Caring Community Circles
A Collaborative Inquiry into Culturally Responsive Practice
Theory of Action (April 19th)
If I develop community circles to purposefully discuss learning and social skills as a group then students will value and develop a sense of community for all voices so that each member feels safe to contribute and learn.
Desired outcome: Students will value all voices and feel safe to take learning risks through participation in both academic and social conversations.
Theory of Action - Revised
If I develop clear expectations within community circle to purposefully discuss learning and social skills as a group then students will value and develop a sense of community for all voices so that each member feels safe to contribute and learn.
Desired outcome: Students will value all voices and feel safe to take learning risks through participation in both academic and social conversations.
Why Revise?
After reflecting upon the book Restorative Circles in Schools, conversations at our CRP CI midpoint check-in, and videos of community circles in action, I decided to reflect and narrow my focus. The Social Discipline Window and Critical Issues in Using Circles were particularly thought provoking. Using these as reflective tools, I was able to decide on a course of action.
The Social Discipline Window
This graphic was in Restorative Circles in Schools. It clarified what restorative justice is and provided instant feedback on what I needed to do in order to move my practice with circles forward. So where, as an educator, do I stand? I'm generally in the lower right quadrant - low control and high encouragement. When there's an issue with a student that can't be resolved with support, I assert my authority and swing to the upper left hand quadrant - high control and low support. To improve my practice, I need to increase my control during those 'general' times so that I can consistently work with my students to resolve issues.Community Circles are not new to my classroom. I've used circles to do both academic and social skill building with some success. My current concern is that students don't seem to be listening to what their peers are saying. To try to figure out where the breakdown is, I went back to review what circles need to succeed. Using the Appendix on page 119 of Restorative Circles in Schools, I looked at what actions I could take to influence the community circle. The two points to focus on are:
- Clear directions increase the likelihood of success.
- Leaders should model appropriate participation.
Teacher Actions Implemented
We created a list of how we act in our learning circle. Clearly verbalizing and acting out what we should do reinforced the expectations for all involved. Having the list gives us something to return to should we need a reminder.
Sentence Frames
During check-ins and academic circles, I model the use of a sentence frame to help students answer the question being asked. That extra bit of support gives students a starting point in having their voices heard.
The single action that was most successful was the introduction of the talking piece. Only the person in possession of the talking piece is allowed to speak. It is a clear signal to everyone else that they should be looking at and listening to that person.
We do have both a stuffed puppy and a globe ball that are used as talking pieces. The puppy is more effective because he has a calming effect on the students sharing and he's easier to toss between classmates. Using a ball is good for going around the circle, however, it can become a bit too exciting.
Identifying Circle Type
Before starting the sharing within a circle, I clarify how students will share. If they are all expected to contribute (e.g. in a check-in circle), we use a sequential go-around (clockwise, counterclockwise). If the circle is more conversational in tone, we use a non-sequential circle where students select the next speaker.
Students are given an opportunity to put their thoughts together before they signal that they are ready to share by putting their hand into the middle.
Turn and Talk
To get their ideas flowing, I will often have the students pair off before sharing their thoughts about a topic. Using the circle structure for this instructional strategy ensures that every student is included and that there are no hurt feelings from being left out.
Student Voices
The CRP CI had a positive impact on student voice and is influencing our overall classroom climate. Students feel more respected and know what a successful circle looks like and feels like. They are also listening more carefully to one another.
"I feel happy during Community Circle because everyone sits together." - E. M.
"I feel xoxoxoxoxo [loved] during Community Circle because I love making new friends." - M.H.
"I feel happy during Community circle because someone says kind words." - Y.A.
"I feel excited during Community Circle because I love to hear people's day." - C.H.
"I feel happy during Community Circle because I feel safe." -S.K.
"I feel sad before Community Circle because I miss my mom. Community Circle makes me feel better because everybody makes me happy." -M.D.
"I like using the puppy because it helps me and other people listen more." - P.B.
"I like that sometimes I have something exciting to share." -R.D.
Next Steps
As the year draws to a close, I'm considering what I will do to make Community Circle an integral part of the classroom next year. While expectations are always completed at the beginning of the year, I will make sure to review them regularly and reinforce them consistently during circle time. Also, I will use the circle to go beyond academics and check-ins to work on team building and co-operation.
For the remainder of this year, the class Super Student (student of the day) will be responsible for defending for the talking piece as a way to develop classroom leadership. We will also begin to use our newly created circle centre to highlight more significant circle times.