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Teaching Restorative Practices with Classroom Circles
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TeachingRestorativePracticeswithClassroomCircles
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TeachingRestorativePracticeswithClassroomCircles
AcknowledgementsThefirstversionofthisresourcewaswrittenunderacontractwithSanFranciscoUnifiedSchoolDistrict.KerriBerkowitzofSFUSDhadconsiderableinfluenceonitscontentandformat,helpedkeeptheprojectfocused,andprovidedagreatmanyhelpfuleditorialsuggestions,forwhichIamverygrateful.Ialsowishtothankmentorsandteacherswhohavehelpedmeunderstandcircleprocesses,thewayofcouncil,andrestorativejustice:TedWachtel,DominicBarter,KayPranis,GigiCoyle,SusanKistin,JeannaRuppel,WendyEvans,ChuckFisher,andmanymorewhoarenotlistedhere.ChuckFisherandJeannaRuppelweremypartnersindevelopingthelessonplansandcofacilitatingthecircles;manythankstothem,andtotheinternswhoaccompaniedusthroughhundredsofclassroomcircles.MarissaWertheimerandLucyLuchessiofferedvaluableeditorialsupport.Gratitudealsotothestudents,teachers,principals,assistantprincipalsandschoolcounselorswhoinvitedmeintotheirclassroomsandschoolstoleadcircles.Theactivitiesinthisbookweredevelopedintheirclassrooms.Thespiritofrestorativecircles,andperhapsthemostessentiallessontobefoundinthisbook,livesinthewaysthestudentsthemselvesshapedtheactivitiesandlessons.Whenweparticipateintrulyinclusiveanddemocraticprocessesforclassroommanagementweoftenencounterthegiftsofwisdomthatstudentsbring.Studentsmakesuggestionsandcontributeideasthataresurprisingandtouching,smartandwise.Weexperimentallyincorporatetheseideasintotheactivityofthemoment;whentheyworkoutwelltheybecomeapartofourrepertoire.Thelessonsinthisresourceincorporatethevoicesofmanystudentswhocontributedtheirwisdomtothewellbeingoftheirclassroomandschoolcommunities.Inquiriesabouttrainingandconsultationtosupportsuccessfulimplementationofrestorativepracticesinyourschool,andcommentsandsuggestionsyoumayhaveaboutthematerialsinthisresource,[email protected]
AmosCliffordFebruary2013
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Teaching Restorative Practices with Classroom Circles
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TeachingRestorativePracticeswithClassroomCircles
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TableofContents
Introduction:TeachingRestorativePracticeswithClassroomCircles..........................................................1
PartOne:RestorativePracticesandtheSkillsofCircleKeeping.................................................................3
RestorativeCommunityintheClassroom...............................................................................................4
GoalsforStudents.................................................................................................................................4
GoalsforTeachers................................................................................................................................5
GoalsforClassroomCommunity..........................................................................................................5
WhatisRestorativeJustice?WhatareRestorativePractices?...............................................................6
EvolutionofaRestorativeClassroomandSchoolClimate......................................................................8
CircleDialogueandCircleKeeping..........................................................................................................9
TheShapeoftheCircle.........................................................................................................................9
EveryVoiceHeard:HowtoUsetheTalkingPiece.............................................................................10
ACircleKeepersToolkit.....................................................................................................................11
FocustheCirclewithHighQualityPromptingQuestions..................................................................12
TheCirclehasaCenter.......................................................................................................................13
RespectingEachOnesExperience:ThePrincipleofNonInterference.............................................13
BuildingTrustintheCircle..................................................................................................................14
GuidelinesareCornerstonesofTrust.................................................................................................16
AgreementsareAlsoCornerstonesofTrust.......................................................................................17
MandatedReporting,Agreements,andTrust...................................................................................17
CommunityBuilding(Proactive)andResponsetoHarms:TwoCircleThemes.................................18
SequenceofEventsinaCircle............................................................................................................19
PartTwo:VarietiesofCircleFormatsandCirclesforBuildingCommunity................................................21
VarietiesofCircleFormats.....................................................................................................................21
BasicCircle..........................................................................................................................................21
PopcornCircle.....................................................................................................................................21
Fishbowl(Witness)Circle....................................................................................................................22
SpiralCircle.........................................................................................................................................22
FeedbackCircle...................................................................................................................................22
WheelhouseCircle..............................................................................................................................22
SmallGroup/StudentCircleLeaders...................................................................................................22
BuildingConnections,BuildingCommunity..........................................................................................23
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GoalsforCommunityBuildingCircles................................................................................................23
ImplicitQuestionsofConnection.......................................................................................................23
BasicConnection:TheCheckinRound..............................................................................................24
ResponsiveCircle................................................................................................................................24
StoryoftheDay..................................................................................................................................24
SomethingSpecial...............................................................................................................................25
TheGuestHouseCircle.......................................................................................................................26
LovingtheQuestionsCircle................................................................................................................27
ThanksgivingCircle..............................................................................................................................28
EnergyManagement:CalmingActivities...............................................................................................29
PartThree:RestorativeCirclesintheClassroom:TeachingSkillsandSettingThingsRight......................31
TeachingRestorativeConceptsandDialogue:OverviewoftheTeachingCircles.................................32
Lesson1OverviewIntroductiontoCircles.........................................................................................33
LessonPlan1IntroductiontoCircles..................................................................................................34
Lesson2OverviewAgreements..........................................................................................................38
LessonPlan2Agreements..................................................................................................................39
Lesson3OverviewRestorativeJusticeandtheChipsScenario.........................................................42
LessonPlan3RestorativeJusticeandtheChipsScenario..................................................................43
Lesson4OverviewTheIssuesthatAffectUs......................................................................................48
LessonPlan4TheIssuesthatAffectUs..............................................................................................49
Lesson5OverviewFishbowlCircleDiscussions..................................................................................52
LessonPlan5FishbowlCircleDiscussions..........................................................................................53
UsingPunitiveandRestorativeApproachesTogether......................................................................58
Lesson6OverviewExploringConflicts,ExpressingAffection.............................................................59
LessonPlan6ExploringConflicts,ExpressingAffection.....................................................................60
Lesson7OverviewMaintainingOurCommunity...............................................................................63
LessonPlan7MaintainingOurCommunity........................................................................................64
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Introduction: Teaching Restorative Practices with Classroom Circles
Becauseofourclasscircles,studentsacceptedmoreresponsibilityfortheirrolesinbothcreatingandsolvingtheproblems.Itbecamemucheasiertoencouragestudentstosolvetheirproblemsthemselves;inpartbecauseIgainedmoreconfidencethatstudentshadtheskillstodoso,butalsoinpartbecauseofhowtheprojectshiftedthewayIcommunicatewithmystudents.
FourthGradeTeacher
hismanualsupportstheteachingofrestorativepracticesandskillsinyourclassroom.RestorativePracticesareaframeworkforbuildingcommunityandforrespondingtochallengingbehaviorthroughauthenticdialogue,comingtounderstanding,andmakingthingsright.
Thismanualdescribeshowtoholdrestorativecirclesinclassrooms.Itcontainsstepbystepinstructionsforcirclesthatbuildcommunity,thatteachrestorativeconceptsandskills,andthatharnessthepower
ofrestorativecirclestosetthingsrightwhenthereisconflict.Usingthesemethodsconsistentlywillhelptocreatecalmer,morefocusedclassrooms.Teacherswhousethesemethodsoftenfindthattheoverallproportionoftimededicatedtomanagingbehaviorisreduced.Thismeansmoreinstructionaltimebecomesavailable.Italsomeansthatstudents(andteachers)havehappier,morepeacefulexperiencesoftheirschooldays.1
Restorativethinkingisasignificantshiftfrompunishmentorientedthinking.People,includingstudents,whoareinvitedintorestorativedialoguearesometimesconfusedbytheconceptofmaking
thingsright.TheirdefaultresponsetothequestionWhatcanwedotomakethingsright?oftenhastodowithpunishment.Itissaidthatchildrenlivewhattheylearn.Whenwhattheyhavelearnedisthattroublesomebehaviordemandsapunishmentorientedresponsethatishowtheywilllive.Butrestorativepracticesinvitedifferentwaysofresponding.Thesenewwaysmustbelearnedthroughexperience.Theactivitiesinthismanualgivestudentsthenecessaryexperiencestosupportashifttowardrestorativewaysofthinkingandbehaving.1OneofthebestresourcesforresearchonrestorativepracticesistheInternationalInstituteofRestorativePractices,onlineatwww.iirp.org.
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RestorativeJusticebringspersonsharmedbycrimeandthepersonwhoharmedthem,alongwithaffectedfamilyandcommunitymembers,togetherindialoguethataimstobuildunderstanding,explorehowthecrimehasimpactedthoseinvolved,includingthecommunity,anddevelopagreementsforwhatwillbedonetomakethingsright.Theresult:trulymeaningfuljusticeforallinvolved.
Thesedialoguestakeplacewithparticipantssittingincircle,sotheyaresometimescalledcircledialogues.
Likestudents,teachersandadministratorsmayalsofinditchallengingtomaketheshifttorestorativewaysofthinking.Evenwhenweunderstandthevalueandconceptsofrestorativejustice,itcanbeverydifficulttomovefromtheorytopractice.Thismanualinvitesthosewholeadthelessonsitdescribesteachersandotheradultsintheroomtoalsobeparticipants,tousethemethodsthemselvestoexperiencerestorativeresults.
Theactivitiesinthismanualhavebeenshapedbystudentswhoshowedupincirclesinwaysthatwerebrilliant,touching,andinspired.Eachactivityhasgonethroughseveraliterationsofdevelopment,andweencourageyoutomodifythemaswell.Adaptingthemtoyourteachingstyleandtheneedsandcircumstancesofyourstudentsandyourschool,iscompletelyinthespiritofrestorativejustice,whichseeksabovealltodowhatisrightintheparticularcircumstanceswhereitisused.Ifsomethinginheredoesntfeelquiterighttoyou,modifyit;makeitright.
Itisourhopethatyourtimeincirclewiththeseactivitieswillhelpdeepenyourunderstandingofrestorativepractices.Wehopeyouwillfindthatafteryouworkthroughadozenorsooftheseactivitiesyouwillseesignificantresults.Wewishyousuccessasyouworktobuildapositive,supportive,friendlyandjustclassroomenvironment.Classroomcirclesarethefoundationofthisprocess.
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Part One: Restorative Practices and the Skills of Circle Keeping
RestorativePracticesbuildcommunityandcanhelpsetthingsrightwhentheintegrityofthecommunityischallengedbyharmfulbehaviors.
Whenpeoplecometogetherforrestorativeinteractionstheysitincircles.Circledialogueisafundamentalelementofrestorativedialogue.
Classroomcirclessupportthetwomaingoalsofrestorativepractices:buildingcommunity;andrespondingtoharmsthroughdialoguethatsetsthingsright.
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RestorativeCommunityintheClassroomRestorativepracticescultivateacultureinwhicheveryonefeelsliketheybelong.Theybuildaparticularsenseofcommunityinwhicheverymemberstudents,teacher,parentvolunteers,aidesfeelthattheyareseen,heard,andrespected.
Theactivitiesinthismanualaresequencedtosupportsteadygrowthintheunderstandingsandskillsneededtosupportauthenticdialogueandproblemsolving.Theyemphasizefairnessthroughunderstanding,andincludingeveryonewhoisimmediatelyaffectedbychallengingcircumstancesindiscoveringthesolutions.
GoalsforStudents1. Studentswilllearntovalue
andregularlyuseproactive,positivewaystobuildandmaintainapeacefulclassroomcommunity.
2. Studentswilldevelopandenhancepositiveandsupportiveconnectionswithpeers.
3. Studentswilldevelopanunderstandingoftheprinciplesandvocabularyofrestorativejustice.
4. Studentswilllearnhowtoparticipateincircledialogues,includingthefourcircleguidelines.
5. Studentswilllearntouseandrespectatalkingpiece.
6. Studentswilllearnhowtouserestorativequestionstosupportconflictresolutionandothertypesofcommunication.
7. Studentswilllearntoidentifywhoisaffectedbymisbehaviors,andhow.
8. Studentswillcontributetodevelopingappropriateideasforhowtomakethingsrightwhenharmshaveoccurred.
9. Studentswilllearnhowandwhentoaskforarestorativecircle.
10. Studentswilllearntocommunicatehowtheyareaffectedbygivensituationsusingaffectivestatementsandrestorativequestions.
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GoalsforTeachers1. Teacherswillunderstandthecoreprinciplesofrestorativejusticeandrestorativepracticesand
howtheydifferfromtraditionalorpunitiveapproaches.
