Knowing Hector
Traditional Approach:
We sit looking beyond windows. The teacher does not hear
Restless in our desks Though we inform with silence.
As the teacher, We sit wondering- the rules never change
Pointing at framed rules. Though we do.
These students don’t try “Hector needs me…
Or listen. Someone who’ll listen.”
“What are you doing” I yell. His eyes seem to deepen,
“You will never graduate with that attitude.” “You’ve’ got this—you’re graduating soon.”
The drive to work was good. I thought of Hector on the drive to work.
So, it’s funny that today’s lesson The lesson is tough today.
Covers situational irony. Hid dad violated parole
I sent Hector to the office--and continued. I wonder how a 15-year-old handles that?
Four of them crouching foreword in chairs. We sat beside each other for thirty minutes.
The Tall one never even looked at me. Nobody else I know speaks like Mr. Vlautin.
The Tall one never even looked at me. Nobody else I know speaks like Mr. Vlautin.
They have nothing I want-- I suppose, he wouldn’t be here if
Principally their remorse and guilt. He didn’t care.
These class wall—immutable, Walls will wear, lean, and crumble,
Like the right books and civility. Unlike the kids who have learned here.
Those fine things, The mortar of a good life
The mortar of a good life. Is the work spent building it.
So, Hector, here’s what we’re going to do, Hey Hector, let’s consider this
You will be suspended for three days; I’d like to sit down and
And This will be on your permanent record, Talk to Tim about the incident
Okay pal? Could you tell him what you told me?
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This poem attempts to present a case study that contrasts the traditional approach to student discipline with a restorative approach. Based on a list of differences between the two approaches, this poem imagines the personalized effect on teacher/student relationships. A focus upon rule violation, for example, is contrasted by an emphasis on relationships. Without making direct value judgments of the two disciplinary systems, the poem’s stanzas parallel each other, each presenting the narrators perspective and scenario of student and teacher. It is unclear what rule Hector has broken' this is intentional and in keeping with the spirit of restorative practices which emphasize the relationship over the transgression.
The traditional view of discipline within the poem focuses on rules, violations, remorse, and punishment. The restorative view however, centers on relationships, needs, responsibility, and reconciliation. Both approaches seek to prevent and address the violations of rules and norms, but the restorative approach seeks to make amends between all parties, including the victim (Smith et al. 2015). The poem does not directly address the needs of the victim, however in a classroom the needs of the victim should never be overlooked. Victims have a role in the process of justice in this model.
The poem imagines a scenario where a student violates a rule and the perspective of the teacher and student relate the emotional condition generated by the both the traditional and restorative approaches. The left column depicts and institutional perspective. The traditional approach does not consider the complex relationships involved in discipline or prevention, instead, it seeks to maintain norms through rule following, and the regulation of negative incentives (Morrison 2002).
A restorative approach requires a paradigm shift in thinking about classroom management and discipline. It is proactive, but more than that, it is the intentional building of relationships through understanding, empathy, and responsibility. On line nine the poem for example, the teacher’s focus in the left column is self-interested. He considers a pleasant carried to work. In the right column of the same line, the teacher takes the opportunity to reflect on the needs of his students and anticipate the students struggles and needs. The shift in restorative thinking leads to improved student teacher relations and prevents escalation when Hector demonstrates negative behavior in class. Instead of sending him to class, as in line twelve, the teacher empathetically wonders how such a young kid copes with the difficult family situation he is presented with. Hector does not go to the office.
The following image served as the model for the poem and its parallel structure. Each stanza of the poem corresponds to one of six scenarios that distinguish a traditional disciplinary approach to a restorative approach (DisrupEd Tv. 2018)
The following image served as the model for the poem and its parallel structure. Each stanza of the poem corresponds to one of six scenarios that distinguish a traditional disciplinary approach to a restorative approach (DisrupEd Tv. 2018)
Resources
DisrupEd Tv. (2018, 27 May). “What does your Discipline Code look like? Is it Restorative? Your answer matters”. [Twitter Post] Retrieved from:
https://twitter.com/DisruptedTv/status/1000856196469940224
Morrison, B. (2002). Bullying and victimization in schools: A restorative justice approach (Vol. 219). Canberra: Australian Institute of Criminology.
Smith, D., Fisher, D., & Frey, N. (2015). Better than carrots or sticks: Restorative practices for positive classroom management. ASCD.
