What: Every morning, make a routine of sitting in a circle and passing a talking piece to check-in. 

Why: Checking-in with each other is a matter of human dignity - to see each other, greet each other, and share and listen authentically. At the heart of this practice we put values into action: 1) every person matters, and 2) we are a community.

How: Keep it simple. The structure and topic can stay the same year round. Use visuals and sentence frames for scaffolding: 

1. First, review the guidelines (One Speaker, Speak/Listen Respectfully, Speak/Listen from the Heart, Honor privacy, Anything else your class agrees is needed). 

2. Next, pass a talking piece around as each person shares a value. 

3. Then, pass the talking piece around again as each person shares a feeling and why.

4. Last, extend learning through sharing observations or a future lesson or discussion on a topic from the circle.

In kindergarten, a morning circle takes approximately 20 minutes with 25 students and 1 adult. Bodies are wiggly and sometimes people need flexible seating and breaks. It is very helpful to have a movement break before and after this time. The movement break can be a creative way of moving like an animal to or from circle spots, a self-care water/bathroom break, something from your own toolkit, or a GoNoodle video earned for completing the circle in a set time.

Skills: 

• Identify Feelings (Self-Awareness)

• Identify Values (Self-Awareness)

• Authentic Sharing and Listening (Self-Management)

• Patience (Self-Management)

Focus on practicing skills. Students practice responsible decision-making with the opportunity to choose to follow the guidelines. When they choose not to follow the guidelines, offer a gentle reminder. When the problem remains, uphold the boundary of respecting the guidelines by inviting the person to choose to take a break or to remain and uphold the guidelines. When a student takes a break, they may choose to listen from their desk and may choose to return when they feel ready. Consider a change in circle seating if the issue is on-going. Sometimes it works better for a student to participate from their desk. These are all rich opportunities for practicing responsible decision-making.

Students learn self-management as they practice moving between sharing and listening. Even the quietest student has repeated exposure of choosing whether to speak every time they hold a taking piece. As the class and teacher listen, they build patience as they learn how to meet the needs of their mind and body for extended periods of time. One benefit of this activity is that students often want space to be seen and heard and want space and time to see and hear each other which makes this a high-interest activity for student buy-in. 

Students practice self-awareness by identifying a personal value and a feeling. Students practice critical thinking by making a connection about the why behind the feeling. In the beginning, the act of choosing values or feelings may seem arbitrary. Give it time and allow students to settle into the routine and find the safety to explore the options, try new language, and share authentically.

As listening skills and patience grow, students build social-awareness through peer engagement. Some will notice differences and similarities in how people participate in the circle. Others will make connections between expressions, body language and words. Some will realize people can have multiple feelings at the same time or that one feeling can have many meanings. Others may notice that there can be many feelings for one situation. 

Extending Learning: 

Sharing Observations: The teacher can help to draw attention to the rich social-emotional learning that is happening in a circle by thoughtfully drawing attention to a social dynamic at the closing. 

Examples: 

• "Today, I noticed how several people shared that they feel excited - and each person had a different reason. I find it interesting that so many people can have the same feeling for different reasons." 

• "I noticed students with quiet bodies in personal space." 

• "Thank you for passing the talking piece from hand to hand."

• "Raise your hand if you also noticed someone who did a really good job listening with eyes on the speaker." 

• "What did others notice today?"

Future Lessons: Having morning circle creates a high interest context for shared learning while obstacles during circle can lead to learning extensions for essential skills. For example, after a circle where people struggled to listen, we can talk about how to listen in the context of morning circle versus listening to teachers because they are adults. Other lesson ideas may include: strategies for building patience, why rules matter, and what does it mean to belong to a community. As reading/writing skills progress, consider moving towards students drawing/writing in journals first, then sharing in morning circle.

Restorative practices rest on core assumptions, such as those outlined by Kay Pranis and Carolyn Boyes-Watson:

1. The True Self in Everyone Is Good, Wise, and Powerful

2. The World is profoundly Interconnected

3. All Human Beings have a Deep Desire to be in a Good Relationship

4. All Humans Have Gifts & Everyone Is Needed for What They Bring

5. Everything We Need to Make Positive Change Is Already Here

6. Human Beings are Holistic

7. We Need Practices to Build Habits of Living from the Core Self

In a classroom, student jobs provide the opportunity to live these core assumptions through action. Every student is recognized for a unique role in the classroom. They have a structured way to provide value for the greater good of the classroom community. 

“Action has meaning only in relationship, and without understanding relationship, action on any level will only breed conflict. The understanding of relationship is infinitely more important than the search for any plan of action.” - Jiddu Krishnamurti

The teacher models relationship with every action and inaction. Check out these ideas for ways to model and build healthy relationship with students. 

At elementary age, students are able to learn about relationships by identifying feelings and needs as well as the concept of repairing harm through restorative questions, and how to work through peer conflict. Here are a few resources for working with this age group:

Identify Feelings by Tanna Tucker

Identify Needs by Yari Ojeda Sandel

Simplified Repair Plan by Yari Ojeda Sandel

Modified W.A.R.M. Conversation by Yari Ojeda Sandel

Modified Peace Path by Rana Lau

Modified Talk-it-Out by Rana Lau

4 Step Apology free on TPT