2. Teacherswillknowhowtouserestorativepracticesinmanysituationswherepunitivedisciplineapproachesmighthavebeenusedinthepast.
3. Teacherswillknowhowtointroduceandleadcircledialogues.
4. Teacherswillknowhowtotransitionintoandoutofcircletimeandcanswitchrolesbetweencirclekeeperandteachereffectively.
5. Teacherswillhaveanunderstandingoftheprincipleofconnectionbeforecontentasitappliestorestorativecircles.
6. Teacherswillknowhowtosequenceactivitiestobuildtrustamongstudentssotheybecomemorewillingtocommunicateauthentically.
7. Teacherswillknowrestorativequestionsandhowtousethem.
8. Teacherswillunderstandaffectivecommunicationandwillexperiencehowitsupportsclassroomdisciplineandcommunitybuilding.
GoalsforClassroomCommunity1. Theclassroomcommunitywillhaveestablishedagreementsabouthowtoparticipateincircle.
2. Communitymemberswillshareasenseofresponsibilityformaintainingagreementsandmanymemberswilldosoproactivelyduringcircletimeandatothertimes,includingoutofclassroomtime.
3. Theclassroomcommunitywillidentifyspecificissuestoaddressandwillhavehonest,authenticdiscussionsabouttheseissues.
4. Procedureswillbeestablishedforcallingattentiontoissuesandconflictsandforrequestinghelp.
5. Procedureswillbeestablishedforengaginginrestorativedialoguesaroundissuesandconflicts.
6. Itwillbeemotionally,psychologically,andphysicallysafeforstudentstoshareconcernsaboutconflicts,issues,andbehaviorsthatareaffectingthem.
7. Therewillbehighparticipationbystudentsincircledialogues,withlittleornopassing.
We have learned a way of having a dialogue that we as a culture did not have. The ability to take real life experiences on our campus and in our community and have a forum to work with them in a way that is transformative in the school is rare. The response to this process has been overwhelmingly positive.AcharterschoolDirector
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WhatisRestorativeJustice?WhatareRestorativePractices?RestorativeJusticeisanalternativetousingpunishmenttomanagemisbehavior.Punishmentbasedapproachesarethetraditionmostofusarefamiliarwith,becausetheyarethebasisofourcriminaljusticesystem,guidedbytheideathatpunishment,iffairandproportionate,isthebestresponsetocrime.Inpracticethismeansidentifying,prosecuting,andpunishingtheoffender.Oftenthisisdoneatgreatcosttosociety,withlittlehealingforvictimsandcommunitiesandoutrightharmfuleffectonoffendersandtheirfamilies.
Schooldisciplinehasforthemostparttakenitscuefromthecriminaljusticesystem.Thefocusisonpunishingwrongdoerswiththeaimofenforcingbehaviorsthataresafeandnondisruptive.Whenpunishmentdoesnotwork,misbehavingstudentsmaybeexcludedthroughsuspensionorexpulsion,withpossiblyseriouslongtermharmfulconsequencestothemandsociety.Thereislittleornoopportunityforsocialandemotionallearning.
Restorativepracticesinschoolsarebasedonrestorativejusticeprinciplesinsteadofpunishment.Theyaimfirsttobuildclassroomcommunitiesthataresupportedbyclearagreements,authenticcommunication,andspecifictoolstobringissuesandconflictsforwardinahelpfulway.Theyprovidespecificpathwaystorepairharmsbybringingtogetherthosewhoareaffectedbymisbehaviorinadialoguetoaddressconcerns,achieveunderstanding,andcometoagreementaboutsettingthingsright.Inadditiontoservingthecauseoffairnessandjustice,restorativeapproachesmakesaferschoolsandcontributetosocialandemotionallearning.
Asschoolsadoptandgainexperiencewithrestorativepracticesseveralshiftsinperspectivetakeplace.Theseshiftsdonttypicallyhappenallatonce.Nordotheytypicallyhappenperfectly.Threeofthemostimportantshiftsareshowninthechartbelow.
ThreeShiftsTowardRestorativeSchoolsandClassrooms
From To
Effortstosuppressmisbehaviorbasedontheviewthatmisbehaviorisevidenceoffailingstudentsorclassrooms.
Recognizingandusingtheinherentvalueofmisbehaviorasanopportunityforsocialandemotionallearning.
Authoritydrivendisciplinaryactionsthatfocusonlyontheidentifiedmisbehavingstudents.
Restorativecirclesthatbringtogethereveryonewhoismostimmediatelyaffectedbytheincident.
Punishmentandexclusionisusedtocontrolmisbehaviorandmotivatepositivebehaviorchanges.
Dialogueleadingtounderstandingandactiontosetthingsrightandrepairandrestorerelationships.
Thefirstshiftacknowledgesthattroublesomebehaviorisnormal,andwhenstudentsbehaveintroublesomewaystheycreateopportunitiestolearnimportantsocialandemotionalskills.Whatisimportantisnotsomuchthattheygotintotroubleinthefirstplace,butwhatthey
learnalongtheway.Makingthingsrightisapowerfullearningexperience.
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Thesecondshiftisadeparturefromtheretributivemodelinwhichanauthority,aftertakingtestimonyfromtheaggrievedparty,decidesguiltandassignspunishment.Inrestorativepracticestheauthorityfigureactsmoreasaconvenerandfacilitator.Theinitialinvestigationis
concernedwithidentifyingwhowassignificantlyaffectedbytheincident.Thefacilitatorinvitesthemintoacircledialogueand,iftheyaccepttheinvitation,helpspreparethem.Duringthecircledialoguetheproblemanditsimpactsareexploredandthegroupcomesupwithideasonhowtomakethingsright.Usuallythismeansthestudentswhowerethesourceofthetroubletakespecificactionsthataddresstheconsequencesoftheirchoices.Considerthedifferenceinoutcomesbetweentheauthoritarian/punitiveapproachandtherestorativeapproach:thefirstbreedsresentment,alienationandshameand/orpossiblyanequallytroublesomehabitoffearingandsubmittingtoauthority;thesecondbuildsempathy,responsibilityandhelpsrestorerelationships.
Thethirdshiftmovesthelocusofresponsibilityforwellbeingofthecommunityfromtheshouldersoftheexpertstothecommunityitself.Whilecounselingandsimilarstrategieshavetheirplaceandareoftenhelpfulbythemselves,theyareimmeasurablystrengthenedwhen
complementedbyrestorativepracticesthatchallengethosewhoareinthecircledialoguetoshareinformationwitheachotherandtocometoagreementsasagroup.
Whataretheresultsofrestorativepractices?
Thereisagrowingbodyofresearchsupportingtheeffectivenessofrestorativepracticesinschools.Evidence2showsthatrestorativepracticescanresultin:
Reductionsindisciplinaryreferralstoprincipals Reductionsinsuspensionsandexpulsions Reductionsinamountofinstructionaltimelosttomanagingstudentbehaviorchallenges Improvedteachermorale Improvedteacherretention Improvedacademicoutcomes Reductionsindisproportionatereferralsofminoritystudents.
Theanecdotalevidencewhatteacherswhohaveusedthecurriculuminthismanualsayiscompelling,albeithardtomeasure.Wehavesprinkledsomeoftheircommentsthroughoutthismanual.Theyhavetodowithfeelingmoreconnectedwithstudents,withincreasedunderstanding,patience,andcompassion.Weknowofatleastoneteacherwhohaddecidedtoquithercareeraftereightyearsofteaching.Shewassofedupthatshewascertainrestorativecircleswouldfailwithherstudents.Afterall,everythingelseshehadtriedhadfailed.Butasthestudentsbegantoopenuptoeachothershestartedseeingthemwithneweyes.Sherememberedwhyshewascalledintotheprofessioninthefirstplace.Relationshipsinherclassroomimproved,anditbecamemorepeacefulandfocused.Insteadofstudentsbeingstuckinconflict,repeatingthesamedestructivebehaviorsoverandoveragain,shesawauthenticsocialandemotionallearningoccur;shesawstudentsmatureduringtheyearandbecomemoreskillfulintheirinteractions.Herhopeandoptimismwasrenewed.Sheisstillteaching.2Readersareencouragedtovisittheonlinelibrariesatwww.iirp.organdwww.rjonline.org.Researchisrapidlyevolving;wealsoreferyoutoourgoodfriendGooglewhoseemstoknowmanypeoplewhoknowaboutrestorativepracticesandrestorativejustice.
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EvolutionofaRestorativeClassroomandSchoolClimateheideaspresentedhereareintendedtosupporttheevolutionofarestorativeclimate,oneclassroomatatime.Makingthechangefromapunitivetoarestorativecultureisasignificantundertaking,andcanbequitechallenging.Ithappensovertimeandasaresultofsustainedeffort.
Theclassroomcirclesdescribedinthismanualareapartoftheeffort.Thesecircleswillbemostsuccessfulwhensupportedbyawholeschoolapproachtorestorativepractices,includingcommunitybuildinginthedailycurriculumandrestorativepracticesintheschoolsdisciplinarypolicies.Changetendstohappenslowlyandsometimesprogressesataratethatisallbutinvisible.Butwithperseverancethemomentofrealizationcomeswhenwerecognizethatoureffortshavetakenrootandareyieldingresults.Herearesomeindicatorsbywhichyoucanrecognizetheemergenceofrestorativeculturesinclassrooms:
Studentshaveexperiencedealingwithconflictsandfeelreasonablysafeandsupportedindoingso.
Theclassworkstogethertoidentifyandsolveproblemsthatinterferewithlearning.
Whiletheteacherisstillincharge,thereisashifttosharedresponsibilityforbehaviormanagement.Itbecomesmoreofateameffort,withmostofthestudentsontheteam.
Throughrestorativepracticesstudentsneedsforsocialandemotionallearningaresupportedinpositiveways.Overthecourseofayearthisgrowthcanbeasobservableasgrowthinacademicskillsandknowledge.
Conflictsareoftenmanagedbygatheringincircles,followingcircleguidelines,andusingrestorativequestionsasaframeworkforadialogueinwhichunderstandingisreachedandthereisopportunityforcreatingmutallyacceptableagreementsabouthowtomakethingsright.
Theseindicatorsdonotusuallyemergeinastrictlylinearprocessofsteadyprogression.Oftenitsmoreliketwostepsforward,onestepback.Itcanbefrustratingtowatchastudentsuccessfullyresolveanissueusingarestorativedialogue,thenalmostimmediatelystirupsomenewtrouble.Thetemptationistothinkthatthelearningisnottakingplace;butthisisprobablynotthecase.
Instead,thinkofstudentswhoarelearningrestorativepracticesasconductingtheirownresearchintowhatworksanddoesnotworkforthem.Animportantresearchtoolistocompareandcontrastvariousmethods.Astudentmaytryarestorativeapproachforawhilethenreverttosomethinglesshelpful.Thetroublethatwethoughtwasintherearviewmirrorisbackinfrontofusagain.Pleasedontgiveup!Considerwhatwouldhappenifwegaveuponmathematicsbecausestudentsdontsolveallproblemscorrectly.Wouldwethensay,Obviously,mathdoesntwork!andgiveup?Aswithacademicsubjects,socialandemotionallearning(includingrestorativedialogue)isaniterativeprocessinwhichsetbacksarebestviewedasopportunitiesforinquiryandclarification.Whenwerealizethatthisisthecase,wecanseethatfailuresareinherentinhowlearninghappens;thenwecanperhapsengagerepeatoffenseswithcuriosityandinquiry,ratherthanfrustrationandjudgment.
