Why Use Restorative Practices To Resolve Conflict?

Safe. Respectful. Responsible.

Greeting, Meadow Brook Partners!

Conflict is a part of life.

Social challenges a play big role in our development from very early on.

Even the youngest among our students are faced with such challenges every day in and our of school.  It’s critical that the kids we serve learn how to problem solve in compassionate and kind ways.

As you may be aware, at Meadow Brook we use something called Positive Behavior Interventions and Supports (or PBIS) to help students learn about and practice tools and skills that they’ll need to navigate the complex social and emotional aspects of life in childhood and beyond.

Some of the foundations of our PBIS efforts involve the “Zones of Regulation” and the growing social science of “Restorative Practices.”

The “Zones of Regulation” can help kids (and adults) learn to regulate and restore their emotions to calm energy and a place of focus when we find ourselves out of focus with sadness, silliness, worry, and even anger.  Learn more here: The Zones Of Regulation

“Restorative Practices” takes emotions and energy management to the next level by focusing on restoring individual energy during challenging times and helping us learn how to restore relationships that become damaged through conflict.

Along with discipline as outlined by our Code of Conduct we use “Restorative Practices” to support and guide students through conflict resolution in our safe school environment so that they can take ownership in maintaining a joyful culture of learning, and then carry the skills and tools they learn into other environments as well.

Here’s a short video to highlight the basics:

Please don’t hesitate to reach out to your child’s teacher to learn more about his/her experience with PBIS, “The Zones of Regulation” and “Restorative Practices” at Meadow Brook.

Feel free to contact me with thoughts, ideas, or questions as well.  Your input is always welcome and very much appreciated!

Thank you for your partnership…in it together for the kids!

With gratitude,



Seth E. Berg


Meadow Brook Elementary

Call: (248) 726 -4101

Click: sberg@rochester.k12.mi.us

My Reflective Journey: Berg’s Eye View

Color Zones Help Kids Learn to Regulate and Restore for Focused Learning!

A Message From Ms. Reeves (2nd Grade Teacher & Meadow Brook Hero!)

Each morning students have the opportunity to participate in a “Color Zone” check in.

The students are able to enter the room and place their magnet in the “Color Zone” they feel they are entering the classroom in.

This allows them to take a moment to identify how they are feeling and better understand how they might react to activities or interactions that we may engage in.

Identifying how we feel is a wonderful way to take charge of our learning and our communication.

We have also brainstormed strategies that we can use in each of the “Color Zones.”  We all get sad, silly, and even angry sometimes, and we are all capable of restoring ourselves to a place of focus if we learn about how and practice what we learn.

Some of these include taking a break in the peace corner, taking deep breaths, getting a drink of water, talking to the teacher or a peer, etc.

The students have the same opportunity at the end of the day.

This allows them to reflect on their day and identify what “Color Zone” they’re leaving the classroom in.

Overall, this allows the students to self-regulate their emotions and recognize that all zones are acceptable, and that it’s the strategies that we use in those zones that are important.

With a Growth Mindset we always remember that we’re Heroes in Every Zone!

For more about the “Color Zones” click here: Color Zones of Regulation

Thanks to Ms. Reeves and her incredible students for sharing out about this part of their learning journey…sharing our stories builds our partnerships and strengthens our school community!

You can share your thinking by leaving a comment on this posts, sending a Tweet to @ThinkMBE, or reaching out by phone or e-mail at your convenience.

Thank you for your partnership…in it together for the kids!

A ThinkMBE Classroom Connection: Active Listening

[Message from Robin Czarniowski – 3rd/4th Grade MBE Teacher]

On Monday some 3rd and 4th grade Meadow Brook Heroes participated in an active listening lesson.

The students were given 4 minutes to draw a colorful monster.

They then sat back to back with a partner.

Partner 1 gave step by step oral directions on drawing their monster while partner 2 tried to recreate the monster. Roles were then reversed.

There was lively discussion and laughter as the kids compared the copied monster with the original.

We held a class discussion on the challenges of listening with purpose, as well as the challenges of giving clear, concise directions.

The objective of the lesson was to practice our listening skills, engagement, and social interaction skills.

It worked!  Can’t wait to continue on this Active Listening journey.  Stay tuned for more!


What Are New Pedagogies for Deep Learning?

Message Authors: Mandy Lyons (MBE LC) & Laura Nazione (MBE Speech/Language Pathologist)

Mrs. Lyons and Mrs. Nazione are representing MBE in an Oakland County Cohort studying NPDL.

Stay tuned for more about their learning journey and how it impacts our student’s well-being and achievement!

New Pedagogies for Deep Learning (NPDL)

What is it?

  • An international network of educators working collaboratively to improve the learning experiences for ALL students and educators.
  • Provides systems thinking to Education at the classroom, school, and district, regional, state and international level.
  • Provides a web site (“The Hub”) to member schools/districts with resources, materials and exemplars internationally. 
  • It focuses on the Deep Learning portion of the coherence Framework; by Michael Fullan and Joann Quinn.

What are key elements of NPDL?

  • Four key elements that mobilize learning of students: Learning Partnerships, Learning Environments, Leveraging Digital, Pedagogical Practices
  • The 6 Global Competencies or 6 C’s: character, citizenship, collaboration, communication, creativity, critical thinking
  • Collaborative Inquiry
  • Inquiry learning done in collaboration with other educators
  • Using process tools like a Tuning protocol for reflective practices
  • Participating in the NPDL moderation process which helps to calibrate practice with the 6 c’s and provides quality feedback to educators.

The Lyons Letter: LC Welcome and Introduction

Who Am I? What do I Do?

              My name is Mandy Lyons, I ‘m the Learning Consultant here at Meadow Brook Elementary.  My background is in reading, data and assessment, including over ten years of classroom teaching experience.  I have a Bachelor of Science degree in Education, with minors in Language Arts and Math, a Master of Arts degree in Teaching Reading and Writing, and an Ed. Specialist Degree in Leadership, all from Rochester’s own Oakland University—go Golden Grizzlies!  I also hold a state endorsement as a Reading Specialist. 
          As learning consultant I work closely with grade levels teachers, using current research and data, to support differentiated instruction and best practices, in and out of the classroom.  I provide student services based on our Multi-Tiered Systems of Support, with a focus on continuous positive progress regarding student growth and learning.  I also support, and coordinate all assessment practices, including state and district assessments.  Please touch base at any time with thoughts, ideas, or questions!
                               248-726-4100, ext. 4109