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 refle