Restorative Response to Off-Task Behavior

You are welcome to use this in your back-to-school professional learning around changing behavior (both student and teacher) in the classroom.

Scenario: “Jordan the Distractor”

Every afternoon during reading time, Mr. Daniels notices that Jordan, a fifth grader in his class, drifts off into his own world. While the rest of the class reads independently, Jordan pretends to follow along but is instead sneakily playing games on his Chromebook or tapping out rhythms on the desk to entertain nearby students. He often whispers jokes or makes sound effects, drawing both laughs and groans from classmates trying to stay focused. Redirections are usually met with a grin, a shrug, or a quick denial. It’s tempting to label Jordan as the “class clown,” but Mr. Daniels knows there’s more beneath the surface.

Jordan has a complicated home life. His mom works overnight shifts, and his older brother has recently been involved in the juvenile justice system. Their home is often noisy and unpredictable, and Jordan arrives at school tired, hungry, and disconnected. He’s creative and witty, but struggles with reading—he processes text more slowly than his peers and becomes overwhelmed easily. Though he doesn’t qualify for special education, Jordan has learned to mask his academic discomfort with humor, distraction, and avoidance.

Restorative Practice Response

1. Classroom Respect Agreements (Revisited with Intention)
   Mr. Daniels uses a proactive approach by revisiting the class’s co-created Respect Agreements during a brief community circle. He prompts reflection with questions like:
   “What helps you stay focused during reading time?”
   “What gets in the way of our learning?”
   This neutral and whole-group reset offers students a voice in shaping the learning environment, while giving Jordan a chance to reflect without being singled out.

2. 2x10 Connection Strategy
   Mr. Daniels then begins quietly implementing the 2x10 strategy—spending two minutes a day for ten school days simply checking in with Jordan about his interests. They chat about sneakers, video games, and dogs. These micro-interactions begin to chip away at Jordan’s armor. Over time, Jordan confides that reading feels “pointless” because he’s “always behind.” This connection gives Mr. Daniels insight into the function behind the behavior.

3. Walk-and-Talk Restorative Chat
   After one particularly disruptive reading block, Mr. Daniels invites Jordan for a walk around the playground after dismissal. In this informal space, Jordan shares that making people laugh helps him avoid “feeling dumb.” Mr. Daniels doesn’t lecture—he listens. Together, they create a plan: Jordan can use sticky notes to track focus time, sit next to a reading buddy, and wear headphones to reduce distraction. They agree to revisit the plan weekly to see how it’s going.

Questions to ponder:

• Think about the student you’ve had in class like Jordan. How did you respond when Jordan wasn’t paying attention or was distracting others?

• What might be happening beneath the behavior in this scenario?

• How could your classroom agreements be used proactively in similar situations?

• How can you embed brief, authentic connection moments with students who seem hard to reach?

• What restorative strategies can help rebuild student ownership after recurring disruptions?

Ending on a Human Note

Jordan didn’t transform overnight. He still had days when he struggled to stay focused and needed redirection. But he slowly began tracking his own progress and even started encouraging classmates during read-alouds. One Friday, when a new student stumbled through a passage, Jordan leaned over and whispered, “You got this.” Mr. Daniels noticed, nodded, and felt the warmth of small steps in the right direction.