The Art of Repair Slides The Art of Repair
Resolution vs. Restoration
Kintsugi: Gold Repair
In Japan, Kintsugi is the art of repairing broken pottery with gold lacquer.
"The breakage and repair are treated as part of the history of an object, rather than something to disguise."
Can a relationship be stronger AFTER a break?
What's the Difference?
Resolution
Stopping the noise/fighting.
Deciding who was "right."
Focusing on the rules broken.
Restoration
Fixing the harm that was done.
Healing the connection.
Focusing on people's needs.
The School Scenario
"Alex accidentally broke Jamie's phone while they were wrestling in the hallway. Jamie is upset because that phone had photos of a grandparent who recently passed away."
Approach A: Punitive
Alex gets 2 days of detention for "horseplay." Jamie is left with a broken phone and is still mad at Alex. No one talks.
Approach B: Restorative
Alex and Jamie meet. Alex hears why the phone was so special. Alex agrees to help Jamie try to recover the photos and pays for the screen repair.
Which approach actually heals the relationship?
Restorative Inquiry
01
What happened? (The story)
02
Who has been affected by what happened?
03
What needs to happen to make things right?
The Repair Shop Worksheet The Repair Shop
Log #1: Resolution vs. Restoration
Name:
Date:
1. Golden Scars
In the Kintsugi method, a broken bowl isn't thrown away. It's mended with gold, making it more beautiful and durable than before. Reflect on a time you had a conflict with a friend that you eventually fixed.
How did that "repair" make your friendship different or stronger?
2. The Toolkit: Punitive vs. Restorative
Read each response to a conflict. Label it P for Punitive (punishment-focused) or R for Restorative (repair-focused).
?
A student who bullied another is suspended for three days and told not to come back until they can "behave."
?
A student who accidentally ripped someone's project stays after school to help the owner rebuild it and apologizes to the class.
?
Two friends who haven't been speaking meet with a counselor to talk about why they are hurt and what they need from each other.
?
A student is sent to the office and gets a "0" on an assignment because they were caught copying from a neighbor.
3. The Blueprint for Repair
Scenario: Taylor borrowed Sam's hoodie and lost it. Sam is devastated because it was a gift from a sibling who moved away. Use the restorative inquiry questions below to plan a repair.
Question 1: What happened? (Describe the situation from both sides)
Question 2: Who has been affected by what happened? (Who feels hurt? Why?)
Question 3: What needs to happen to make things right? (List at least 2 actions)
"Restoration is not about being nice; it's about being accountable."
The Art of Repair Teacher Guide Teacher Resource Lesson 1.1
The Art of Repair
Resolution vs. Restoration Guide
Instructional Goal
To move students from a mindset of "who broke the rules?" to "who was harmed and how do we fix it?" This sets the foundation for restorative justice and long-term relationship health.
Key Terms
• Punitive
• Restorative
• Kintsugi
• Reparation
Facilitation Steps
1
The Hook: Kintsugi (10 min)
Display the Kintsugi slide. Explain that in some cultures, the break is celebrated as part of the story. Prompt: "Why might a repaired friendship be stronger than one that never had a fight?"
2
Defining the Split (15 min)
Use Slide 3 to define Resolution (ending the conflict) vs. Restoration (healing the relationship). Emphasize that you can resolve a fight but still have a broken relationship.
3
Sorting Practice (15 min)
Distribute The Repair Shop Worksheet . Have students complete Part 2. Discuss why Approach A (Punitive) often feels "fair" but rarely "fixes" things.
Common Misconception
Students often think restorative practice means "getting away with it" or being "too nice." Clarify that restoration is actually harder than punishment because it requires the offender to face the harm they caused and actively do the work to fix it.
Restorative Inquiry Prompts
"If Alex just gets detention, does Jamie feel any better about the lost photos?"
"What happens if we ONLY use punishment? Do people learn how to behave, or just how to not get caught?"
Heartfelt Hesitation Slides Heartfelt Hesitation
The Anatomy of a Real Apology
The "Not-pology"
Option A
"I'm sorry if you felt that way when I said that. It was just a joke, but I didn't think you'd be so sensitive about it."
Option B
"I'm sorry for what I said. It was hurtful and I shouldn't have made a joke at your expense. Next time, I'll think before I speak."
