FAQ

Circles are wonderful for building community and can also be used to address problems in the classroom, but remember it is only one tool in your restorative toolbox. Certainly it would be best to avoid having a Circle to address one behavior by one student, especially if the relationship-building work hasn't already been done, preferably through multiple low-stakes Circles so students don't perceive Circle time as behavior-correction time. If those conditions have been met, and a behavior is impacting the entire class (meaning the entire class are stakeholders in the issue), only then would it be wise to address a behavior with a Circle.

For behavior problems in the classroom, probably the most effective tool would be restorative language, which can be used one-on-one with the student. It teaches the student the impact of his or her actions, and is quick direct instruction in empathy that the student will typically view as a polite and reasonable request.

While it's true that some of the practices involve sharing about ourselves and how we feel, it's not necessary that we share our most private thoughts and feelings. But everyone reacts to the things that happen to them throughout the day and in order to help our students learn critical social and emotional competencies, it's helpful to explain to them how their actions make us feel. It can be as simple as, "Sara, when you're having side conversations while I'm teaching it makes me feel frustrated because I need you to hear what I'm saying." Students tend to respond much better when they understand they've impacted someone negatively than when they're being corrected for what they may feel is an arbitrary rule. This is an example of restorative language.

We also share in Circle, but people are always free to be as personal (or not) as they like. If you are simply not comfortable at all with having any personal discussion, you can always have academic Circles, which still give every student the opportunity to be heard. 

Yes, it is! That is why students should always have the option to pass in Circle. Passing should not be discouraged and when a student passes the Circle facilitator should take care not to respond in a way that indicates displeasure. Students may have any number of reasons for not wanting to share and they should always have that option.

In fact, students should not be forced to sit in Circle if they object. It's probably best not to present Circle time as optional, but if a student balks, they should not be forced. It should be understood, though, that if they make the choice to remove themselves from the activity the class is doing, they will be expected to work on an alternate, preferably academic, activity. Some students may sit out of Circle for weeks, but you can be sure they're listening and may very well choose to join in at some point when they see the rest of the class enjoying it.