Pause Pivot Think Sheet
Restorative Practice Safety & Trust
Pause & Pivot
A restorative reflection on impulse, physical safety, and making things right.
Student Name
Date
Assistant Principal
Class/Location
1
Decoding the Action: "Restless Hands"
Sometimes we build or alter school materials without a clear plan. We might be bored or restless. But school safety requires us to understand our impulses. Select any of the statements below that match what you were feeling:
My hands needed to fidget with something
I was feeling bored & distracted in class
I was curious to see if the items would fit
I wanted to get a reaction or try a joke
Describe the object you made. What were you doing in class right before you decided to build or modify it?
2
The Physical Reality: Intent vs. Impact
What you might have thought:
"I didn't plan to hurt anyone, throw it, or poke anyone. I was just holding onto it or building it for fun."
The actual physical safety risk:
Modified sharp items are unpredictable. A slip, drop, or startle can cause serious, permanent eye or skin injuries in a crowded room.
Even if you had absolutely no intention of hurting anyone, why is bringing or creating a sharp, modified object a physical danger in a crowded school building?
Pause & Pivot Guide • Page 1 of 2
Pause & Pivot
Restoring community, rebuilding trust, and choosing safer paths forward.
Part 2
3
Impact: Trust and Safety in Our Space
A school building works because we collectively agree to keep it safe. When a dangerous or sharp item is introduced, it damages that baseline sense of safety for everyone around you. Let's reflect on the ripple effect of your choice:
How does having a modified sharp object present in a classroom affect other students' ability to focus and feel physically safe?
To ensure safety, your teacher and Assistant Principal had to stop normal teaching to address this. How does this impact the learning and environment of the whole school?
4
The Pivot Plan: Safe Restlessness
Next time my hands are restless, I feel bored, or I get an impulse to build/modify items, I can choose a safe outlet:
A Use an approved silent fidget tool
B Doodle or sketch on a pad of paper
C Request a brief water break to reset
D Ask the teacher for a hands-on help task
My personal commitment: Next time I have restless energy, what specific, safe action will I take instead of altering school tools?
I agree to keep classroom tools in their proper place, respect school safety policies, and implement my Pivot Plan.
Student Signature
Asst. Principal Signature
Pause & Pivot Guide • Page 2 of 2
