Circle Time for class meetings

In our class we use circle time after SRC meetings, during discussions of the Fish Philosophy and when we have problems at school we need to address. We also use it for fun drama games such as the Key Game, when we are having a reward for working together cooperatively.

Working with Ground rules
(Adapted from Just Schools, Chapter 7, B. Hopkins)

The ground rules need constant review.
A simple sentence completion activity can be used repeatedly over several weeks to reinforce what each member of the group needs from each other. Examples of sentences to pass around:

I don’t feel respected when …
I do feel respected when …

I don’t feel safe when …
I do feel safe when …

I don’t feel valued when …
I do feel valued when …

The leader starts this activity, so they are taking the first risk, not asking anyone to do something they are not willing to do themselves, and modelling the nature of the contribution.

Working with Ground rules
(Adapted from Just Schools, Chapter 7, B. Hopkins)

Another circle time convention is that no one has to contribute, and so the right to pass is introduced early on. If a talking stick is being used it can simply be held for a short time and then handed on, or the word ‘pass’ can be said.
It is always a good idea to go round a second time because people who passed on the first round have had time to think and may now like to contribute.

Respecting the Guidelines
(Adapted from Just Schools, Chapter 7, B. Hopkins)
What happens if the guidelines are forgotten or ignored by someone? A restorative approach is for those affected to meet and hear from each other how the situation has impacted on them and for all sides to agree on an acceptable way forward.
Here are a few quick suggestions for dealing with problems as they occur:
1. Respond at once by expressing how the situation has affected you and what you need in order to move on and then by asking the other people involved what happened from their perspective and what they want to happen. This can often lead to a quick resolution with no bad feelings.
2. In the middle of a circle time lesson this approach can be widened out to the whole class to great effect because it demonstrates how thoughtless behaviour in a room is likely to have an effect on most people in the room. Try using a ‘go-round’ starting with yourself:
‘When someone talks loudly during the lesson I feel angry because …’
Then invite the entire circle to complete the same sentence. Be prepared for some to feel differently.
Now go around again and maybe start with what you would like to happen in general terms without making practical suggestions. See what comes from them, and in particular those whose behaviour has been causing you distress, this is a ‘no blame’ approach.
‘What I would like to happen is …’
This approach can help the whole class take responsibility for their behaviour and the smooth running of the lesson.

Respecting the Guidelines (cont.)
(Adapted from Just Schools, Chapter 7, B. Hopkins)

3. Failing this, arrange for a longer conversation with those involved after the lesson when tempers have cooled and people have had time to reflect. Be prepared to hear the reasons behind the behaviours and what the students needed that they were not getting.
The emphasis is on:
• What is the meaning behind the behaviour?
• Who has been affected by the behaviour?
• What was everyone feeling and thinking then and now?
• How can the harm caused be repaired?
• How can the matter be put right as far as possible to everyone’s satisfaction and so that people’s needs can be met?
• What can be done to avoid the same situation happening again?


A Circle Time Structure
(Adapted from Just Schools, Chapter 7, B. Hopkins)

A circle time session may include:
• A gathering – a go round in the circle when everyone makes a very small contribution, maybe completing a sentence suggested by the leader.
• A mixer – a game that ensures everyone mixes up and sits with people they do not usually work with
• Focus activity – a slightly longer theme based activity (listening skills? Negotiation skills? Planning? Private reflection and drawing? Citizenship issues?)
• A review of what has been learnt using a circle go-round or in pairs
• Another game – if time, preferably a cooperative one
• A closing – ‘One thing I have enjoyed this time …’