Witness Circles
Witness Circles
Embedded Files
Using witness circles...
Expands perspective on choice impact
Gives voice to all impacted
Increases understanding on sphere of impact outside of those immediately involved
Implementation
Implementation
Overview
Variation of the fishbowl in which a small inner circle addresses a conflict as a larger outer circle observes.
However in this case the smaller circle includes an open chair reserved for anyone from the observing circle who has something to say over the course of the discussion.
If the chair is occupied, the student sitting there automatically speaks next before returning to the outer circle.
Core Components
Practiced and communicated before being used responsively
Ground rules established
Norms such as calm tone and affective statements used not blame and shame
Opportunity to discuss repairing harm
Separate doer from the deed
Proactive Implementation
Creating a classroom culture where expression in appropriate ways is championed through the use of circles and other conflict resolution strategies must be built over time. Proactively starting with a routine of using some of these practices supports the responsive use of witness circles.
Responsive Implementation
Responsively implementing a witness circle is used to support conflict resolution between a portion of the class. The goal is to resolve this conflict among the group within the whole community and share the impact it has had on the class with the open seat.
bucket fits
bucket fits
Connection
If the need is connection then the explanation of the open seat is crucial. Ensuring that all students understand that their voice is important to the community.
Skills Training
If the need is skill building then students may use sentence stems or prompts to support them in the process.
Awareness
If the need is awareness then the open chair may function as a way for those not involved directly in the conflict can shar how it has impacted them.
Emotional Regulation
If the need is regulation then students may be given the ability to leave the inner or outer circle for a brief time to recompose themselves.
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.
ResourceS
ResourceS
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