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BeforewestartedwithclasscirclesandrestorativequestionsIfeltthatitwasmysoleresponsibilitytosolveproblemsandtakecareofissues.NowIcanseehowitmakessensetosharethisresponsibilitywithstudents.Studentsshiftedinthesameway,fromexpectingmetotakecareofeverything,tounderstandingthattheyhadresponsibilitytohelp.
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Classroomcirclesasdescribedinthepagesthatfollowareanidealformatforthisinquiry.Thelearningprocesscanbeacceleratedbyacknowledgingthisinquiryfrankly,andtheninvitingstudentstousecircletimetocompareandcontrasttheirownsocialstrategies.Aftergainingsomeexperiencewithrestorativepractices,tryputtingquestionsliketheseintothecenterofthecircle,andletthetalkingpiecegoaround.
Whathasworkedwellformakingfriends? Whathaveyoufoundworksforsolvingproblemsbetweenfriends? Whatcanpeopledotopreventmisunderstandings?
Therearemanyotherpossiblequestions.Thekeyistoaskquestionsthataretrulymeaningfultostudentsoftentheunspokenquestionsthatareatthecoreofeachstudentssociallife.Thesequestionsdrivewhatissometimescalledtheimplicitcurriculum;simplymakingthemexplicitbybringingthemintocircleisoneofthemostskillfulmethodsofsocial/emotionalpedagogy.
CircleDialogueandCircleKeepingittinginacircleisafundamentallydifferentexperiencethansittinginrows,ormeetingacrossadesk.Whenweareinrowsthereisgenerallysomeonestandinginfront,commandingattention.Clearlythisisthepersonwhoisincharge,whohastheanswers,andtowhomthegroupis
accountable.Whenwearemeetingwithsomeonewhofacesusfrombehindadesk,wealsoknowinstinctivelythattheauthorityandpowerbelongswiththatperson.Thesearrangementshavetheirappropriatefunctionsandrestorativepracticesareintendedtocomplementratherthanreplacethemcompletely.Theycanbeeffective.However,theireffectivenessmayhaveunintendedconsequences.Oneoftheseistheimpliedlessonthattheresponsibilityforthefunctioningofthecommunityisontheshouldersofthepersonwhoholdsauthority.
Whenwesitinacircleweexperienceastrongersenseofcommunity.Everypersoninthecirclesharesresponsibilityforitsfunctioning.Circlecultureismoreyesandthaneitheror.Yes,thereisaleader,andeachpersontakestheleadinturn,eachtimeitistheirturntospeak.Yes,someguidelinesaregivenandthegroupmakesitsownagreements.Decisionsaremade,butbyconsensusofthewholegroup,andsometimesthismeansdecisionscomeslowlyortakeunexpectedforms.
Thus,oneofthemainpurposesofcircledialogueisbuildingcommunity.Anotherpurposeissupportingthekindsofhonest,authenticdialoguethatisnecessarytoeffectivelyrespondtochallengingbehaviorandcircumstances.Thesetwointentionsforcirclestakeshapeastwodifferenttypesofcircle:communitybuildingandresponsive.Apremisethatrunsthroughoutthismanualisthatresponsivecircles(forrespondingtomisbehaviorandharm)workbestinclassroomswhereafoundationhasbeendevelopedthroughcommunitybuildingcircles.
TheShapeoftheCircleThephysicalarrangementisimportantandgreatlyaffectsthequalityofthecircle.Arrangetheclassroomorotherspacesothatstudentscanbeinacircle.Theoperationaldefinitionofthecircleshapeisthateveryonecanseeeveryfacewithouthavingtoleanfarforward.Sometimesthespaceavailabledoesntallowformingaperfectcircle,andyoullhavetomakedowiththebestavailable
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alternative.Weveheardstudentsrefertonotquitecirclesorcircleswithsomeroundedcornersassquircles.
Circlesworkbestwhenthephysicalspacehasanopenfeelingofnobarriersbetweenparticipants.Arrangethespacesotherearenotablesordesksbetweenstudentsorinthemiddleofthecircle.Ifyourclassroomorthefurnitureyouhavedoesnotsupportthisperhapsthereisanotherplaceoncampuswhereyoucangoforyourcirclemeetings.
Acousticsareanotherimportantfactor.Someroomsareacousticallyjarring,withsurfacesthatreflectandamplifysound,makingitdifficulttohear.Manycafeteriasandmultipurposeroomshavethisacousticallyharshquality.Theycangivestudentsasenseofprivacywithinthebackgroundnoise,thusencouragingsideconversations.Otherrooms(librariesareoftenlikethis)haveawayofmellowingsoundandgivingaquieterfeel;thisisfarpreferable.Outdoorspacescanworkwellifthebackgroundnoisesarenottoointense.Youmayfindthatacircleonaplaygroundduringthe"quiettime"betweenrecessworksfine,oryoumaydiscoverthatneighborhooddeliverytrucksaremuchlouderthanyoueverrealized!
EveryVoiceHeard:HowtoUsetheTalkingPiece
Atalkingpieceisusedfrequentlyduringcircle.Itcanbeanythingthatiseasilypassedfromonestudenttoanother.Beautifulobjectsfoundinnaturemakegreattalkingpiecesfeathers,driftwood,riverstones,seashells.Animalfigurinesareappreciatedbymanystudents.Someclassesadoptaparticulartalkingpieceanduseitforeverycircle.Someputavarietyoftalkingpiecesinthecenterandletthestudentwhostartsaroundchooseonefortheround.
Someclassesmakeaprojectofcreatingatalkingpieceandthenovertimeaddingtoit.Forexample,youcankeepaboxoflargebeadsandthenasaclassdefineatriggereventthatsignifieswhenanewbeadwillbe
addedbylacingitontoastringthatistiedtothetalkingpiece.Perhapsthisoccurswhenaconflicthasbeennamedandsolved.Perhapsitcanbeassimpleasanewbead(orfeather,orribbon,etc.)foreachtimetheclassmeetsinacircle.
Youwillnotalwaysuseatalkingpiece;sometimesitwillmakesensetosimplycallonstudentswhoraisehands.Butthegreatadvantageofatalkingpiecegoingaroundthecircleisthateachandeverystudentknowsthattheywillhaveachancetoputtheirvoiceintothecenter,andtobeseenbyothers.Whenyoudosetthetalkingpieceaside,dosoexplicitlycallattentionbytotheshiftawayfromthetalkingpiecebysaying,Imsettingthetalkingpieceasidefornow.Dothesamewhenyoupickitbackup.
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Oneofthemostimportanttasksofcirclekeepingisdefendingthetalkingpiece.Thismaymeancontinuallyremindingstudentstorespectthetalkingpiecebygivingthepersonwhoisholdingittheirfullattention.Worktowardgettingstudentsinvolvedinthis;perhapsassigntwoorthreeeachcircletoactastalkingpiecedefenders.
ACircleKeepersToolkitThesearesomeofthethingswekeepinourCircleKit,whichisabasketwecarrywithustoallofourcircles.Youcancreateyourowntoolkitthatreflectsyourparticularstyleofcircleleadership.
Bellasmallsingingbowlstylemeditationbell.
Talkingpieces:aselectionof3to6,variousitemsincludingsticks,stones,seashells,feathers,stuffedanimals,toys,andsoon.
Fabrics:afewfabricsthathaverichcolorsand/ortextures,sufficienttocoveranareaabout3oneachside.
BatterypoweredLEDcandlesareasafewaytocreateasenseofwarmthemanatingfromthecenterofthecircle.Placedinthecenter,theyrepresentthetraditionalchildrensfirekepttoremindthecommunitytoactwithawarenessofitsresponsibilitytothechildrenpresent,andthoseyettobeborn.
Bowl:Findahandmadebowlthatcanholdwaterorstones.Youcanfloatflowersinthisbowl. Kalimba:AnAfricanmusicalinstrumentmadewithagourdandspringsteeltines. Rattle:Anykindofrattlewilldo.Itcanbeusedasatalkingpiece,orcanbegiventoastudentto
useduringthecircletosignalifthecircleneedstorefocus. Stones:Aselectionofsmallpolishedstonesorsmoothriverrocks AnimalFigurines:Makegreattalkingpiecesrepresentingeachanimalsuniquecharacteristics.If
givenaselectionofdifferentanimals,studentswilloftenchooseonewhosecharacteristicsmirrorthecurrentprocessoftheclassroomcommunity.
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FocustheCirclewithHighQualityPromptingQuestionsHighqualitypromptsarequestionsthatgivethecircleitsenergyandfocus.Thecirclekeeperasksaquestionandinviteseveryoneonthecircletorespond(includingthecirclekeeper).Somequestionsareproactiveandareaboutbuildingandmaintainingcommunity.Checkinquestionsareanexampleofthis.Somepromptsareaboutrespondingtospecificchallenges.Restorativequestionsareasequenceofpromptsthatguidedialoguesleadingtounderstandingtheconsequencesofharmfulbehaviors,andagreementsabouthowtorepairthoseharms.Closurequestionsinvitereflectiononwhathashappenedinthecircle.
Highqualitypromptshavethesecharacteristics:
Theyarerelevant:questionsaboutsomethingthatisrealandmeaningfultothelivesofstudents.
Oftenahighqualitypromptgivesvoicetoexistingunspokenquestionsthatareinthesocialfield;considerthis:Whatdoesitmeantobepopular?asanexampleofaquestionthatisimplicitinmanystudentsminds,butisperhapsrarelydiscussedopenly.
Simpleandclearlanguageisused.
Theyareopenended:notyesornoquestions,butwordedinawaythatinvitesdeeperinquiry.
Theyareaboutinquiry,notadvocacy;discovery,notteachingfactsorprovingapoint.Thus,apromptframedasWhyisitalwaysbesttobepolite?maybehelpful,butitalsoassumesitsownconclusion;youmayaswellsay,Itsbesttobepolite.Tellmewhy.Itmightbemoreinterestingtoask,Whatmakesrelationshipsworkoutwell?
Oftenpromptsarerelatedtocurrenteventsforwhichtimeisnotplannedinthecurriculum.IntheweekaftertheearthquakesandtsunamisthatdevastatedJapanwemadetimeinallofourcirclesforstudentstosharetheirquestionsandconcerns.Itwassimplyamatterofasking,Doesanyonehaveanythingtheywouldliketosayabouttheearthquakesandtsunamis?Andyoubet
QuestionsforGettingAcquainted
Shareahappychildhoodmemory.Ifyoucouldbeasuperhero,whichsuperpowerwouldyouchooseandwhy?Howwouldyourbestfrienddescribeyou?WhatwouldyouNOTwanttochangeaboutyourlife?Why?Ifyoucouldtalktosomeonefromyourfamilywhoisnolongeralive,whoitwouldbe?Whatwouldyouwanttotalkabout?Ifyouhadanunexpectedfreedayandcouldanythingyouwished,whatwouldyoudo?Ifyouwereananimal,whattypewouldyoubeandwhy?Whatisamemoryyouhavetotimespentinnature?Whodoyourespect,andwhy?Whatchangewouldyouliketoseeinyourcommunity?Whatcanyoudotopromotethatchange?Whatwasatimewhenyouwereoutsideyourcomfortzone?Whatdidyoudo,andwhatweretheresults?Whatisitlikeforyouwhensomeoneisangryatyou?PromptsForRestorativeDialogue:Whathappenedandwhatwereyouthinkingatthetimeoftheincident?Whathaveyouthoughtaboutsince?Whohasbeenaffectedbywhathappenedandhow?Whataboutthishasbeenhardestforyou?Whatdoyouthinkneedstobedonetomakethingsasrightaspossible?
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theydid;theemotionalloadcarriedbymanyofthesestudentswasimmense.Circleswereaperfectopportunitytomakeroomforthemtoaskquestions.(Welearnedthatmany4thand5thgradestudentsintheSanFranciscoBayAreawereafraidthatthetsunamiwasgoingtowashthemaway,alongwiththeirschoolandfamilies,andweresittingintheirclassroomssilentlyandpolitelycontainingtheirterror.)
Theysupportrestorying.Restoryingistheprocessbywhichweloosenthegripthatstoriesthatwehaveconstructedabouteachotherandourworldhaveonus,thusopeningupnewpossibilitiesforhowweseeandexperienceeachother.