What makes Option B feel real?
The 4-Part Framework
1. Express Remorse
Say the words: "I am sorry for..." or "I apologize for..." No "if" or "but."
2. Admit Responsibility
Own the specific action. "I was wrong to..." instead of "Mistakes were made."
3. Make Amends
How will you fix the harm? "To make it right, I will..."
4. Promise Change
How will you prevent it from happening again? "In the future, I will..."
The "Apology Saboteurs"
The "IF" Clause
"I'm sorry IF you felt that way." (Blames the victim's feelings)
The "BUT" Defense
"I'm sorry, BUT you started it." (Invalidates the apology)
The "MOVE ON" Push
"I said sorry, now get over it." (Ignores the repair time)
The Apology Lab Worksheet The Apology Lab
Log #2: Breaking Down the Repair
1. The Anatomy of Sincerity
Read the sample apology below. Check off which parts are present.
"I am so sorry for losing your favorite book. It was irresponsible of me to leave it at the park where it could get rained on. To make it up to you, I've bought you a new copy, and I'll pay for the next book you want to buy. In the future, I will keep borrowed items in my backpack so they stay safe."
Remorse (I'm sorry for...)
Responsibility (I was wrong...)
Amends (I will fix it by...)
Promise (Next time I will...)
2. The "Fake-pology" Detector
Identify why these apologies feel "off." Is it a But , an If , or a Move On ?
"I'm sorry I yelled, but you were being really annoying."
Diagnosis
"I apologized already, why are you still acting like this?"
Diagnosis
"I'm sorry if your feelings were hurt by my comment."
Diagnosis
3. Design Your Own Apology
Scenario: You were supposed to meet a friend at lunch to work on a project, but you forgot and went to play basketball instead. Now your friend has to do the whole project alone.
Step 1: Express Remorse
Step 2: Admit Responsibility
Step 3: Make Amends (How will you help now?)
Step 4: Promise Change
Heartfelt Hesitation Teacher Guide Teacher Resource Lesson 1.2
Heartfelt Hesitation
Anatomy of an Apology Facilitation Guide
Instructional Goal
Students will deconstruct the social technology of an apology, learning that it is a tool for repair, not just a way to "get out of trouble." Focus is on removing defensive language (if, but, maybe).
Key Terms
• Remorse
• Amends
• Accountability
• Performative
Workshop Steps
1
The "Fake-pology" Debate (10 min)
Use Slide 2 to show two apologies. Ask: "Which one would you actually accept? Why does the first one feel like it's blaming YOU?"
2
Deconstructing Sincerity (15 min)
Teach the 4 Parts (Slide 3). Highlight that most people forget parts 3 (Amends) and 4 (Promise). Without these, the apology is just words.
3
The Apology Lab (20 min)
Have students work on the Apology Lab Worksheet . Encourage them to peer-review each other's drafts for any "Apology Saboteurs" (Slide 4).
Roleplay Prompt
Have students practice the tone of an apology. An apology said with an eye-roll or a flat voice is not an apology. Practice "Active Accountability"—eye contact, calm voice, and waiting for the other person to respond before walking away.
Teacher Insights
Timing Matters: Sometimes an apology is given too soon (when both are still hot) or too late. Discuss waiting for the "cooling period."Forgiveness is Not Guaranteed: Remind students that saying "sorry" doesn't mean the other person *has* to forgive you immediately. Repair takes time. Peace Treaties Slides Peace Treaties
Drafting Sustainable Agreements
The Loophole Trap
Exhibit A: A Bad Agreement
"We promise to be nicer to each other in the future and not let things get out of hand."
Not Specific
What does "nicer" look like exactly?
No Timeline
When does this start/end?
No "What If"
What if someone slips up?
The SMART Agreement
S
Specific
Clear actions, no vague words.
M
Measurable
Can we see if it's happening?
A
Achievable
Is it realistic for both people?
R
Relevant
Does it solve the actual harm?
T
Time-bound
Dates, times, and deadlines.
Sustainability & Balance
The 50/50 Rule
Does the agreement feel fair to both sides? If one person does all the work, the peace won't last.
The "What If" Clause
"If one of us forgets this agreement, the other will say [Code Word] instead of getting angry."
