Ted Wachtel is an American educator and founder of the International Institute for Restorative Practices (IIRP). He has been a significant contributor to the development and implementation of restorative practices in schools and other organizations. In the 1990s, Wachtel was one of the first educators to bring restorative practices to the United States, and he has been a leading advocate for their use ever since.
Restorative practices are a set of tools and techniques that aim to build relationships and repair harm in the context of conflict resolution and justice. At the heart of restorative justice is the belief that justice is not just about punishment, but about accountability and healing for all parties involved. Wachtel’s approach to restorative justice is based on the principles of respect, responsibility, and relationship-building.
Wachtel emphasizes the importance of creating a safe and supportive environment for all individuals involved in a conflict or harm, including the victim, the offender, and the community. He believes that by working together to repair harm and restore relationships, individuals can learn from their mistakes and become more responsible and accountable members of their communities.
One of the key innovations that Wachtel has contributed to the field of restorative justice is the “Real Justice” conferencing model. This model brings together individuals affected by a harm or conflict to discuss the impact of the harm, determine a plan for repair and restoration, and develop a plan to prevent future harm. The Real Justice model has been successfully implemented in schools, prisons, and other settings, and has been credited with reducing recidivism rates and promoting healing and accountability.
Wachtel’s contributions to the field of restorative justice have been significant, and he continues to be an advocate for the use of restorative practices in schools and other settings. In this article, we will explore in more detail how Wachtel’s work has transformed how schools approach discipline and conflict resolution.
Restorative Practices in Schools
Restorative practices have been gaining popularity in schools as an alternative approach to discipline and conflict resolution. Traditional approaches to discipline often rely on punishment, such as suspension or expulsion, which can lead to a breakdown in relationships between students, teachers, and administrators. In contrast, restorative practices seek to build relationships and repair harm through dialogue and accountability.
Wachtel has been a leading advocate for the use of restorative practices in schools. He believes that schools are an ideal setting for restorative practices, as they offer opportunities to teach students important life skills, such as communication, empathy, and problem-solving.
Wachtel’s approach to restorative practices in schools is based on the principle of building community. He emphasizes the importance of creating a positive school culture that fosters respect, responsibility, and relationship-building. By building a sense of community in schools, students are more likely to feel a sense of belonging and be less likely to engage in harmful behavior.
One of the key tools that Wachtel has developed for use in schools is the Circle process. The Circle process is a structured dialogue that brings together students, teachers, and administrators to discuss issues and build relationships. The Circle process helps to create a safe and supportive environment where individuals can share their thoughts and feelings in a respectful and constructive manner.
The Circle process has been widely adopted in schools and has been credited with reducing suspensions, improving attendance, and promoting a positive school climate. The process has also been shown to be effective in addressing bullying and other harmful behaviors.
Real Justice Conferencing Model
Wachtel’s most significant contribution to the field of restorative justice is the Real Justice conferencing model. The Real Justice model is a structured dialogue that brings together the victim, the
offender, and other stakeholders to address the harm that has been caused and to develop a plan for repair and restoration. The model is based on the principles of restorative justice, which emphasize the importance of repairing harm, building relationships, and promoting healing.
The Real Justice model has been used in schools, prisons, and other settings around the world, and has been credited with reducing recidivism rates and promoting accountability and healing. The model is based on a process of dialogue, in which all parties affected by a harm or conflict have the opportunity to share their thoughts and feelings, and to work together to develop a plan for repair and restoration.
The Real Justice model is based on four key principles: accountability, responsibility, respect, and relationship-building. These principles are embedded in the structure of the conference and guide the process of dialogue and decision-making.
The first principle of the Real Justice model is accountability. The conference provides a forum for the offender to take responsibility for their actions and to understand the impact of their behavior on the victim and the community. By taking responsibility for their actions, the offender is more likely to be motivated to make amends and to work towards repairing the harm that has been caused.
The second principle of the Real Justice model is responsibility. The conference also provides an opportunity for the victim to be heard and to have a say in the process of repair and restoration. By taking responsibility for their own healing and by participating in the process of repair, the victim is able to regain a sense of control over their life and to move towards a place of healing and recovery.
The third principle of the Real Justice model is respect. The conference provides a forum for all parties to be treated with dignity and respect, and for their perspectives and experiences to be valued. By creating a safe and respectful environment, the conference encourages individuals to share their thoughts and feelings openly and honestly, which can lead to a deeper understanding of the harm that has been caused.
The fourth principle of the Real Justice model is relationship-building. The conference provides an opportunity for all parties to build relationships and to work towards a shared goal of repair and restoration. By building relationships, individuals are more likely to feel a sense of connection and belonging, which can lead to a greater sense of responsibility and accountability.
Conclusion
Ted Wachtel is a pioneering educator in the use of restorative practices in schools and other settings. His emphasis on building community, promoting accountability and healing, and developing innovative restorative practices such as the Real Justice conferencing model has helped to transform how schools approach discipline and conflict resolution.
Restorative practices have shown to be an effective alternative to traditional approaches to discipline and conflict resolution. By focusing on repairing harm and building relationships, restorative practices create a safe and supportive environment where individuals can learn from their mistakes and become more responsible and accountable members of their communities.
As we continue to explore the principles and practices of restorative justice, we can learn much from the work and legacy of Ted Wachtel. His contributions have been significant, and his commitment to building a more just and compassionate society continues to inspire and guide those who seek to promote restorative justice in their own communities.
