Fix It Sheet
Uploaded by
Katrina LoweFix It Sheet
Uploaded by
Katrina LoweName:___________ Date:_____________ Time:_____________
Connect before you direct Connection Capital Building
1. Listen with full attention (prompt student) “What happened?”
2. Acknowledge with very
few words
3. Give their feelings a name
Two things are true: Behaviour does not equal feelings and experiences, eg. “your feelings were hurt and
it’s not ok to hit”.
1. Be curious about what’s underneath the behaviour
2. Assume the most generous interpretation of their intentions
3. Understand and validate
Engage co-operation Reflection without shame
1. Describe what you saw or (prompt student) “Thank you for telling me your story, now what do
heard (in non judgemental you think the mistake was?”
language), eg. “I saw
Johnny get pushed”
2. Give information,
eg.“pushing can really
hurt, Johnny could even
have fallen off the do you think that this was a good choice? why or why not?
playground”
Building resilience & learning We are on the same team
emotion regulation skills
(prompt student) “hmm I wonder if we could figure out how to
1. How can we as a team better solve a problem like this in the future.”
find a way to solve this
problem better in the
future?
2. We are here to guide
students to be
accountable and to
become their best selves.
Encourage Autonomy & Helping to repair the relationship
Accountability
(prompt student) “what do we need to do now to move forward in
1. Set a boundary, eg. “you a good way” or… “how can we work together to heal the harm as
don’t have to apologize, much as possible?”
but we need to find a way
to make this right with…”
2. Allow for choices, eg. “you
could make them a card
or apologize in person”.
Investing in relationship capital Checking in
1. Remind the child how (prompt student) “how have things been going since the last time
much you care about we spoke?
them (help them to feel
cared about)
2. Ask them about something
non school related (help
them to feel known)
3. Describe something you
noticed them doing
recently (help them to feel
seen)
4. Review and remind the
student about agreements
that were made. Remind
the student that this is a
collective effort and that
you are there to lift them
up and support them in
maintaining the
agreement.