Theyenergizetheclassandgettheattentionofstudents.
Theyinvitedeeperfollowupquestions.
TheCirclehasaCenterThecenterofthecircleisanimportantelement.Whileitcanbeleftclear,itisoftenmorepowerfulwhensomethingisplacedinthecentertoprovidefocus.Creatingthecentercanbepartoftheritualofmovingintocircletime.Studentsoftenenjoydoingthis;aftermodelingitonceortwiceaskfortwoorthreevolunteerstocomeandarrangethecenter,workingwithelementsthatarekeptinabasketorboxforthatpurpose.Acolorfulpieceoffabricwithafewsmallitemssuchasflowers,feathers,aselectionoftalkingpieces,andsoonwilldonicely.Abowlofwaterinthecentercanhelpbringasenseofcalmtothecircle,andcanbehelpfulwhenthereisconflictortensionintheroom.
Itistraditionalincirclestospeakintothecenter.Theideaisthateveryonesvoiceisaddedtothecenter,anditisfromthecenterthatthewisdomoftheclasswillbegintoemerge.Oncesomeonehasspokenintothecenter,theircontributionbecomesthepropertyofthecircle.Itbecomespartofashiftingstory,apathwaytowardanunderstandingthatcomesclearerlittlebylittle.
RespectingEachOnesExperience:ThePrincipleofNonInterferenceTheprincipleofnoninterferencemeansthatwesimplywelcomewhatpeoplesaywithouttryingtoinfluencethem.Ifsomeoneisinpain,welistenandallowsimplelisteningtobeacomfort;wedonottrytotakeawaytheirpain.Ifsomeoneisconfused,wesimplylistenandtrustthatinitsownwaythecirclewillprovideclarification.Ifsomeoneisangrywehonortheiranger.Wedontindulgeinpsychologicalmaneuvers.Wedontdirectlycorrect,trytocounsel,heal,orfixanyonesexperienceinanyway.Wesimplylisten.
Thisprinciple,soveryimportantinbuildingacommunitywherepeoplefeelsafetoexpressthemselves,alsoappliestorestorativedialogue.Whenweusetherestorativequestionswearenottryingtoforceanoutcome.Wearesimplygivingastructuretothecirclesothateachpersonsvoicecanbeheard.When
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allvoicesareinthecenter,thecirclehasawayofsurfacingwhatistrue,whatisneeded,andwhattodonext.
Thereareexceptionswhenitisimportanttogiveinformation.WedidntpracticenoninterferencewhenstudentssharedtheirfearthattheJapanesetsunamiwasabouttostriketheirschool.Wegaveinformation.Thisillustratesanimportantpoint:wedontwanttoberigidaboutanyofthis.Noninterferenceandtheotherguidelinesinthismanualareprinciples,notcommandments.
BuildingTrustintheCircleWhenthereistrustbetweenstudentsitcreatesasocialenvironmentinwhichstudentscansafelyriskselfdisclosure,authenticity,confrontation,andexpressingaffection.Trustisnotautomatichowever,andstudentshavelikelyhadmanyexperiencesofbrokentrust:confidencesbetrayedbygossipareanearuniversalexperience,forexample.Restorativecirclesarealwaysbyinvitation;studentsshouldnotfeelcompelledtosharewhentheydonotfeelemotionallysafewiththosewhoareinthecircle.
Itcantakeconsiderabletimeandefforttobuildanatmosphereoftrust.Thereisasimplewaytotellhowtrustiscomingalong:observethedegreeofparticipationinthecircle.Ifmanystudentsarepassingandifsharingissuperficial,youmaytakethisasareliableindicatorthatstudentsdonotfeelsafetoshare;thereisinsufficienttrustinthecommunity.
Wecometotrustothersgoodintentionsthroughexperiencingthemrespondingtousinarespectfulway.Itisperhapsamarkofwisdomtowithholdsharinganythingintimatewiththosewhohaveinthepastbelittledus.Ascircleleadersweshouldencouragepeopletoshare,butavoidencouragingthemtoomuch.Alwaysrememberthattheremaybeverygoodreasonswhystudentsarenotsharing.Letthematurationofthecirclehaveitsslow,positiveinfluenceonstudentssharing.
Wediscoverhowmuchwecantrustothersthroughinteractionsthattesttheirintentions.Ifastudentsharesathoughtorideathatiswellreceivedthenthatstudentbeginstotrustthegoodintentionsofthepeoplewithwhomitwasshared.Ontheotherhand,iftheideaisbelittledorifthestudentismockedinanywaythenaverydifferentconclusionisreached:thatthesearenotpeopletobetrustedwithinformationthatisinanywayintimate.Yetthestudentsneedforbelongingremainsstrong.Theproblemnowis,HowcanIbelong,withoutbeingintimate?Thisproblemissolvedinmanyways,noneofwhichareconducivetoatrulyhealthycommunity.Becomingabullyisonesolution,forexample.
Inrestorativecircleswebuildtrustbygivingstudentssafewaystotesthowmuchtheycantrusteachother.Webegininourfirstcirclesbyusingpromptingquestionsthatinvitelowriskanswers.Studentscangiveanswersthatdonotexposetheirinnerlives;thus,theycanfeelfairlysafefromsocialconsequencessuchasteasing.Studentsshouldnotberequiredtotakerisksthatareunreasonable,includingsocialrisksinsociallyhostileenvironments.Studentshavesoundinstinctsabouthowmuchselfdisclosureissafe;theirlevelofparticipationisareliableindicatoroftheriskenvironment.
Whenstudentswereaskedtosolveproblemsinpast,theywouldrespondIdunno,andIwouldfeelresponsibletocomeupwithasolution.Irecognizedthatthesesolutionswerenotgenerallyeffective.NowIfacilitatestudentsthinkingprocess,andhelpthemcomeupwithsolutions.
5thgradeteacher
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Teachersandothercircleleaderscanobservestudentslevelofparticipation,alongwithhowstudentsreacttoeachothersanswers,andsteadilyincreasethedepthofintimacyandauthenticityinvitedbypromptingquestions,choosingpromptsthatinvitemoreintimateexposureofpersonalthoughtsandfeelings.Thiscarefullymanagedandsequencedjourneyintogreaterintimacyandauthenticityisacornerstoneofbuildingcommunitywithcircledialogue.
Anexampleofalowriskpromptis,Whoisaheroofyoursfromreallifeorthemovies,andwhydoyouchoosethisperson?Noticethatstudentshavealotofchoiceinhowtheyanswer.Theycansayalotoralittle.Theycancopywhatsomeoneelsesaidortheycanbeoriginal.Whatevertheiranswer,theywillhaveanopportunitytogaugehowotherstudentsrespond.Willtheybemadefunof?Willtheiranswershelpthemgettoknoweachotherbetterandperhapsfindsurprisingconnections?
Whenallstudentsarewillingtoanswerquestionssuchasthismoreorlessauthenticallythetimecomestomovetoquestionsthataremorerevealing,andthereforeriskiertoanswer.Forexample,thepromptmightbesomethinglike,Tellthestoryofatimeyouhadaconflictwithsomeoneelseandwhathappened.Thissubject
isrelevanttothelivesofallstudents,andtheymayhaveadeepdesiretospeakaboutit.Butitalsoinvitesanswersthataremoreintimateandrevealing.Iftrusthasbeenbuiltintheclassroomtheywillwelcometheopportunitytotalkopenly.Butiftheyknowtheywillberidiculedorthatotherunpleasantsocialconsequenceswillresultitmakesperfectlygoodsenseforthemtoeithernotanswerortodosoinasuperficialway.
Insummary,usinglevelofparticipationandqualityofsharingasagauge,movesteadilyfromsaferpromptingquestionstowardquestionsthatinvitemoreselfdisclosureandthatfocusonthingsthatreallymattertostudents.
CharacteristicsofPromptingQuestionsforBuildingTrustandConnectedness forBuildingIntimacyandAuthenticity
Noncontroversialsubjects Easytoanswerwithoutintrospection Widerangeofchoiceinanswersthat
arehonest
Funandfast,invitelotsofsmiling Notparticularlyedgy;donotinvite
studentsintonewterritory Primarilyaboutstorytelling
connecting,ratherthancontent
Subjectsmaybecontroversial Lesschoiceinhowthequestionmaybe
answeredhonestly Answersmayrequiretimeandintrospection Oftenedgy,invitingstudentstoshareinways
thatareneworunfamiliar Primarilyaboutemotionalexpressionand
developingsocialskills(content)
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GuidelinesareCornerstonesofTrustTherearestandardsforbehaviorincircles.Oneoftheprimarytasksofacircleleaderistoteach,reinforce,andactasguardianofthesestandards.Fromlongexperiencewithmanytypesofcirclesinmanysettings,thecommunityofcirclekeepershassettledonfourcoreguidelines(besidestheallimportantguidelinetorespectthetalkingpiece,addressedearlier):
1. Speakfromtheheart:Thismeansspeakingforyourself,talkingaboutwhatistrueforyoubasedonyourownexperiences.Whenwespeakfromtheheartweareaimingforeloquence,forchoosingwordsthataccuratelycommunicatewhatweholdtobeimportant.
2. Listenfromtheheart:Weareusedtojudgingotherpeople.Sometimeswithoutevenknowinganythingaboutanotherpersonwewillmakeassumptionsaboutthem.Theseassumptionscankeepusfromreallyhearingwhattheyhavetosayandwhattheyhavetosaymaybesomethingthatisimportantandhelpful.Sowhenwelistenfromtheheartwearetryingtosetasideanystorieswemayholdabouttheperson.Thisopensupthepossibilityofmakingwonderfuldiscoveriesabout,andsurprisingconnectionswith,eachother.
3. Noneedtorehearse:Incircleswediscoverthatwecantrustthatwewillknowwhatto
saywhenitisourturntospeak.Wedonthavetomentallyrehearsewhilewearewaitingforthetalkingpiecetocomeourway.Whenwefindthatwearerehearsing(everyonedoes)wegentlyremindourselvesnoneedtorehearseandbringourattentionbacktothepersonwhoisspeaking.Thisguidelineissometimesreferredtosimplyasbespontaneous.
4. Withoutfeelingrushed,sayjustenough:Keepinmindthelimitsoftimeandmakingroomforeveryonetospeak.Thisintentionisalsocalledleanexpression.Itisrelatedtospeakfromtheheartbecauseweoftenfindthatwhenwespeakcarefullywecanexpressourselveswithfewerwordsthanwewouldnormallyuse,andthatwhenwedo
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ourwordsoftenhavemoreimpact.Onewaytothinkaboutthisis,whenyouareconsideringwhattosay,ask,Doesitservethiscircleinagoodway?
AgreementsareAlsoCornerstonesofTrustTheguidelinesarenearlyuniversalincircleculture.Inadditiontotheguidelines,eachclassroommakesitsownagreements.Agreementsarenegotiatedbytheclass.InthelessonplansincludedinPart3ofthismanualastepbystepapproachfornegotiatingagreementsisdescribed.Agreementwithinthecircleisnotaonetimediscussion;itshouldbeongoing.
Theprocessofcomingtoandmaintainingagreementsisgovernedbymetaagreements(agreementsaboutagreements).Thesemetaagreementsshouldbeexplicitandunderstoodbyeveryone.Yourclassmaycomeupwiththeirownlist,butcommonmetaagreementsinclude:
1. Anyonecanaskforanagreementatanytime.2. Anyonecanasktomodifyanagreementatanytime.3. Ifthereisnoconsensusaboutaproposedagreement,itisnotanagreement,anditisthe
responsibilityofeachmemberofthecircletobemindfulofthisfact.Forexample,ifevenasinglestudentdoesnotagreetokeepthingssharedinthecircleconfidential,thenthereisnoconfidentialityagreementandallstudentsshouldkeepthisinmindwhentheyshare.
4. Maintainingtheagreementsiseveryonesresponsibility(notjusttheteachers).
MandatedReporting,Agreements,andTrustInschools,circleleadersareusuallyteachersorsomeotherprofessionalwhoisamandatedreporter.Itisveryimportanttoclarifywiththestudentswhatthismeansattheoutset,andtoremindthemofthisfromtimetotime.Clearlydescribeexactlywhatkindsofthingsyoumustreportiftheycomeup.Ifyouarenotcertain,pleasereviewyourdistrictsmandatedreportingpolicyandanyapplicableprofessionalguidelines.
