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Repairing Harm Circles

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Lesson Plan

Restorative Circle Facilitation Notes

Students will participate in a structured circle and identify one action to repair harm in a school context.

This lesson is important because it equips students with practical skills to address conflicts and build a more empathetic and supportive school environment. By understanding restorative practices, students learn to take responsibility and contribute positively to their community.

Audience

10th Grade

Time

30 minutes

Approach

Through guided discussion and activity-based learning.

Materials

Restoring Community Slides, Circle Prompt Cards, Repair Action Planning Sheet, and Exit Ticket: My Repair Action

Prep

Review Materials and Set Up Room

15 minutes

Step 1

Warm Up: Community Gratitude Round

5 minutes

  • Greet students as they enter and invite them to sit in the circle.
    - Introduce the concept of a gratitude round: Each student shares one thing they are grateful for in the school community.
    - Model by sharing your own gratitude first. Ensure everyone has a chance to share without interruption.

Step 2

Explain Circle Agreements and Roles

5 minutes

  • Use the Restoring Community Slides to introduce the concept of restorative circles, empathy, and repairing harm.
    - Go over the circle agreements (e.g., speak from the heart, listen with respect, one voice at a time, confidentiality if appropriate).
    - Briefly explain the role of a facilitator and the role of participants.

Step 3

Circle Practice Using Prompt Cards

10 minutes

  • Distribute the Circle Prompt Cards.
    - Explain that these cards will guide their discussion on understanding different perspectives and the impact of actions.
    - Facilitate the circle by asking students to respond to the prompts. Encourage active listening and empathetic responses. Guide the conversation to focus on how actions affect others and how understanding can lead to solutions.

Step 4

Plan a Small Repair Action

7 minutes

  • Introduce the Repair Action Planning Sheet.
    - Explain that students will individually or in small groups (teacher's discretion) consider a minor harm or conflict they've observed or been a part of in school and brainstorm a small, concrete action to repair it. This isn't about deep personal revelations, but about practicing the restorative process.
    - Circulate and provide support as students fill out their planning sheets, focusing on achievable and respectful actions.

Step 5

Cool Down: Commit to One Action and Timeline

3 minutes

  • Distribute the Exit Ticket: My Repair Action.
    - Ask students to reflect on their Repair Action Planning Sheet and commit to one specific action they can take. They should also set a brief timeline for themselves.
    - Collect the exit tickets as students leave. This serves as a commitment and a quick assessment of understanding.
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Slide Deck

Repairing Harm Circles: Building a Stronger Community

How can we make things right when something goes wrong?

Welcome students and introduce the topic. Explain that today's lesson is about understanding and practicing how to mend relationships and solve problems in a fair way.

What are Restorative Circles?

• A way to solve problems and mend relationships
• Focuses on understanding, empathy, and making things right
• Everyone gets a chance to speak and be heard

Define restorative circles. Emphasize that it's about coming together, listening, and finding solutions, not just punishment. Highlight empathy and repairing harm as key concepts.

Our Circle Agreements

• Speak from the heart (be honest)
• Listen with respect (no interruptions)
• One voice at a time
• Confidentiality (what's said in the circle, stays in the circle)
• Respect silence

Go over the agreements clearly. Stress the importance of each for a safe and productive circle. Ask students if they have any questions or suggestions for additional agreements.

Roles in the Circle

• Facilitator: Guides the discussion, ensures agreements are followed
• Participants: Share thoughts and feelings, listen actively, contribute to solutions

Explain the role of the facilitator (to guide) and participants (to share and listen). Set the expectation for active and respectful participation.

Circle Practice: Sharing Perspectives

• We will use prompt cards to guide our discussion.
• Think about how different actions affect others.
• Practice empathy and understanding.

Introduce the idea of prompt cards. Explain these will help guide their thinking and sharing during the circle practice. Transition to the circle activity.

Planning to Repair Harm

• Reflect on conflicts or harms you've observed or experienced.
• Brainstorm small, concrete actions to make things better.
• Focus on achievable and respectful steps.

Explain that after the circle, they will brainstorm concrete ways to repair harm. This moves from discussion to action. Connect it back to real-life school situations.

Commit to Action!

• Identify ONE specific action to repair harm.
• Think about when and how you will do it.
• Your commitment helps build a stronger, more supportive school community.

Conclude by emphasizing the importance of taking action and committing to positive change. Explain the exit ticket as a way to solidify their commitment.

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Discussion

Circle Prompt Cards

Cut these cards out and use them to guide your discussion in the restorative circle. Take turns drawing a card and responding. Remember to listen actively and respectfully to each other.

Card 1

Describe a time you witnessed or experienced a situation where someone was treated unfairly in school. What was the impact?











Card 2

How do you think it feels to be on the receiving end of a hurtful comment or action? How might that person want things to be made right?











Card 3

What does 'empathy' look like and sound like in our school hallways or classrooms? Give an example.











Card 4

If you could help two people in conflict find a way to repair harm, what steps would you suggest they take?











Card 5

Think about a small disagreement or misunderstanding you've had. What was one thing you could have done (or did do) to help make it better?











Card 6

Why is it important for everyone in a community (like our school) to feel heard and respected, especially after a conflict?











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Project Guide

Repair Action Planning Sheet

Sometimes, even small actions can help make things better after a misunderstanding or conflict. This sheet will help you plan one specific, achievable action to repair harm in our school community.

1. The Situation

Briefly describe a minor harm or conflict you have observed or experienced in our school. (Remember, this is about practicing restorative actions, not necessarily solving a major issue.)






2. Who Was Affected?

Who do you think was impacted by this situation? How might they have felt?






3. What Harm Was Done?

In what way was the community or an individual impacted negatively? (e.g., trust broken, feelings hurt, misunderstanding created)






4. Your Repair Action

What is ONE specific, small, and achievable action you could take to help repair this harm or prevent similar harm in the future? Be realistic and respectful.






5. Why This Action?

Explain why you think this action would be helpful in repairing the harm or improving the situation.






6. Resources/Support Needed (Optional)

Do you need any help or resources to carry out this action? (e.g., talking to a teacher, a quiet space)






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Cool Down

Exit Ticket: My Repair Action

Based on your reflections and planning today, please write down ONE concrete action you will take to help repair harm or foster a more positive environment in our school community.

My Repair Action:







When I Plan to Take This Action:




Thank you for contributing to our community!

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