Sequential Circles
Sequential Circles
Embedded Files
Using sequential circles...
Builds a sense of community
Proactively structures a setting to communicate
Establishes a routined process to problem solve
Implementation
Implementation
Overview
Is an example of circle.
There is a fixed order for member participation and each student is encouraged to participate.
Teacher poses question or discussion prompt.
Talking piece an item that serves as a visual reminder of who is speaking is passed around the circle and students take turns offering a brief response to the questions.
They may refer to others comments when it’s their turn to speak.
Students always have the option to forfeit their turns.
Core Components
Consistent
Option to pass
Non-judgmental
About the concern not the person
Separate the doer from the deed
Hold space
Proactive Implementation
Building time within the schedule to consistently use sequential circles is the proactive approach. Sequential circles just become part of the school day in this scenario.
Responsive Implementation
Responsively introducing sequential circles typically occurs when there is a need for increased sense of community. Sequential circles should not be introduced when there is a conflict. This is a process that needs to be practiced.
Bucket fits
Bucket fits
Connection
If the need is connection then sequential circle questions may involve connection with others, giving all to share or pass.
Skills Training
If the need is skill building then the students may be asked academically based or critical thinking questions while in the circle.
Awareness
If the need is awareness then providing the space and time for all to have the option to speak is critical.
Emotional Regulation
If the need is regulation then students may request to pass or complete a coping/regulation strategy such as a grounding technique to start the circle process.
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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