Fishbowls
Fishbowls
Embedded Files
Using fishbowls...
Is particulary effective for skill building and for discussing sensitive topics that require careful listening
Can be used for debate topics or discussion
Maintains sense of belonging and community building
Allows all students an active role and means to communicate thoughtfulness
Models how to debate/discuss sensitive topics
Implementation
Implementation
Overview
Type of circle.
Students gather in TWO circles with chairs facing inward. No barriers in between.
Uses two circles one small sinner circle surrounded by a larger observing circle.
Students in the inner circle discuss a topic, while those in the outside circle observe and take notes.
In some cases, membership in the inner and outer circles remains constant throughout the duration of the circle
In other cases students are invited to exit the inner circle when they have finished talking leaving an open chair for a member of the outer circle to talk.
Example: Inner circle discussed merits of recycling and whether or not homeowners should be fined for not doing it. And outside took notes.
Core Components
Two circles
One empty seat in the inner circle
Practiced norms for the structure
Learned routine before sensitive topics introduced
Optional inner participation
Proactive Implementation
Proactively implementing fish bowls should be done with low risk prompts. Students may use the fish bowl at the beginning of the year as an ice breaker.
Responsive Implementation
Responsively implementing the fish bowl must be done when all students are regulated and typically is done to promote increased connection.
Bucket Fits
Bucket Fits
Connection
If the need is connection then the prompts for the fish bowl should be related to interests, hobbies, etc.
Skills Training
If the need is skill building then the fish bowl rounds may include scenarios where students must identify what they would do.
Awareness
If the need is awareness then the students on the inner circle may be strategically placed in order to be the listeners while the outside of the circle be the speakers. The inner circle may take notes.
Emotional Regulation
If the need is regulation then the students may use the fish bowl to better understand a specific conflict or gain insight on any frustrations their peers may have on a specific topic. This may also result in recommendations or advice given to a dysregulated student.
Consider Factors Prior to Start
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Intensifying or Fading During
Duration
Frequency
Feedback
Reinforcement
Goals
REMINDER
Make a note to document when you're starting this intervention.
After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.
Resource
Resource
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