Wehavewitnessedseveraloccasionswhenstudentssharedincirclesensitiveinformationabouttheirfamilylives.Thesestudentsfeltsorelievedtohaveaforuminwhichtheywererespectfullylistenedtothattheytooktheopportunitytosharewhatwereforthemveryweightyandconfusingmatters.Inonemiddleschoolclasswestoppedayoungmaninmidshare,tellinghimthatwhilewerecognizehowimportantthesubjectwas,classroomcircleswerenotanappropriateplacetoshare.Inthisinstancehewastalkingabouthisfather,describingbehaviorsthatseemedemotionallyabusive.Itwaspainfultostophimfromsharing;onehastoconsider,Whereelseinhisworlddoeshehaveanopportunitytodiscussthesethings?
Weheldastaffcircletoexploretheincidentandthequestionsitraised.Oneoftheseissueswasarticulatedbythestudentsthemselves:Youinviteustotalkaboutwhatreallymatters,andwhenwedoyoutellusthisisnottherightplace.Aconclusionwereachedinourstaffcirclewasthatwemustbemoremindfulandproactiveaboutcommunicatingtheintentionofthecircles.Weacknowledgedthatwedidnothaveparentconsenttotalkaboutfamilymattersincircles,andthatitisapoliticalrealitythatrestorativepracticesprogramsarevulnerabletoparentcomplaints.Anotherconclusionwasthatweagreedwiththestudents,andsharedamongourselvesourgriefthatwewerenotabletouseourcirclestomeetthisparticularneed.
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Thetakeawaylessonhereistobeproactiveaboutcomingtoagreements,andtopaycarefulattentiontomaintainingthem.Otherwiseitwillbeveryeasytolosetrustinthecircle.
CommunityBuilding(Proactive)andResponsetoHarms:TwoCircleThemesCirclesgenerallyhavetwotypesofbusinesstoaddress.Thefirstiscommunitybuilding:establishingcontactwiththepeople,havingthetimeandopportunitytofullyshowup,toexperiencebeingseenandheard.Thesecondisrespondingtoharm,whichmeanshavingsometimesdifficultdialoguesinwhichharmsarediscussedandpathwaystowardmakingthingsrightareagreedupon.
CommunityBuildingCirclesareaboutgivingstudentsopportunitytogettoknoweachotherandestablishpositiveconnections,includingagreementsabouthowtheyoughttotreateachother.Everycircleincludescommunitybuildingactivitiesinthebeginning.Somecirclesfocusexclusivelyonthistaskbybuildinganddeepeningconnectionsamongstudents.
Connectioncanbeinvitedinseveraldimensionsbesidestheinterpersonal.Thereisconnectingtophysicalsensation,forexample.Beforepassingthetalkingpieceyoucaninvitestudentstositquietlywiththeireyesclosedandtuneintowhattheirbodiesarefeeling.Thesamegoesforemotions,andforwhatthoughtsorconcernsmightbepresent.Theaimhereistosupportstudentsinwhateverprocesstheyarefeeling;togivepermissiontocomeasyouare.Thisinturncansupporttheauthenticityofthedialoguewhenthecirclemovesintotakingcareofbusinesssuchasdiscussingconflictsorotherclassissues.
ResponsiveCirclesusespecifichighqualityquestionstoexplorechallengingcircumstancesandmovetowardmakingthingsright.Choosingquestionsthatarerealforthestudentsisessentialtoelicitingcontentthatmatters.Whenthecontentmatters,thecirclewillbeenergizedandfocused.
TheRestorativeQuestionsincludedinthismanualarticulatethereal,actualquestionsthatexistwhenthereisconflictorwhensomeonehasharmedsomeoneelse.Studentsreadilybecomeengagedwiththesequestionsbecausethecontentofthecircleistrulyrelevanttotheirlives;itmatters.
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SequenceofEventsinaCircleThesequenceofeventsisimportant.IfyouestablishaCirclePatternfromthebeginning,anduseitconsistently,studentswillknowwhattoexpect.Thefollowingsequenceworkswell,althoughnoteveryelementisincludedineverycircle.Eachstepinthesequenceisdiscussedbelow.
StartingtheCircle510minutes
1. Arrive(circlekeepercentersself)2. Statethepurposeofthecircle3. OpentheCircle4. TeachandRememberCircleGuidelines5. MakeandRememberAgreements
DoingtheWorkoftheCircle1530minutes
6. Connection:CheckinRoundwithTalkingPiece;7. CoreActivities:
CommunityBuilding/Connection RestorativePracticesContentorDeeperConnection.
8. Closure:CheckoutRoundEndingtheCircle5minutes
9. Closethecircle10. Debriefwithcolleagues
Step1:Arrive(beforethecircle):Checkinwithyourselfpriortostartingthecircle.Assessyourenergylevel,youremotionalstate,physicalcondition,andanythingelsethatwillhaveanimpactonhowyoushowupasacirclekeeper.Thegoalisnotnecessarilytochangeanything,butsimplytobeaware.Thisawarenessofyouractualconditioncanbeapowerfulallyincirclekeeping.
Step2:OpeningtheCircle:Afterthestudentsareseatedinacircle,itisveryhelpfultohavearoutinethatyouuseasaceremonyatthebeginningofeachcircle.Thismarksatransitionfromregularclassroomtimeintothespecialnonordinarytimeofcircle.
Thisisagoodtimetoplaceitemsintothecenterofthecircletohelpgiveitfocus.Someteachersreadapoemorsomeinspirationalprose,orplaceabatterypoweredcandleorflowersinthecenter.
Step3:TeachCircleGuidelines:Remindtheclassof,oraskthemtorecall,theguidelinesthatreliablyhelpcirclesfunctionwell.Writethemontheboardasstudentsrecalloruseposters.Theyare:
1. Respectthetalkingpiecea. Givethosewhoholdityourfullattentionb. Whenyouareholdingitgivefullattentiontoyourtruthc. Speaktothecenterofthecircle
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d. Handlethetalkingpiecerespectfully2. Speakfromtheheart:Speakforyourself:yourperspectives,needs,experiences
a. Trustthatwhatcomesfromtheheartwillbewhatthecircleneeds3. Listenfromtheheart:Letgoofstoriesthatmakeithardtohearothers4. Sayjustenough:withoutfeelingrushed,saywhatyouneedtosay(leanexpression)5. Trustthatyouwillknowwhattosaywhenitisyourturntospeak:noneedtorehearse
Step4:MakeandRememberAgreements:Inadditiontotheintentions,whichapplytoallcircles,eachindividualclassshouldbegivenmultipleopportunitiestomakeadditionalagreements,forexampleaboutconfidentiality,gossip,andsoon.Letthegroupfinditsownwording.Usealikefiststofivetogenerateconsensus.Allagreementsshouldbebyconsensus.Agreementsarenotimposedbyanauthority;theyarenegotiatedbythegroup.
Step5:Connection:DoacheckinRoundwiththetalkingpiece.Begineverycirclewithacheckinround,inwhichallstudentsareinvitedtorespondtoaquestion.Thisgivesstudentsachancetoputtheirvoiceintothecircleandfeelconnected.Inthefirstcircles,keepthisquestionverylowrisk,andmakeitprogressivelymorepersonalatapacethecirclecanhandle.Itcanbehelpfultoaskstudentsforideasaboutcheckinquestions.Relevantquestionsarepreferablemeaningthosequestionsthathavetodowiththeactualsituation.So,ifthestudentshavejustreturnedfromaholiday,arelevantquestionmightbesharesomethingmemorablefromyourholiday.
Step6:RespondingtoChallengingCircumstances:RestorativeContent.Ifthereareliveissuestodiscuss,thisisthetimetomoveintothemwithrestorativedialogue.Itisimportanttonametheissueclearlyandaccurately;itsbestwhenthiscomesfromthestudents,butcanalsoworkwhenissuesarenamedbytheteacher.Lessons3and4inPart3ofthismanualhelpstudentslearnhowtoidentifyandnameissues.Notethattheapproachusedintheselessonsistolearnaboutrestorativedialoguebyengaginginit,throughprogressivelymoredirectandchallengingdialogues.
Step7:ClosureQuestion.Askstudentstocommentontheirexperienceinthecircle.Ifyouhaveverylittletime(asisoftenthecase)askforatwowordcheckout:Saytwowordsaboutyourexperienceinthecircletoday.Thisroundsoutthecircle.
Step8:Closethecircle:Inawaythatisintentionalperhapsevenabittheatricalputawaythecenter,ringabell,ormakesomeothersmallgesturetosignalmovingbackfromcircletimeintoordinarytime.
Step9:Debriefwithcolleagues:Whatdidyoulearn?Anysurprises?Whatmemorablethingshappenedthatyouwanttoremember?Whatfrustrationsdidyouencounter?Findatrustedfriendlycolleaguewhoisalsodoingcirclesanddebriefeachweekwiththesequestionsorsimilarones.Sitinacircleanduseatalkingpiecetrustthecircle!
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Part Two: Varieties of Circle Formats and Circles for Building Community
Therearevariouswaystousecircles,andspecificformshaveevolvedtosupportdifferentcircumstances.Thissectiondiscussessomeoftheformsthatcirclestake.
Thissectionalsoincludesaselectionoftriedandtruecirclesthathelpbuildcommunity.UsetheseinbetweenthelessonsinPart3,asneeded.
VarietiesofCircleFormats
BasicCircleInabasiccircleeveryonesitsfacingthecenter.Apartfroman(optional)decorativecenterpiece,thereshouldbenoobstructions,suchasdesksortables.Thecircleisstartedwithareminderoftheguidelinesandagreements,followedbyacheckinround.Atalkingpieceisusedforthecheckinroundandthefollowingrounds.Theleadercanaskforavolunteertotakethetalkingpieceandbegin;itisthenpassedaroundthecircleinaclockwisedirection(havinganagreedupondirectionpreventsconfusion).Somestudentsmaypass;whenthishappens,afterthetalkingpiecehasbeenpassedbacktothefirstperson,theleadercanask,Wouldanyonewhopassedliketoshare?Veryoftenmostorallofthosewhopassedwillraisetheirhands.Goingclockwise,thetalkingpieceispassedtoeachoneinturn.Attheendofthecirclethetalkingpieceispassedagainforaclosureroundinwhichstudentsmaycommentontheirexperienceinthecircle.
PopcornCircleLikeabasiccircle,butoftenwithoutatalkingpieceandwithoutgoingaroundinsequence.Studentsmayraisetheirhandswhentheyarereadytoshare,andtheleadercancallupontheminpopcornsequence(noparticularorder).Avariationistochallengestudentstospeakinpopcornfashionwithoutraisingtheirhands,solongastheydonotspeakoverorinterrupteachother.Thishelpsdevelopsensitivitytothegroup.Anothervariationistouseatalkingpiece;itisplacedinthecenterandwhensomeoneisreadytospeaktheygotothecenterandpickitup.Whentheyarefinishedtheymayeitherputitbackinthecenter,orholditinfrontofthemuntilsomeoneelserequestsit.Youmightusethisinsteadofabasiccirclewhenitisnotsoimportantthateverystudentspeaks.Itisalsoagoodchoiceforwhenthereislimitedtimeforrespondingtoapromptingquestion.
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Fishbowl(Witness)CircleFormabasiccircleandcheckin.Theninvitevolunteersoraselectedgrouptoformasmallercircleinthecenter;inaclassof24students,invite46intothecenter.Thosewhoarenotinthecenterareinstructedthattheyareactiveinthecircleinthewitnessrole.Thecircledialogueisconductedwiththoseinthecenter;atalkingpiecemaybeusedbutisoptional.Thoseintheoutercirclestaysilentuntiltheyareaskedforwitnesscomments.Witnesscommentsmaybeelicitedatanypointduringthecircle,andshouldalwaysbeelicitedattheendofthecircle.Askwitnessestomakeobservationsaboutthecircle:howitfunctioned,ifitwaseffective,whatcouldbedonedifferently.Oftenitispossibleduringa45minutecircletohavetwoorthreegroupsinthecenter,particularlyifresponsetimeisbeinglimitedandmonitored(seeresponsecirclesbelow).
