Cara Monaco

Classroom talk around co-authored rules – if marked by receptive listening and responsive uptake, can manifest student voices and needs (Noddings, 2012). Indeed, how classroom rules emerge can manifest how relations of caring are evidenced and the values embodied. I examine the classroom talk around such a process in a second grade classroom community in a diverse, urban public charter school building upon a study that examined the development of a co-authored classroom agreement in the same classroom (Boyd, Vasquez & Monaco-Shevlin, in progress) and how this Classroom Agreement process is reflective of four Restorative Justice (RJ) values: empowerment, identity, apology, and empathy (Brathwaite, 1989; Zehr, 2015).

Zoom Link: https://buffalo.zoom.us/j/5707101959?pwd=S0dKVGZtSVpxc2pHTUFIZGtnUDY3Zz09