Resolution Contract Worksheet Resolution Contract
OFFICIAL PEACE AGREEMENT FORM
Case ID: 2026-CONFLICT-REPAIR
Party A Name
Party B Name
1 The SMART Action Plan
Describe the specific, measurable actions each party will take to repair the harm. Avoid vague words like "better" or "nice."
Party A agrees to:
Party B agrees to:
2 The Timeline
This agreement begins on:
We will check in on:
3 The "What If" Clause
If one of us forgets a part of this agreement or if friction starts again, we will:
Signature Party A
Signature Party B
Witnessed By: __________________________
Peace Treaties Teacher Guide Teacher Resource Lesson 1.3
Peace Treaties
Drafting Sustainable Agreements Facilitation Guide
Instructional Goal
Students will learn to create formal, technical documents that provide a roadmap for peace. The focus is on moving from "intent" (what we hope happens) to "design" (what will actually happen).
Key Terms
• SMART Criteria
• Contingency
• Balance of Power
• Sustainability
Skill-Building Steps
1
The Loophole Trap (10 min)
Display Slide 2. Challenge students to find 3 ways someone could "cheat" on that bad agreement without technically breaking it. (e.g., being "nice" with words but still rolling their eyes).
2
The SMART Standard (15 min)
Introduce the SMART acronym (Slide 3). Focus heavily on Specific and Measurable . Ask: "How could a teacher or friend SEE if you were keeping this promise?"
3
Contract Drafting (25 min)
Assign pairs a hypothetical conflict (e.g., a group project where one person did no work). They must draft a Resolution Contract . Emphasize the "What If" clause as the safety net.
Differentiation Tip
For students who struggle with writing, provide "Sentence Starters" for the contract. Example: "Instead of [Action], I will [Specific Action] at [Time]."
Discussion Prompts
"Why is a 100/0 agreement (where one person does everything) likely to fail by next week?"
"What happens to trust when someone breaks a very specific agreement versus a vague one?"
The Bridge Back Slides The Bridge Back
Rebuilding Trust Over Time
Trust Dynamics
Trust is built slowly (like charging a battery) but can be lost in seconds (like a short circuit).
"After a conflict, the battery is at 0%. You can't force it to 100% instantly."
Broken Restored
It takes small, consistent charges to rebuild.
Micro-Moments of Trust
You don't have to be best friends right away. Focus on these "Small Wins":
The Greeting
A simple "hey" or a head nod in the hallway.
The Low-Stakes Ask
"Can I borrow a pencil?" or "What page are we on?"
The Validation
Agreeing with a point they make in class.
The "Awkward Gap"
"It feels weird to talk to them after the fight. It's easier to just ignore them."
The Avoidance Trap
Ignoring them makes the silence heavy. It tells them you aren't ready to repair yet.
The Bridge Tactic
Be "Professional." You don't have to love them, you just have to be a respectful classmate.
Trust Architect Worksheet Trust Architect
Log #4: Strategy for Rebuilding
Name:
1. Recharging Trust
Think of a relationship where trust was broken. In the battery below, write in four small actions you could take to "charge" that trust again by 25% each time. (Examples: Returning a borrowed item on time, saying hi, helping with a small task).
Action 1
Action 2
Action 3
Action 4
2. Mapping the "Awkward Gap"
How would you handle these post-conflict moments?
Scenario: You walk into the cafeteria and the only open seat is across from the person you just had a "Resolution Meeting" with.
Your Strategy:
Scenario: You are assigned to the same science lab group as the person who you just finished a Peace Treaty with.
Your Strategy:
Consistency Over Intensity
Why is it better to do 10 small things over two weeks than 1 huge thing one time to rebuild trust?
The Bridge Back Teacher Guide Teacher Resource Lesson 1.4
The Bridge Back
Rebuilding Trust Over Time Facilitation Guide
Instructional Goal
Students will understand the resilience required to maintain a relationship post-conflict. The focus shifts from "fixing the past" to "building the future" through micro-interactions.
Key Terms
• Micro-interactions
• Trust Battery
• Avoidance Trap
• Social Friction
Discussion & Simulation
1
The Trust Walk (Hook - 10 min)
Optional Physical Activity: One student is blindfolded, the other guides them. Afterward, ask: "How much more careful does the guide have to be if they've already let their partner trip once before?"