SpiralCircleAspiralcircleislikeafishbowl,butwithanemptyseatinthecentercircle.Peopleintheoutercircleareinvitedtocomeandsitintheemptyseatwhentheyfeeltheywouldliketocontribute.Thoseintheinnercircleareinvitedtoleavetheirseatandgototheoutercircleaftertheyhaveshared.Theruleisthatyoumayleavethecircleonlyafterthenextpersontospeakafteryouhasfinishedspeaking.Thistypeofcircleisgoodinlargegroups,andalsofordiscussingchallengingcircumstanceswhennoteveryoneisreadytospeak.
FeedbackCircleInafeedbackcirclethepersonspeakingisgivenalimitedtimetoshare,andthepersontospeaknextisgiventheresponsibilityoftimingthem.Forexample,therulemaybesharefortwominutes.(Sharingtimeof5or10minutesispossibleinsmallergroups).Thenextpersonusesawatchtotime,andwarnswhenoneminutehaspassedandwhentwominutesisreached.Aftertheshare,theentirecirclecanbegivenasimilaramountoftimetogivefeedback.Ifthetimeallottedforfeedbackistwominutes,thiscanbeonepersonspeakingfortwominutes,twospeakingforoneminuteeach,andsoon.Moveonwhenthetwominutesareup.
WheelhouseCircleForthiscircleinacircle,askeveryotherstudenttomovetheirchairsafewfeetintothecenterofthecircle,thentoturnthemaroundsotheyarefacinganotherstudent,formingpairs.Givethecircleaquestiontoworkwith,andhaveeachpersonineachpairrespond.Afterafewminutes,ringabellorgivesomeothersignal.Instructtheoutercircletoleavetheirchairswheretheyare,andmovetothelefttwoseats.Thiscreatesnewpairs.Studentsfindthemselvestalkingwithotherstudentswhotheydontnormallyinteractwith.Whenteachersparticipateinthecirclethereisopportunitytoconnectwithmanystudentsquickly.Afteracoupleofrounds,whenitstimeforstudentstomoveyoucanringthebellandcalloutbump!andstudentswillknowwhattodo.
SmallGroup/StudentCircleLeadersWhenthereisalargegroupwithalottoshare,itcanworkwelltomeetinmultiplesmallercirclesof48studentseach.Thebasiccirclewithtalkingpieceisbestsuitedforthis.Before
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movingintosmallgroupsexplainwhatthequestionandaskifthestudentswillagreetostayfocused.Thesuccessofthistypeofcircleissupportedbydesignatingstudentleadersforeachcircle,andmakingsureeachleaderhasatalkingpiece.Smallgroupcirclesworkbestwithstudentswhohaveconsiderableexperienceincircleandinclassroomsinwhichthereishighcompliancewithcircleguidelinesandagreements.Whenstudentleadersareinvolvedconsidermakingenoughtimetohaveafishbowlcirclewiththeleadersinthecenter.Asktheleaderstoreflectonwhatworkedwellinthecircle,whatchallengesarose,andwhattheylearnedthattheycancarryforwardwhenleadingcirclesinthefuture.
BuildingConnections,BuildingCommunityThissectioncontainsideasforcirclesthathelpbuildtrust,positivefeelings,andasenseofbelongingwithintheclassroomcommunity.Whiletheycanbeusedatanytime,thesecirclesareparticularlyrecommendedforwhenstudentsseemreluctanttoshareincircle.
GoalsforCommunityBuildingCirclesWefeelconnectedtootherpeoplewhenwesensethattheyseeus,knowus,andcareaboutus.Thatswhatconnectioncirclesareabout:beingseen,beingheard,beingknown,anddevelopingaffection.Therefore,theobjectivesforthesecirclesarethatstudentswillfeel:
theyhavebeenseen; theyhavebeenheard; theyhavebeenunderstood; connectedtootherstudents; theyhavegivenandreceivedrespectandperhapsaffectionfromclassmates.
ImplicitQuestionsofConnectionWheneverwehumansareinagroupwehaveseveralunspokenquestions,andweimmediatelybeginsearchingforsocialcuesthatwillhelpusanswerthem.Thesequestionsare:
Whoarethesepeople? Willtheyseemeinawaythatfeelsgoodtome? Cantheybetrusted? Whatismyplaceamongthem?
Therearemanystrategiestogetanswerstothesequestions.Inmostclassroomseverystudentisintenselyengagedininvestigating,testing,andrefiningtheirstrategiestofindandshapetheanswerstothesequestions,andthenmanagingwhattheylearn.Mostmisbehaviorcanbeeasilyunderstoodaspartofthisinvestigation.Forexample,whenacliqueofstudentsmakesapointofexcludingoneortwostudents,atoneleveltheyaredealingwiththequestionofWhatismyplaceinthesocialstructure?ThebehaviorsofthestudentswhoareexcludedmaybeinvestigationsintoHowcanIbeseeninawaythatfeelsgoodtome?
Circlesareanidealvenuetosupporttheseinvestigations.Theycanbeusedtodevelopconnections,understanding,belonging,affection,agreements,andtrust.Evenwhencirclesarenotexplicitlyaboutrestorativedialogues(dealingwithaspecificconflict),iftheyarehelpingtoconnectpeopleinapositive
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waytheyarefundamentallyrestorativebecausetheyhelptorestoreaculturethatispositiveandhealthyandsafe.
BasicConnection:TheCheckinRoundNearthebeginningofeverycircleisacheckinround.Aquestionisputintothecircle,andthetalkingpieceispassedsothateveryoneinthecirclecananswer.
Almostanylowrisk,relevantquestionwilldo.Thekeyisthateveryonehasachancetohavetheirvoiceheard,andtorevealsomethingabouttheirinnerlivessothatotherscanseethem,andtheycanfeelseen.Seeifyoucanidentifyaquestionthatisalsoaboutsomethingrelevanttoanactualsocialsituationprevailingintheclass.
Studentslovetosuggestquestionsforcheckinandcheckout.Itsgoodtoletthemdoso,especiallywhentheyvehadexperiencewithafewcircles.Whenstudentscontributequestionstheyfeelownershipandresponsibilityforthecircle.Onewaytogetstudentquestionsistoaskforseveralideasandthenchooseoneorcombineacouple.Oftenitsgoodtoaddandwhytoastudentsquestion;forexampleastudentmaysuggestWhatisyourfavoritemovie.ModifythistoWhatisyourfavoritemovie,andsharetworeasonswhy.
ResponsiveCircleTypeofCircle:Basic,Popcorn,Fishbowl,SpiralManyclassroomsdedicateacircletodiscussinghowtobringproblemsthatstudentsarenoticingtotheattentionofthewholeclass,sotogetherthewholeclasscanworktosolvetheproblem.Conveneacircleandaskthestudentsforideasaboutwhatkindsofproblemsmightbeappropriatetobringtocirclesfordiscussion.Thenaskwhatagoodproceduremightbefornamingtheseproblems.Letstudentscontributeideasuntiltheyarriveatasolution.Atypicalsolutionistohaveaboxintowhichstudentscanputnotesaboutproblemstheyfeelshouldbediscussedincircle.Somecirclescanbededicatedtothisdiscussion.Basicandfishbowlcircleformatsareusefulforthis(seelessonplans).Thesecirclescangivestudentsthefeelingofbeingempowered.Theycanalsohelpteacherswhofeeltheyhavebeencarryingtheburdenofclassroomproblemsolvingbythemselvesexperiencethereliefofhavingstudentswhopartnerwiththeminthisimportanttask.Seelessons5and6inPartThreefordetaileddescriptionsofcirclesofthistype.
StoryoftheDayTypeofCircle:Basic,Popcorn,SmallGroupAfterafieldtriporotherspecialeventwherestudentshavehadanunusualexperience,theirlearningisgreatlyenhancedbythistypeofcircle.Gatherstudentsintothecircleand,usingthetalkingpiece,invitethemtotellastoryinwhichsomethingissharedfromtheirdaythatwasmeaningfulorinterestingtothem.Youmayhavetomodelthis;thisactivityisbestdoneasastoryinwhichthereisabitofplot.Itcanhelpifyousuggesttheytellitinthethirdperson:AboywaswanderingonthetrailonedaywhenhespottedarabbitEncouragethemtoadddetails.Astheystudentstoeachothersstoriestheymayrealizetheirdaywasricherthantheyhadpreviouslybeenawareof.Toclosethiscircleinvitecommentsfromstudentsaboutonethingthatstoodoutforthem.
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SomethingSpecialTypeofCircle:BasicThisisaversionofshowandtellthatworksforanyage.
Inviteeachstudenttobringsomethingspecialfromhometosharewiththeclass.Besuretodiscusswhatisandisnotappropriatetobring.
Remindthemthedaybeforethecircle. Besuretoputanicelargefabriconthefloorinthecenterofthecircleforthisactivity. Inthecircle,goaroundandhaveeachstudentinturnshowtheirsomethingspecialandputitin
thecenteronthefabric.Encouragethemtoarrangetheiritemsoitbecomespartofacollageorsculpture.Somestudentsmayforgettobringanitem;itworksverywelltosimplyhavethemdescribewhattheywouldhavebroughtandwhatitmeanstothem,andthentohavethempantomimeplacingtheobjectinthecenterwiththeothers.
Iftimepermits,invitestudentstoshareasecondroundfocusingonwhattheythoughtabouttellingtheclass,butdidnotsay.Almostalwaysthissecondroundwillbemoreintimatethanthefirstround.
Aftereveryonehassharedtakeafewmomentstoappreciatetheobjectsinthecenter.Youcanaskstudentsiftheynoticeanypatterns,similarities,ordifferencesinwhatpeopleshared.
Toclosethecircle,haveeachstudentinturnpickuptheiritem(includingtheimaginaryitemsplacedbythosewhoforgottobringsomething)andreturntotheirseatswhilethewholeclassremembersoutloudwhattheysharedabouttheitemandwhyitisspecialtothem.Welearnedthislastpartaboutrememberingoutloudfroma4thgradeclassthatinventeditspontaneously,andwehaveusediteversince.Itisoftenaverytouchingandbondingevent.
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TheGuestHouseRumiThisbeinghumanisaguesthouseEverymorninganewarrival.Ajoy,adepression,ameanness,SomemomentaryawarenesscomesAsanunexpectedvisitor.Welcomeandentertainthemall!Eveniftheyreacrowdofsorrows,WhoviolentlysweepyourhouseEmptyofitsfurniture,still,Treateachguesthonorably.HemaybeclearingyououtForsomenewdelight.Thedarkthought,theshame,themalice,Meetthematthedoorlaughing,Andinvitethemin.Begratefulforwhoevercomes,BecauseeachhasbeensentAsaguidefrombeyond.
TheGuestHouseCircleTypeofCircle:PopcornThisisagoodcircleforhighschoolstudents.Wehaveuseditwithgreatsuccessincontinuationandalternativeschools,wherestudentsvolunteertocometoacirclethatisnotpartofaregularclass.BeforeusingtheGuestHouseformat,haveatleasttwoorthreegettingtoknowyoutypeofcirclessostudentslearnaboutthetalkingpiece,guidelines,andmakeagreements.ClearagreementsaboutconfidentialityareespeciallyessentialforGuestHouseCircles.Tosetthetoneforthiscircle,readthepoemTheGuestHousebyRumi.Thepoemspeakswelltotheintensityoftheinnerlifeofteens.Itisreadatthebeginningofeachcircle. Beginbyarrangingthecenterwithseveraltalking
pieces. Readthepoemandthenannounce:Theguest
houseisopen.Everythingiswelcome.Whensomeoneisreadytobegin,pickupatalkingpiece.
Theremaybeseveralminutesofpregnantsilencebeforesomeonepicksupatalkingpiece.
InGuestHouseCirclestalkingpiecesarenotpassedaroundbutareinsteadplacedbackinthecenter.Thereareoftenafewmomentsofsilentwaitinguntilanotherstudentpicksupthetalkingpiece.
