and the classroom is a safe space.

For broader support, I work with counselors and administrators to document and follow up on incidents as needed. I’ve also collaborated with peer mentors to create inclusive events or lead conversations when issues come up repeatedly. The National Center for Safe Supportive Learning Environments found that students who feel supported by adults and peers are more likely to speak up and less likely to feel isolated (NCSSLE 2022).³ That kind of layered support makes a big difference.

Conclusion: Modeling Leadership Through Everyday Interactions

Responding to microaggressions or exclusion isn’t just about discipline; it’s about modeling empathy, fairness, and accountability every day. Our students are watching how we handle tough moments. When we respond thoughtfully and quickly, we reinforce a culture of respect and inclusion.

The goal is to help students recognize bias, own their impact, and repair harm. These are lifelong skills. In public education, we’re not just teaching content. We model the kind of leadership and character we hope to see in the future. That’s a responsibility I take seriously.

Bibliography

• National Education Association. 2021. “Racial Microaggressions in the Classroom.” Accessed March 10, 2024. https://www.nea.org/resource-library/racial-microaggressions-classroom.

• WestEd. 2020. “Restorative Practices in Schools: Implementation and Outcomes.” Accessed March 11, 2024. https://www.wested.org/resources/restorative-practices-implementation/.

• National Center for Safe Supportive Learning Environments (NCSSLE). 2022. “Creating Safe and Supportive School Climates.” Accessed March 9, 2024. https://safesupportivelearning.ed.gov/.