2
The Battery Concept (10 min)
Use Slide 2. Explain that trust is cumulative. Ask: "Can one apology instantly rebuild 3 months of broken promises?" Emphasize that repair is a marathon, not a sprint.
3
Strategy Mapping (25 min)
Students complete the Trust Architect Worksheet . Focus on Part 2: The Awkward Gap. Brainstorm as a class: "What are the hardest places in school to see someone you've fought with?" (Locker room, bus, lunch).
Important Note
Remind students that "Rebuilding Trust" doesn't always mean "Becoming Best Friends." Sometimes, restoration means becoming "Friendly Acquaintances" or "Respectful Classmates." That is still a successful repair.
Classroom Application
The "Check-In": After a real class conflict, use the "Battery Gauge" to ask students: "Where is our class trust battery at right now?"Modeling: Teachers should model rebuilding trust when they have a conflict with a student, showing that they are still "on the same team" the next day. Legacy of Peace Slides Legacy of Peace
The Conflict Resolution Capstone
The Expert Mission
You are now the Peace Experts of the 6th Grade.
The Challenge:
Create a "Pocket Guide to Peace" for next year's incoming 5th graders. Teach them how to mend what they break.
What's in the Toolkit?
Section 1: The Mending Mindset
Resolution vs. Restoration. How do we look at a broken bowl?
Section 2: Apology Anatomy
The 4-part formula. No "ifs" or "buts."
Section 3: The Contract Lab
Making SMART agreements that actually last.
Section 4: Recharging Trust
Small steps for the "Bridge Back."
Your Legacy
"Peace is not the absence of conflict, it is the ability to handle conflict by peaceful means."
Start Designing.
Pocket Guide to Peace Project Guide Pocket Guide to Peace
Project Type: Synthesis Capstone Restorative Practice Specialist
The Mission
As you prepare to move into 7th grade, your legacy is to help next year's 5th graders navigate the complex world of middle school relationships. Your task is to design a Pocket Guide to Peace —a physical or digital toolkit that explains how to truly repair a relationship after a conflict.
Required Content
The Mending Mindset
Explain Kintsugi and Restoration vs. Resolution.
The Apology Script
Provide a fill-in-the-blank template for the 4-part apology.
The SMART Peace Treaty
Explain how to make a specific, sustainable agreement.
Trust Recharge List
At least 5 "Small Wins" for rebuilding trust over time.
Design Specs
"Think about your audience! 11-year-olds need clear steps, cool visuals, and simple language."
VISUALS Icons, Colors, Charts
FORMAT Brochure, Slides, or Webpage
TONE Encouraging & Expert
My Format Choice:
Success Rubric
Criteria Novice Master Content Accuracy Some parts missing or vague. All 4 units represented with clear, correct examples. Audience Design Hard to read or confusing. Layout is engaging and easy for a 5th grader to follow. Tone & Voice Negative or punitive tone. Encourages repair and restorative growth.
Legacy of Peace Teacher Guide Teacher Resource Lesson 1.5
Legacy of Peace
Capstone Project Facilitation Guide
Instructional Goal
Students will synthesize all previously learned skills (Restoration, Apology, SMART Agreements, Trust Building) into a cohesive instructional resource. This cements their mastery by having them "teach" the concepts.
Project Modes
• Physical Zine/Brochure
• Google Slides Deck
• Video Tutorial
• Interactive Poster
Final Workshop Steps
1
The "Expert" Reveal (10 min)
Introduce the project as a "Legacy Project." Frame students as the experts who are leaving behind a better culture for the next grade. This high-stakes social framing increases engagement.
2
Content Mapping (20 min)
Have students look back through their logs/worksheets from the last 4 lessons. They should identify their "Best Advice" for each section of the toolkit.
3
Design & Synthesis (60+ min)
Provide the Pocket Guide to Peace Project Guide . Give students time to draft and refine. Focus on the Rubric—especially "Audience Design."
Real-World Impact
If possible, arrange a "Peace Fair" where 6th graders present their guides to 5th grade classrooms. Seeing the actual impact of their work on younger peers is the ultimate form of mastery and social responsibility.
Reflection Questions
"Which part of the toolkit do you think 5th graders will find the hardest to believe?"
"How has your view of 'fixing a fight' changed since the first lesson on Kintsugi?"