WitnessRound:Beforeclosingthecircleinvitestudentstomakewitnesscommentsaboutthecircle.Witnesscommentscanbeaboutanythingtheynoticedduringthecircletime.
ClosingRound:Invitestudentstopassthetalkingpiececlockwiseandshareabriefcommentabouttheirexperienceinthecircle.
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LovingtheQuestionsCircle3TypeofCircle:Basic
Whenwethinkofthewordconflict,whatisthenextwordthatcomestomind?Formanyofus,itisresolution,whichrevealsanagendathatwealmostalwayshavearoundconflict:eitheravoidit,orresolveit.Butthereisathirdoption,whichistosimplybepresentwiththeconflict.Thiscirclehelpsuslearntoholdquestionsthatmaybeunanswerable.Italsogivesusachancetoconnectwitheachotheraroundourwonderings.
Invitestudentstositinabasiccircle.Itcanbehelpfultodimthelightandmakeroomforthestudentstoliedown,ifspacepermitsandifthestudentsareaccustomedenoughtocircle.
Whenstudentsaresettledin,readtheRilkequoteintheboxtotheright/
Explaintostudentsthatthiscirclewillbeaboutlivingquestionswehavebutperhapscannotanswerourwonderings.Giveanexampleofsomethingyouwonderabout.
Havestudentsturntheirchairsandfaceoutwardsfromthecircleandclosetheireyes.
Readthepoemagain.Invitethemtoaskaquestionofthemselves(notoutloud.)Whiletheyarethinking,readthefollowingquestionsasexamples,leavingafewmomentsbetweeneachquestion;askthemtofreeassociateandseeifthequestionsyouaskleadtootherquestionsoftheirown.
o Whatdoyouwonderaboutyourself?o Whatdoyouwonderaboutyourfamily?o Whatdoyouwonderaboutyourclosestfriends?o Whatdoyouwonderaboutyourteachers?o Whatdoyouwonderaboutnature?o Whatdoyouwonderabouttheworld?o Whatdoyouwonderaboutthenight?o Whatdoyouwonderabouttheuniverse?
3ThiscircleplanisadaptedfromoneofthemanyfinesuggestionsprovidedontheOjaiFoundationsCouncilinSchoolswebsite.Seehttp://cis.ojaifoundation.org/lessonplans
"Havepatiencewitheverythingunresolvedinyourheartandtrytolovethequestionsthemselvesasiftheywerelockedroomsorbookswritteninaveryforeignlanguage.Don'tsearchfortheanswers,whichcouldnotbegiventoyounow,becauseyouwouldnotbeabletolivethem.Andthepointistoliveeverything.Livethequestionsnow.Perhapsthen,somedayfarinthefuture,youwillgradually,withoutevennoticingit,liveyourwayintotheanswer."
RainerMariaRilke,in"LetterstoaYoungPoet"
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Next,invitethemtosayoutloudsomethingtheyarewondering.Usethepopcornformat.Invitestudentstotraintheirintuitionbywaitingforamomentaftersomeoneelsesshare,thenchoosingatimetospeakwhentheyarenotspeakingoversomeoneelse.
WitnessRound:Invitestudentstofacethecenter.Havethemsharesomethingthatstoodoutforthemaboutwhatpeoplewonder,andwhatitisliketowonder.
ClosingRound:Usethetalkingpieceandinviteeachstudenttoshareafewwordsabouttheirexperienceoftodayscircle.
ThanksgivingCircle4TypeofCircle:Basic,Popcorn
Anotherdimensionofconnectionistobringtomindthosethingstowhichwefeelapositiveconnectioninourlives.Invitingaroundofsharingthanksgivingisonewaytodothis.Ausefulprompt,basedonaMohawktradition,istodirectthanksgivingto(inthefollowingorder):
1. SourcesofInspiration2. Grandparents,ParentsandotherAncestorsandTeachers3. Moon,Sun,Stars4. WindsandClouds5. Birds6. Trees7. Animals8. Plants9. Waters10. TheEarth11. People
Preparation:Forthiscircle,prepareslipsofpaperorindexcardsinadvance.Eachoneshouldhaveoneitemonitfromthelistabove.Alsopostthelist.Notethatthereisaspecificorderinhowitispresented,whichisthesequenceusedtraditionally.
Roomsetup:Openspaceforacircle,withapodiumorotherdesignatedspaceforspeaking.
CircleActivity
o Reviewthelistandgive(orelicitfromstudents)examplesofeach.o Passouttheslipsofpaper(orhavestudentsdrawthemfromabag).Studentscanmeet
ingroupsoftwoorthreeandsharewhattopictheyhavedrawn.Togethertheycanbrainstormwhattheyarethankfulforinthattopic.
o Studentslineupinorderbasedonwhattheywillbegivingthanksfor,followingthenumberedlistabove.Oncetheyarelineduptheycanmovetoformastandingsemicircle.
4GroupsliketheEightShieldsFoundationthatemphasizeoutdooractivitiesandnatureconnectionaselementsofculturerepairhavebuiltwaysofexpressinggratitudeintotheirdailyactivities,meetings,andevents.ThiscircleisadaptedfromCoyotesGuidetoConnectingwithNaturebyJonYoung,EllenHaas,andEvanMcGown.
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o Oneatatime,inorderbeginningwithsourcesofinspirationandendingwithpeople,studentswalktothepodiumandsharewhattheyarethankfulfor.Encouragethemtoincludedetailsandsharestoriesthatilluminatewhytheyaregrateful.
Aclassprojectmaybetovideotapethepresentationandthenpresentthevideoinsomewaytothecommunity.Anotherprojectmaybetorepeatthisactivityataparentnightorotherassembly,andtheninviteaudiencememberstosharewhattheyarethankfulforalso.Thismaytakesomepracticeuntilstudentsfindtheirvoicesofthanksgiving.Butconsiderthatthecapacitytofeelandexpressgratitudehasthepotentialtobeprofoundlyrestorativeofgoodfeelingswithinacommunity.Asateacheryoucanmodelthisbysharingthingsyouarethankfulforoutsideofcircletime,perhapsatthestartoftheclassdayorwhenbeginninganewlesson.Whenyouareteachingmathematics,canyouthinkofanyancestorsofmathematicsthatinspireamomentofthanksgiving?
Manyclasseshavecircleswherestudentsareinvitedtoexpressappreciationofotherstudents.Insomeclassesthisworkswell.Butitcanalsobecomemoreaboutestablishingandmaintainingcliquesbaseduponpopularitythanabouttrueappreciation.Watchoutforatendencyforthecircletoleavesomestudentsoutandgiveothers(themorepopularstudents)mostoftheattention.Thepracticeofthanksgivingdescribedabovecanbeaviablealternativewhenthepracticeofappreciationisntquiteworking.
EnergyManagement:CalmingActivitiesSometimestheclassneedstocalmdownandgetfocusedatthebeginningofthecircle,orduringthecircleiftheenergybecomestooboisterous.
TheQuietestSound
Tellstudentsthatwearegoingtoseehowlongwecanhearthevoiceofabell.Havethemraiseoneoftheirhandsandclosetheireyes.Whentheyhearthebell,slowlylowertheirarmsasthesoundofthebellfades,finallybringingtheirhandstorestontheirlegswhentheycannolongerhearit.
OuterandInnerVoice
Thisisanextensionofthepreviousactivity.Wearelisteningtothetruevoiceofthebell.Askthemtonoticeif,whentheycannolongerhearthebellwiththeirears,ifitstonecontinuestoresonatewithinthem.Aswiththepreviousactivitytheywilllowertheirarmsandresttheirhandswhentheycannolongerhearthebell,butthenallowtheirhandstoraiseupslightlyifthereissomewayinwhichthebellisresonatingwithinthem.
SecretVoice
Thisisanextensionoftheprevioustwoactivities.Explainthatthebellcanspeakonlyinitsonetruevoice,butthathumanscanchooseavarietyofvoices.Suggestthatwhenthevoiceofthebellisresonatingsomethoughtorimagewillappearintheirimaginations.Thisisthesecretvoicethat
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wehearwhenwelistentoourselves.Havethemlifttheirhandswhentheirimaginationpresentssomethinginresponsetothetoneofthebell.Usethetalkingpiecetoshareinthecircle.
SpeakingwithOneVoice
Thisactivityhelpsalignvocalenergy.ChooseasyllablesuchasAhoroh.Haveeveryoneresttheirhandsontheirlegs.Together,veryquietlysaythesyllable.Leadtheclassbyraisingyourhandsandincreasingthevolumeuntileveryoneshandsarestraightupandthevolumeisatmaximum.Afterapausesuddenlydropyourhandsandbesilent.Repeatuntiltheclasscanholdsilencefor5secondsaftereveryoneshandshavedropped.Ifyouwish,youcanaskastudentwhobreaksthesilenceearlytobeitandleadthenextround.
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Part Three: Restorative Circles in the Classroom: Teaching Skills and Setting Things Right
Restorativepracticesarebesttaughtthroughdirectexperience.Thesevencirclesdescribedinthissectionareanexperientialcurriculumthatteachesrestorativeconceptsandengagesstudentsinrestorativedialogue.
Studentsengageindialoguebeginningwithsemihypotheticalsituations(Lesson3:TheChipsScenario)andmovetowardreal,hereandnowconflicts(Lesson5:RestorativeDialogue).Lesson6demandsmorehonestyandauthenticity.Forstudentstobefullyprepared,itmaybenecessarytorepeatearlierlessonsseveraltimes.
Wehavetypicallytaughtthesecirclesoveraperiodof12to14weeks,interspersingthemwithsomeofthecommunitybuildingcircleideasalreadydescribedinPart2.
Theselessonshavebeendevelopedoveraperiodofthreeyearsandhavebeentestedinmanyclassrooms,mostlyingrades48.Wehavefoundthatsomeonthespotadjustmentsarealmostalwaysnecessary.Trythemastheyarewrittenuntilyouaresureyouhavethebasicintentionforeachlessonclearlyinmind;thenmakethemyourown.
Lesson7isaboutmaintainingcommunitybyrevisitingthecircleguidelinesandtheagreementsmadebytheclass.Itisahelpfulwaytobuildandmaintaintrustwithinthecircle.
Bepatientandwillingtoadaptandimprovise.Ifitseemslikecirclesareparticularlychallenging,includeyourstudentsinproblemsolving.Goodluck!
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TeachingRestorativeConceptsandDialogue:OverviewoftheTeachingCircles
Week Page CircleTitle Purpose
1 33 IntroductiontoCircles
IntroducecircleformatTeachcircleguidelinesIntroducethetalkingpieceCultivateconnectionamongstudents
2 38 CircleAgreements EstablishtrustandsafetyTeachaprocessofconsensusMakeagreementsaboutsharingandconfidentiality
3 42 TheChipsScenario IntroducerestorativejusticeDevelopabilitytoidentifyhowanincidentmayaffectmanypeopleinmanywaysIntroducetheconceptofmakingthingsrightasanalternativetopunishment
4 48 TheIssuesthatAffectUs
Engagestudentsinidentifyingissuesthataffectthem,theclassroom,andtheschool.
5* 52 FishbowlCircleDiscussions
UserestorativequestionstodiscussissuesaffectingtheclassroomLearnhowtousethefishbowlcircleformatGainexperiencewithaskingrestorativequestions
6* 59 ExploringConflicts,ExpressingAffection
Userestorativequestionstoexploreandmovetowardresolutionofconflictswithotherstudents.UseRestorativeQuestionstoexpressappreciationofotherstudents
7 63 MaintainingOurCommunity
IdentifyanddiscussanyissuesthatmayhavearisenwithGuidelinesandAgreements
Deepenstudentssenseofownershipandresponsibilityforcirclesandclassroomclimate
Newagreementsmaybeproposedandexistingonesmodified
*Circles5and6canandshouldberepeatedmultipletimes.Theycanbeusedanytimethereisaconflictbetweenstudents.Theyaremeanttobecomeacoretoolusedintheclasswheneverneeded.Circle7canbeusedanytimetheclassisnotfunctioningwellasacommunity(toomuchdisruptivebehavior).
