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Teaching Restorative Practices with Classroom Circles

TeachingRestorativePracticeswithClassroomCircles

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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

Teaching Restorative Practices with Classroom Circles


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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.


35

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.


36

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.


37

Nexttimewemeetincirclewewillseeifwecancometosomeagreements.Whataresomeagreementsthatyouthinkmightbegoodforustodiscuss.

ClosingRound 5minutes

FocusingQuestion Usethetalkingpiece:Sharethreewordsthatdescribeyourexperienceofthecircletoday.


38

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

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