Informal Classroom circles
Informal Classroom circles
Embedded Files
Using informal classroom circles...
Gives opportunity for class discussions without physical or physiological barriers such as desks in between each of them
Sets structure for "check ins" on behavior, social, and academic goals
Increases sense of community
Implementation
Implementation
Overview
The students and instructor gather in a circle without any desks or objects between them.
A check in is established with everyone having an opportunity to share or pass.
A discussion topic is given and the instructor facilitates the discussion
Unlike class meetings, during which student might sit on a rug or at their desks, circles consist of chairs arranged facing inward.
All students have an opportunity to share or pass during the conversation. Students may not interupt others who are sharing.
Core Components
Consistent
Clear agreements made
Emphasis on the community
Hold space for all
Proactive Implementation
Proactively establishing informal classroom circles requires first introducing circles. This means that students must be familiar with the process. Empowering students to call circles at appropriate times must be built over time.
Responsive Implementation
Responsively calling informal classroom circles can be difficult without first establishing the circle process. This may be substituted with a class meeting. The goal is to confront the problem immediately and address it before it escalates.
Bucket fits
Bucket fits
Connection
If the need is connection then informal classroom circles may highlight positives that authetically occur such as acts of kindness.
Skills Training
If the need is skill building then a specific skill may be introduced during the informal circle in order to support resolving the conflict.
Awareness
If the need is awareness then conversation may occur where students are able to share the impact of the conflict on the class as a whole.
Emotional Regulation
If the need is regulation then the initiation of the informal circle may be a mindset shifting move to support de-escalation. This may also include a class break prior to addressing the conflict or after.
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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