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Lesson1OverviewIntroductiontoCircles
Objective Orientstudentstocirclesandhowtoparticipateinthem.
Time 3045minutes
Purpose Circleshavetheirownsetofguidelinesthatareessentialforthemtofunctionwell.Thislessonintroducesthoseguidelinesandbeginstheprocessbywhichstudentswillbecomeskillfulparticipantsincircles.
Materials Talkingpiece;somethingtoputinthecenterofthecircle;aposterofthecircleguidelines,orwritetheguidelinesonthewhiteboard.
OtherPreparation Figureoutinadvancehowtogetyourclassseatedinacirclewithouttablesordesksinthemiddle.
Activities
Overview Giveaclear,simpleandhonestexplanation,usingyourownwords,ofwhytheclasswillbemeetingincircles.
ShapeoftheCircle Everyoneshouldbeabletoseeeveryoneelsesfacewithouthavingtoleanforward.Thisisimportantandwillrequireeveryonescooperationeachtimewegatherinacircle.
CheckinRound Reviewthelistofpromptsonpage12orInvitestudentstoeachtellaboutatimetheyhavesatinacircle.
IntroducetheFourCircleGuidelines
Speakfromtheheart
Listenfromtheheart
BeSpontaneous/Noneedtorehearse
LeanExpression
TalkingPiece Introducethetalkingpieceandhowtouseit:
Passitrespectfully
Givefullattentiontotheoneholdingit
CircleAgreements Introduceconceptofcircleagreementsandwhytheyareimportant.Theywillbediscussedinthenextcircle(generallyheldatthesametimenextweek).
ClosingRound Eachstudentsharesuptothreewordsabouttheirexperienceinthecircletoday.
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LessonPlan1IntroductiontoCirclesPurposeandObjectives
Circleshavetheirownsetofguidelinesthatareessentialforthemtofunctionwell.Thislessonintroducesthoseguidelinesandbeginstheprocessbywhichstudentswillbecomeskillfulparticipantsincircles.
Objectives
Understandreasonsforbeingincircle. Knowafunctionaldefinitionoftheshapeofaclassroomcircle. Learnthefourcircleguidelines. Learnhowtouseatalkingpieceinthecircle.
PreparationandMaterials
Figureoutinadvancehowtogetyourclassseatedinacirclewithouttablesordesksinthemiddle.
Youwillneedatalkingpiece.Examplesincludeasmall,softtoy;aspecialstickorstone;arattleorgourd;orsomeotherobjectthatcanwithstandbeingpassedaroundtheclassmultipletimes.
Choosesomethingtoputinthecenterofthecircle;apieceofdecorativefabricplacedonthefloororalowtable,withflowersorotherbeautifulobjects.Thetalkingpiececanresthereuntilitisused.
Prepareaposterofthecircleguidelines,orwritetheguidelinesonthewhiteboard.
Introduction 5minutes
Beforeyoubeginyourcircle,giveaclear,simpleandhonestexplanation,usingyourownwords,aboutwhytheclasswillbemeetingincircles.Ifyouarecompletelytransparentaboutthepurposeandgoalsthestudentswillbemorelikelytotrustthecircle.
Explain Wewillbemeetingincirclestolearnwaystobettercommunicateandsolveproblemswemayhavewitheachother.Wellbetalkingaboutrestorativejustice,whichisawaytomakethingsrightbetweenpeopleaftersomeonehasdonesomethinghurtful.
Theshapeofthecircleisimportant.Evenifwecannotsitinaperfectlyroundarrangement,weconsideritacirclewheneveryoneisabletoseeeveryoneelsesfacewithouthavingtoleanforward.
MoveintoCircle Givestudentsstepbystepinstructionsforhowtomoveintothecircle.Wedonotprovideasuggestedscriptforthisbecauseitwillvarydependinguponyoursituation.Becauseeveryclasshasauniqueconfigurationyouwillhavetodevelopthesequenceofstepsthatworksbestforyourclass.Beespeciallyvigilantabouthavingstudentsmovetheirchairssafely;itmaybehelpfultodiscussthisanddemonstratepriortohavingthemmove.
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OpentheCircle(afterthecirclehasformed) 35minutes
Explain Besidestheshapeofthecircle,weputsomethinginthecenter.Aswedomorecirclestogetherwelldecideasaclasswhatweshouldputinthecentertosymbolizewhatwewantourcommunitytobe.
SetupCenter Afterstudentsareseated,placesomethinginthecenterofthecircle:acolorfulpieceofclothcanbeplacedonthefloororalowtable,anddecoratedwithflowersorasmallbowlcontainingwaterorstones.Dothisinamindfulmanner,withatouchofceremony.
Dedication Returntoyourseatandreadanappropriatepoemorringabell.Announcethatthecirclehasbegun.
CheckinRound 10minutes
FocusingQuestion Tellaboutatimeyouhavemetinacircle,suchasaroundadinnertable,campfire,foragame,orinotherclassesorsituations.Taketurnssharing,goingaroundthecircle.OPTION:Chooseanotherquestionfromthelistofpromptsonpage12oruseyourownprompt.
CoreActivity 25minutes
CircleGuidelines Circlesworkbestwhenwefollowimportantguidelines.Wewillusethesameguidelineseverytimewemeetincircle.Themoreweusethem,themorewewillcometounderstandandappreciatehowtheysupportthetimewespendtogetherinthecircle.
Describethefollowingfourcircleguidelines.
1. Speakfromtheheart:Thismeansspeakingforyourself,talkingaboutwhatistrueforyoubasedonyourownexperiences.Whenwespeakfromtheheartweareaimingforeloquence,forchoosingwordsthataccuratelycommunicatewhatweholdtobeimportant.
2. Listenfromtheheart:Weareusedtojudgingotherpeople.Sometimeswithoutevenknowinganythingaboutanotherpersonwewillmakeassumptionsaboutthem.Theseassumptionscankeepusfromreallyhearingwhattheyhavetosayandwhattheyhavetosaymaybesomethingimportantandhelpful.Therefore,whenwelistenfromtheheartwearetryingtosetasideanyassumptionsandjudgmentswemayholdabouttheperson.Thisopensupthepossibilityofmakingwonderfuldiscoveriesabouteachother.
3. Noneedtorehearse:Incircles,wediscoverwecantrustthatwewillknowwhattosaywhenitisourturntospeak.Wedonthavetomentallyrehearsewhilewearewaitingforthetalkingpiecetocomeourway.Whenwefindwearerehearsing(everyonedoes)weremindourselvesnoneedtorehearseandgentlybringourattentionbacktothepersonwhoisspeaking.Thisguidelineissometimesreferredtoasbespontaneous.
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4. Withoutfeelingrushed,sayjustenough,keepinginmindthelimitsoftimeandmakingroomforeveryonetospeak.Thisintentionisalsocalledleanexpression.Itisrelatedtospeakfromtheheartbecauseweoftenfindthatwhenwespeakcarefullywecanexpressourselveswithfewerwordsthanwewouldnormallyuse,andthatwhenwedoourwordsoftenhavemoreimpact.Onewaytothinkaboutthisis,whenyouareconsideringwhattosay,ask,Doesitservethecircle?
IntroducetheTalkingPiece
Explain
Activity
Thisactivityteachesrespectforthetalkingpiece.Itinvitessharingfromimagination.Everyonegetstopracticesilence,andtheyexperiencespeakingtowardthecenterofthecircle.Forthisactivitychooseatalkingpiecethathasaninterestingshapeandtextures,suchasapieceofdriftwood.
o Inourcircleswewillfrequentlyuseatalkingpiece.(Showthemthetalkingpiecetheywillbeusinginthenextactivity).Onlythepersonwhoisholdingthetalkingpiecemayspeak.Thepersonwhoisholdingthetalkingpiecehasaresponsibilitytomaintaintheintegrityofthecirclebyspeakingfromtheheart.
o Itissometimesimportanttobesilentwhenholdingthetalkingpiece;thiscanhelpustolistentoourheartsanddiscoverwhatistrueforus.
o Whenwespeak,wespeakintothecenterofthecircle,addingourvoiceandourwisdomtothevoicesandwisdomofeveryoneelse.
o Passthetalkingpiecerespectfullyfromonepersontothenext.o Sometimeswewontusethetalkingpieceo Letspracticepassingthetalkingpiecearoundthecirclesilentlyand
respectfully.
Demonstratepassingthetalkingpiecebypassingitfirstwiththepersonsittingnexttoyou,andhavingthempassitback.
Next,passitaroundinsilence.Aseachpersonreceivesit,askthemtoholdandlookatituntiltheynoticesomethingaboutitsomethingtheyseeinit,orsomethingthatitremindsthemof.
Doanotherroundinwhicheachstudentcansharewhattheysawinthetalkingpiece.Askthemtospeakintothecenter.
Agreements Besidestheguidelines,whenwemeetincircleswemightaskforadditionalagreements.Anyonecanaskforanagreement.Commontypesofagreementscoverthingsliketreatingwhatissaidasconfidential(notgossipingaboutwhatissharedincircle),agreeingnottoteaseeachotherlaterwhensomethingserioushasbeenshared,andsoon.
FocusingQuestion Dontuseatalkingpieceforthis;invitebrainstorming.Thisapproachwillhelptoclarifyanyquestionsthatstudentsholdaboutagreements.
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Nexttimewemeetincirclewewillseeifwecancometosomeagreements.Whataresomeagreementsthatyouthinkmightbegoodforustodiscuss.
ClosingRound 5minutes
FocusingQuestion Usethetalkingpiece:Sharethreewordsthatdescribeyourexperienceofthecircletoday.
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Lesson2OverviewAgreementsObjectives Studentswillbeintroducedtotheimportanceofagreements.Studentswilllearn
thefiststofiveprocessforconsensus.Thecirclewillhaveanopportunitytomakeagreements.
Time 3045minutes
Purpose Theprimarypurposeofagreementsistoprotectthesafetyandintegrityofthecircle.Thiscirclecanhelptobuildtrust,safetyandintegritybyinvitingstudentstoworktogethertocomeupwithagreements.
Materials TalkingPiece Somethingtoputinthecenterofthecircle Aposterofthecircleguidelines,orwritetheguidelinesonthe
whiteboardPreparation Selectanactivitytoopenthecircle;perhapsaskastudenttoreadapoem.
Activities
OpentheCircle Ringabell,readapoem,etc.
CheckinRound Usingthetalkingpiece,eachstudentsharesatimewhenanagreementwasmadeandhowitworkedout
Guidelines Reviewthecircleguidelines Reviewappropriateuseofthetalkingpiece
ConsensusandFiststoFive
Explainwhatismeantbyconsensus TeachtheFiststoFivemethodforworkingtowardconsensus.
MakingAgreementsfortheCircle
Invitestudentstoproposeagreements;usetheFiststoFiveconsensusmethodtomakegroupagreements.
Explainthattherulesaboutagreementsincludethesemetaagreements:
Anyonecanaskforanagreementatanytime. Anyonecanasktomodifyanagreementatanytime. Ifthereisnoconsensusaboutaproposedagreement,itisnotan
agreement,anditistheresponsibilityofeachmemberofthecircletobemindfulofthisfact.
Maintainingtheagreementsiseveryonesresponsibility.
ClosetheCircle Usingthetalkingpieceaskstudentstoshareabouttheirexperienceinthecircletoday.
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LessonPlan2AgreementsPurposeandObjectives
Eachclassroommakesitsownuniqueagreementsaboveandbeyondtheuniversalcircleguidelinesintroducedinthepreviouslesson.Theprimarypurposeofagreementsistoprotectthesafetyandintegrityofthecircle.Theyarenotprescribedbythecircleleader.Agreementsthatareprescribedbytheclassroomteacherarenotagreements;theyarerules.Whilerulesareimportant,theyarenottheprimaryfocusofthiscircle.Thecircleleaderhastheresponsibilitytoensurethatthegrouphasopportunitiestodiscusstheirneeds,tocometoagreements,andtorevisitandmakenewagreementsasneededanytimethecirclemeets.
Objectives
Studentswillbeintroducedtotheimportanceofagreements.
Studentswilllearnthefiststofiveprocessforconsensus
Thecircl