Lesson Plan
Restorative Circles Blueprint
Students will learn and practice restorative conversation skills—empathy, active listening, and making sincere apologies—to repair harm and strengthen our classroom community.
Teaching restorative practices empowers students to resolve conflicts respectfully, build empathy, and foster a positive school climate where everyone feels heard and valued.
Audience
4th Grade
Time
45 minutes
Approach
Guided warm-ups, interactive role-plays, and a structured worksheet.
Materials
Prep
Prepare Materials and Space
10 minutes
- Print enough copies of Feelings Check-In and Our Apology Steps for each student
- Queue up the Listening to Understand slide deck on your projector or screen
- Review key guidelines in the Restorative Circles Blueprint
- Arrange chairs in a circle to promote open dialogue
Step 1
Feelings Check-In
5 minutes
- Gather students in a circle
- Distribute the Feelings Check-In
- Model choosing a feeling and explaining why (“I feel __ because __”)
- Invite each student to name and briefly describe their current feeling
Step 2
Introduction to Restorative Circles
10 minutes
- Present slides 1–3 of Listening to Understand
- Define “restorative conversations” and discuss when we use them
- Establish circle norms: speak with “I” statements, listen without interrupting, respect all voices
Step 3
Role-Play Repair
15 minutes
- Split into small groups of 3–4 students
- Give each group a different conflict scenario
- Share the Role-Play Repair instructions
- Students take turns role-playing the harmed person and the repairer, practicing empathy and active listening
- Circulate to prompt reflective questions and ensure all voices are heard
Step 4
Our Apology Steps Worksheet
10 minutes
- Bring everyone back into the circle
- Hand out Our Apology Steps
- Walk through each step: acknowledge harm, express regret, offer repair, invite response
- Students complete the worksheet using a real or hypothetical event
Step 5
Closing Reflection
5 minutes
- Invite volunteers to share one takeaway or personal goal
- Reinforce that restorative conversations can be used anytime a relationship needs mending
- Thank students for their honesty, empathy, and participation
Slide Deck
Listening to Understand
A Restorative Conversation Guide
Welcome students! Introduce our new slide series “Listening to Understand.” Explain they’ll learn how to talk and listen kindly to fix problems.
What Is a Restorative Conversation?
• A special talk that helps fix problems and heal hurt feelings
• We use empathy (seeing how others feel)
• We listen to understand—not just to reply
• We work together to make things right
Ask: Have you ever had a talk that helped you feel better when someone hurt your feelings? Define and connect to personal experience.
Circle Norms
- Speak with “I” statements (I feel…, I think…)
- One person talks at a time
- Listen all the way—no interrupting
- Respect every voice and idea
Read each norm aloud. Invite students to give an example demonstrating each one.
Active Listening Tips
• Face the speaker and make eye contact
• Nod or use kind words: “I see,” “Tell me more”
• Ask questions: “What happened next?”
• Repeat or paraphrase: “So you’re saying…”
Model each tip with a volunteer. Demonstrate poor vs. good listening.
Example Scenarios
Scenario 1:
Sam borrowed Lily’s pencil without asking and it broke.
Scenario 2:
Jada and Mia had a disagreement at recess and are no longer talking.
Questions:
• What could you say first?
• What questions might you ask?
Display each scenario. Have students turn and talk for 30 seconds, then share ideas with the class.
Your Turn!
In groups of 3–4:
- Choose one scenario
- Take turns being speaker and listener
- Use “I” statements, norms, and listening tips
- Help each other practice healing conversations
Explain that next they’ll practice in small groups with their own scenarios. Remind them to use the norms and tips.
Warm Up
Feelings Check-In Warm-Up
Purpose: Help students tune into and share their emotions before beginning restorative conversations.
Materials: Printed Feelings Chart handout for each student, pencils.
Instructions for Teacher
- Distribute the Feelings Chart handout.
- Ask students to look at each face and word, then circle the one that best describes how they feel right now.
- Have students complete the sentence:
“I feel _______________ because _______________.” - Invite 3–4 volunteers to share their feeling and why. Emphasize that all answers are welcome—there’s no right or wrong feeling.
- Collect handouts for a quick check or recycle at the end of class.
Feelings Chart Handout
| 😀 Happy | 😢 Sad | 😠 Angry |
|---|---|---|
| 😟 Worried | 😐 Unsure | 😃 Excited |
I feel ____________________________ because ____________________________.
Activity
Role-Play Repair
Purpose: Give students a safe, guided way to practice restorative conversations—using empathy, active listening, and sincere apologies—to repair harm and strengthen relationships.
Materials: Scenario cards (printed or written on slips), pencils, paper for note-taking.
Instructions
- Split into small groups of 3–4 students.
- In each group, assign roles:
- Repairer: The person who caused harm and will practice the restorative conversation.
- Harmed Person: The person who experienced harm and will share how they feel.
- Observer(s): Watch and note how well the norms and listening tips are used.
- Give each group one scenario card.
- Role-Play Steps:
a. Harmed Person describes briefly what happened and how they feel (using “I” statements).
b. Repairer listens actively (eye contact, nodding, paraphrasing).
c. Repairer responds with each apology step:- Acknowledge the harm (“I see I hurt you when…”).
- Express regret (“I’m sorry that I…”).
- Offer a repair (“Next time I will…”).
- Invite response (“How does that sound to you?”).
d. Harmed Person shares whether the apology felt genuine and offers any suggestions.
e. Observer(s) share feedback: Did the repairer follow the norms? What active-listening skills stood out?
- Rotate roles and repeat so each student practices being the repairer and the harmed person.
Scenarios
- Sam borrowed Lily’s pencil without asking and accidentally broke it.
- Alex excluded Jordan from a game at recess, making Jordan feel left out.
- Mia spilled juice on Sam’s art project and didn’t offer to help clean up.
- Carlos laughed when Priya’s answer was called out, making her feel embarrassed.
Reflection Questions (Whole Class)
- What did it feel like to be heard?
- Which apology step was the easiest or hardest for you? Why?
- How can you use these skills next time you see someone upset?
Extension for Advanced Groups
- Introduce an “unexpected twist” in the scenario (e.g., the repairer interrupts) and have students pause and reset using a new norm: “Take a breath and rewind.”
- Invite observers to role-play as a facilitator, prompting with questions like “What might you say next?” or “What do you feel now?”
Worksheet
Our Apology Steps Worksheet
Use these four steps to practice making a sincere apology. Think of a real or made-up situation where you might need to apologize. Fill in each step below. Then reflect on how this process can help you and others.
Name: ________________________ Date: ___________
Part 1: Crafting Your Apology
- Acknowledge the Harm
“I see I hurt you when ______________________________________________.” - Express Regret
“I’m sorry that I ______________________________________________.” - Offer a Repair
“Next time I will ______________________________________________.” - Invite Response
Ask: “How does that sound to you?”
Part 2: Reflection Questions
- Which step was the easiest for you? Why?
- Which step was the hardest for you? Why?
- How can you use these steps next time you see someone upset or if you accidentally hurt someone?
- Think of a real situation (past or imaginary) where you could have used these steps. Describe what you would do differently:
- If someone used these four steps to apologize to you, how would you feel?
Connect this practice to our class activities: Restorative Circles Blueprint and the Role-Play Repair activity. Remember: a good apology helps heal hurt feelings and strengthens our classroom community!