Provide a clear, step-by-step 20-minute restorative conference outline—complete with objectives, timing, materials, and circle prompts—for a one-on-one session.
This restores trust, gives students voice, fosters accountability, and co-creates action plans to improve behavior and school climate.
9th Grade Student
20 minutes
Structured circle prompts with reflection and action planning
5 minutes
2 minutes
3 minutes
5 minutes
7 minutes
2 minutes
1 minute
No credit card needed
This circle follows six key phases to guide a restorative one-on-one session:
Use this map to stay on track and hold space for honest, respectful dialogue.
Introduce the flow of a restorative conference in six clear phases. Emphasize that this structure ensures consistency, respect, and student voice.
• Greet the student warmly and invite them in
• Explain the goal: honest, judgment-free conversation
• Introduce the talking piece: who holds it speaks; others listen
• Set time expectation: 20 minutes
Script example:
“Welcome! Thank you for joining me. Today we’ll talk openly, listen deeply, and co-create a plan—no judgments, just understanding.”
Pass the talking piece at the end.
• Ask: “How are you feeling right now? What’s on your mind?”
• Allow uninterrupted sharing
• Reflect back briefly: “I hear that you’re … ”
• Share your own check-in in return
Remind the student you want to know their current state. Model vulnerability with your own check-in after theirs.
• Hand over the Student Reflection Chart
• Prompt: “What stands out most to you in your responses?”
• Ask: “What do you think led to that situation?”
• Acknowledge: “Thank you for sharing that – I hear … ”
Use the student’s written reflection to ground the conversation. Point out strengths in their honesty.
• Follow the Guided Question Script
• Sample prompts:
– “Who was affected by what happened?”
– “How might they feel?”
– “What role did you play?”
• Encourage reflection and self-responsibility
• Use empathic listening and affirmations
Guide the student through understanding impact and ownership. Keep questions open-ended and supportive.
• Introduce the Action Planning Map
• Co-create 1–2 specific, realistic commitments
• Example: “I will check in with you each morning.”
• Write down the student’s own words for accountability
Work collaboratively—avoid imposing actions. Help the student articulate realistic next steps.
• Pass the talking piece: “Any final thoughts or feelings?”
• Express appreciation: “Thank you for your honesty and ideas.”
• Confirm date/time for the next check-in
• Reinforce your availability to support
Close on a positive, supportive note. Confirm next check-in and express ongoing support.
(Teacher holds the talking piece, makes gentle eye contact, and nods to signal listening.)
Teacher: “Now let’s move into our Guided Dialogue. I’m going to ask some questions, and I invite you to take your time. When you’re ready, you can hold the talking piece and share your thoughts.”
1. Who was affected by what happened?
Teacher: “Who else do you think was impacted by the situation?”
(Pause and listen without interrupting. Allow the student to speak fully.)
Teacher (reflective): “Thank you. I hear that you feel [student’s summary].”
2. How might they have felt?
Teacher: “When you think about that person or group, how do you imagine they felt in that moment?”
(Observe body language; nod or say “mhmm” to encourage them.)
Teacher: “It sounds like you’re saying they felt [student’s summary]. Did I understand you correctly?”
3. What role did you play?
Teacher: “Let’s look at your part in this. What role do you think you played in the situation?”
(Allow space for reflection.)
Teacher: “I appreciate your honesty. You described your role as [student’s words].”
4. What do you think led to that?
Teacher: “What factors—thoughts, feelings, or events—do you think led up to that moment for you?”
(Encourage deeper reflection.)
Teacher: “That gives me a clearer picture. You’re saying [student’s insight], which makes sense.”
5. What could happen differently next time?
Teacher: “Imagine the same situation occurs again. What might you do differently to change the outcome?”
(Prompt for specific, realistic steps.)
Teacher: “Those are helpful ideas. I’m hearing that you might [student’s suggestion].”
(Teacher passes the talking piece back to themselves.)
Teacher: “Thank you for exploring these questions with me. Your thoughts help us find a path forward together.”
(Transition to Action Planning.)
Student Name: ____________________________ Date: _______________
Describe what happened:
How did you feel when it happened?
What was going through your mind at that moment?
What do you think led to this situation?
Who else was affected or involved?
What would you like to focus on or discuss during our conference?
Is there anything else you’d like me to know before we meet?
This interactive map will help you turn insights from our circle into specific, achievable goals. Fill in each section with your own ideas.
1. Goal
What specific outcome do you want to achieve?
2. Action Steps
List 2–3 clear steps you will take to reach your goal.
2. _________________________________
3. _________________________________
3. Supports & Resources
Who or what can help you? (People, tools, strategies)
4. Timeline & Checkpoints
When will you complete each step? How will we track progress?
5. Reflection
After our next meeting, note what worked and what you’d adjust.
