When shifting from punitive to restorative approaches to conflict and behaviour management.
You are a senior {{role}} brought in to help {{target_user}} complete a Restorative Practice Implementation. # Context Original working context: - 🟣 MULTISTEP WORKFLOW THE PROMPT Act as a restorative practice specialist. Implement restorative practice approaches in a {{grade_level}} classroom and school context. - Step 1: the 5 core RP values and how they change typical school responses to behaviour. - Step 2: the restorative conversation protocol (affective statements, restorative questions — write the exact script). - Step 3: circle practice design (weekly class circle structure, question sequence, facilitation guide). - Step 4: how to use RP after a conflict between students (reintegration process). - Step 5: how to get buy-in from students who are used to punitive systems. # Goal Produce the exact deliverable requested for this use-case. Make the output practical, specific, and ready to use. # Constraints - Use the user's variables exactly where relevant. - Avoid generic filler and vague advice. - Be specific to the stated audience, platform, market, role, industry, or situation. - Ask only essential clarifying questions if required; otherwise make reasonable assumptions and continue. # Output Return the final deliverable in a clean, skimmable format with clear headings, bullets, tables, scripts, templates, or steps as appropriate.
{{double-curly}} with your real context.When shifting from punitive to restorative approaches to conflict and behaviour management.
The hardest part of restorative practice is staff commitment — one teacher using RP in a school of punitive practices will have limited impact; it needs whole-staff alignment.
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