Grade 2 Restorative Reflection Sheet Grade 2 • Segundo Grado
Making It Right
Enmendar las cosas • Restorative Reflection / Reflexión Restaurativa
My Name / Mi Nombre
Date / Fecha
My Teacher / Mi Maestro/a
1. What happened? Tell the story.
¿Qué pasó? Cuenta la historia.
2. What were you thinking inside your head?
¿Qué estabas pensando dentro de tu cabeza?
3. How did your body and heart feel?
¿Cómo se sentían tu cuerpo y tu corazón?
4. Who was hurt or sad because of your choice?
¿Quién se sintió triste o lastimado por tu decisión?
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5. How can you help make things better right now?
¿Cómo puedes ayudar a mejorar las cosas en este momento?
6. What is your goal to make tomorrow a great day?
¿Cuál es tu meta para hacer que mañana sea un excelente día?
7. Who is a friend or grown-up who can help you with your goal?
¿Quién es un amigo o adulto que te puede ayudar con tu meta?
My Promise • Mi Promesa
My Commitment Going Forward:
Mi compromiso en adelante:
I promise to show respect for myself, respect for others, and respect for the earth's resources.
Prometo mostrar respeto por mí mismo, respeto por los demás y respeto por los recursos de la Tierra.
Student Signature / Firma del Estudiante
Dean or Teacher Signature / Firma del Decano/Maestro
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Grade 3 Restorative Reflection Sheet Grade 3 • Tercer Grado
Making It Right
Enmendar las cosas • Restorative Reflection / Reflexión Restaurativa
My Name / Mi Nombre
Date / Fecha
My Teacher / Mi Maestro/a
1. What happened? Describe the event in your own words.
¿Qué pasó? Describe el suceso con tus propias palabras.
2. What was going through your mind at that moment?
¿Qué pasaba por tu mente en ese momento?
3. What emotions were you feeling, and how did they affect you?
¿Qué emociones sentías y cómo te afectaron?
4. Who was affected or hurt by your actions, and in what way?
¿Quién se vio afectado o lastimado por tus acciones y de qué manera?
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5. What do you need to do to fix the problem and repair the trust?
¿Qué necesitas hacer para solucionar el problema y reparar la confianza?
6. What is your goal to make positive choices for the rest of this school year?
¿Cuál es tu meta para tomar decisiones positivas durante el resto de este año escolar?
7. How can your teachers, family, or dean support you in reaching this goal?
¿Cómo pueden tus maestros, familia o decano apoyarte para alcanzar esta meta?
My Promise • Mi Promesa
My Commitment Going Forward:
Mi compromiso en adelante:
I promise to show respect for myself, respect for others, and respect for the earth's resources.
Prometo mostrar respeto por mí mismo, respeto por los demás y respeto por los recursos de la Tierra.
Student Signature / Firma del Estudiante
Dean or Teacher Signature / Firma del Decano/Maestro
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Grade 4 Restorative Reflection Sheet Grade 4 • Cuarto Grado
Making It Right
Enmendar las cosas • Restorative Reflection / Reflexión Restaurativa
My Name / Mi Nombre
Date / Fecha
My Teacher / Mi Maestro/a
1. What happened? Tell the sequence of events from your perspective.
¿Qué pasó? Cuenta la secuencia de hechos desde tu perspectiva.
2. What were your thoughts and motivations at that specific moment?
¿Cuáles eran tus pensamientos y motivaciones en ese momento específico?
3. What emotions were you experiencing, and how are you feeling about it now?
¿Qué emociones estabas experimentando y cómo te sientes al respecto ahora?
4. Who was impacted by your actions, and how did it affect their school experience?
¿Quién se vio afectado por tus acciones y cómo afectó su experiencia escolar?
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5. What restorative actions can you take to rebuild respect and repair the harm?
¿Qué acciones restaurativas puedes tomar para reconstruir el respeto y reparar el daño?
6. What positive behavior goal will you commit to for the rest of this school year?
¿Con qué meta de comportamiento positivo te comprometerás para el resto de este año escolar?
7. How will achieving this goal help you and our school community grow stronger?
¿Cómo te ayudará a ti y a nuestra comunidad escolar a crecer con más fuerza el lograr esta meta?
My Promise • Mi Promesa
My Commitment Going Forward:
Mi compromiso en adelante:
I promise to show respect for myself, respect for others, and respect for the earth's resources.
Prometo mostrar respeto por mí mismo, respeto por los demás y respeto por los recursos de la Tierra.
Student Signature / Firma del Estudiante
Dean or Teacher Signature / Firma del Decano/Maestro
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Dean Restorative Facilitation Guide Dean of Students Resource
Restorative Facilitation Guide
Guía de Facilitación Restaurativa • Grades 2–4
Core Restorative Pillars
• Relationship Centered: Prioritize repairing the social fabric rather than simply enforcing punishment.
• Active Accountability: Help students realize how their actions ripple out to affect others.
• Forward Goals: Dedicate space for the student to select actionable growth targets.
Grade-Level Pathways
Grade 2 (Ages 7–8)
Focus on emotional naming (sad, angry, scared). Relate physical sensations in the body to their emotional state. Needs concrete, single-sentence answers and heavy verbal modeling.
Grade 3 (Ages 8–9)
Capable of understanding abstract "trust" and school expectations. Focus on peer impact and cause/effect relationships. Encourage co-planning their classroom re-entry.
Grade 4 (Ages 9–10)
Increasingly aware of community norms and reputation. Can analyze intent vs. impact. Ready for deep peer reconciliation and long-term goal monitoring.
The 4-Step Facilitation Flow
1
De-escalate & Regulate
Ensure the student has reached baseline breathing and calm before handing them the reflection page. Never reflect while dysregulated.
2
Supported Self-Reflection
Provide the grade-specific bilingual reflection sheet. For younger readers, read the questions aloud, pointing to the visual icons.
3
Co-Create Action Plan
Discuss Question 5 (repairing trust) and Question 6 (goal setting). Guide the student to form a specific, observable behavioral goal.
4
Sign & Close with Care
Sign the commitment contract together. Affirm the student's character: "You are a good person who made a tough choice. Let's grow together."
Pro Tip: Keep extra Spanish translations in mind when discussing repair with families.
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Facilitator Verbal Scripts / Guiones Verbales
English Verbal Prompts
Empathy Check: "I can see you were feeling angry. It's okay to feel angry, but how did your body choose to show it?"
The Ripples: "When you did that, how did the rest of the classroom change? What did you notice on their faces?"
Goal Sculpting: "What can we choose to do instead of screaming when we get stuck on a math problem?"