Circle
Seeking out ways to draw on student connection and collaboration in the reflection process, I looked to Ladson- Billings’(1994)culturally relevant teaching as a framework for my approach in establishing trust, support, and space for my students that would make them feel comfortable, open, and honest enough to share their thoughts with one another and reflect on their behaviors. It did not take long before I found the perfect space for just that- Circle.
Mastery Shoemaker holds Circle for students once a week where each cohort of students is given the space to openly discuss various topics through the use of a prompt or an issue called to attention. Unfortunately, the time allotted to Circle is also used to hold other gatherings such as Town Halls and other assemblies. Hence, given the weekly circumstances that arise, Circle has no longer become a part of the routine for our 9th grade students. In my opinion, this is an enormous loss because I strongly believe that our students need that space to reflect, reevaluate, voice their feelings or opinions, and
build that sense of community that will empower them to make change. Without the commitment to and consistency of Circle student voices are lost, removing that sense of autonomy and inclusion from the classroom. Circle is a powerful tool and should be utilized whenever possible. This was confirmed not only in my observation of a restorative Circle at Eastern University Academy Charter School (EUACS), but through the voices of students themselves who participated in the circle and shared their
thoughts with me during an interview.
One of the things that struck me in the particular circle that I observed was not only the teacher’s willingness, but the students’ willingness to both put themselves out there and respond to conflict. Students were very honest about their struggles and accomplishments and were open to hearing their classmates’ responses and observations. As one of the students emphasized, this is critical to how Circle operates, “We
all need to show our true feelings and be real with each other. There is always something wrong and something to change.”
Students made it very clear that it was important to understand that it goes beyond simply being open to share and to hear, but being open to confront and change. The one thing that students agreed hindered the effectiveness of Circle was when people either didn’t listen or felt there was nothing to change. This visibly frustrated students in the Circle when their classmates ignored or denied their feelings which created more tension and conflict. This also shed light on the reality of the fact that what we do is dependent upon our own will. This of course can disrupt the effectiveness of Circle which according to one student is designed “so that it won’t be as much problems. So that we can relieve them and try to resolve problems and figure out what the problem was at the beginning.”
Through the openness and dialogue utilized in Circle, students are given the space to reflect and in many ways resolve and re-establish both collectively and individually. One of the students nicely put it, “It brings us together more and we start to learn about ourselves and each other.” This form of learning is believed to be the most influential as people learn and grow through the process of sharing ideas and experiences with others. (Lave and Wenger, 1991)
Looking to EUACS’model of a restorative Circle and reflecting on students’ interpretations of the process, I felt empowered to facilitate a Circle with my students. To be quite honest I was a bit nervous about how my students would interact with one another considering that they had never participated in a circle with students from other cohorts. Given my observations of the cohorts as being cliquey, I was unsure of how the dynamics would play out, but as Shannon advocated, I would just have to trust the process. So I did.
Mastery Shoemaker holds Circle for students once a week where each cohort of students is given the space to openly discuss various topics through the use of a prompt or an issue called to attention. Unfortunately, the time allotted to Circle is also used to hold other gatherings such as Town Halls and other assemblies. Hence, given the weekly circumstances that arise, Circle has no longer become a part of the routine for our 9th grade students. In my opinion, this is an enormous loss because I strongly believe that our students need that space to reflect, reevaluate, voice their feelings or opinions, and
build that sense of community that will empower them to make change. Without the commitment to and consistency of Circle student voices are lost, removing that sense of autonomy and inclusion from the classroom. Circle is a powerful tool and should be utilized whenever possible. This was confirmed not only in my observation of a restorative Circle at Eastern University Academy Charter School (EUACS), but through the voices of students themselves who participated in the circle and shared their
thoughts with me during an interview.
One of the things that struck me in the particular circle that I observed was not only the teacher’s willingness, but the students’ willingness to both put themselves out there and respond to conflict. Students were very honest about their struggles and accomplishments and were open to hearing their classmates’ responses and observations. As one of the students emphasized, this is critical to how Circle operates, “We
all need to show our true feelings and be real with each other. There is always something wrong and something to change.”
Students made it very clear that it was important to understand that it goes beyond simply being open to share and to hear, but being open to confront and change. The one thing that students agreed hindered the effectiveness of Circle was when people either didn’t listen or felt there was nothing to change. This visibly frustrated students in the Circle when their classmates ignored or denied their feelings which created more tension and conflict. This also shed light on the reality of the fact that what we do is dependent upon our own will. This of course can disrupt the effectiveness of Circle which according to one student is designed “so that it won’t be as much problems. So that we can relieve them and try to resolve problems and figure out what the problem was at the beginning.”
Through the openness and dialogue utilized in Circle, students are given the space to reflect and in many ways resolve and re-establish both collectively and individually. One of the students nicely put it, “It brings us together more and we start to learn about ourselves and each other.” This form of learning is believed to be the most influential as people learn and grow through the process of sharing ideas and experiences with others. (Lave and Wenger, 1991)
Looking to EUACS’model of a restorative Circle and reflecting on students’ interpretations of the process, I felt empowered to facilitate a Circle with my students. To be quite honest I was a bit nervous about how my students would interact with one another considering that they had never participated in a circle with students from other cohorts. Given my observations of the cohorts as being cliquey, I was unsure of how the dynamics would play out, but as Shannon advocated, I would just have to trust the process. So I did.
click on image for larger view
In respect of the last rule, I will only share the topics of each Circle as well as students’ overall reflections of Circle which we (members of the Circle) collectively decided were exempt from the rule of confidentiality.
Circle 1- Character
The topic that I chose for our first Circle was character. My reasoning behind this was getting students to consider the type of persona they displayed in class and how that might influence their behavior and how it is perceived. This Circle would serve as an initiation in getting students thinking about character. This would assist them in the brainstorming process for a follow-up activity that asked them to identify one aspect of their character that they desired to restore.
Circle 2- Empathy
This circle focused on empathy as a means of perspective-taking. Students began by thinking about how others’ actions (parents, friends, teachers, classmates, etc.) often affected them and the feelings that surfaced as a result. Then students contemplated their own actions and how those actions affected others. Following this shift, students thought about reasons why people engaged in certain behaviors and why others reacted to those behaviors in certain ways. By assuming various perspectives, the goal was to simply get students to look beyond themselves and to consider others which is often times the missing piece in our decision to act on certain behaviors.
Circle 3- Progress
As our final circle, I wanted to give students the space to discuss their progress throughout the restorative process. I felt that it would be much more powerful if they shared with one another how they themselves have grown, if at all, and if they had observed any growth in one another. To close, I gave them the opportunity to share their goals moving forward and to think about how they could both individually and collaboratively reach those goals. Below is a slide show of their overall reflections on Circle.
In respect of the last rule, I will only share the topics of each Circle as well as students’ overall reflections of Circle which we (members of the Circle) collectively decided were exempt from the rule of confidentiality.
Circle 1- Character
The topic that I chose for our first Circle was character. My reasoning behind this was getting students to consider the type of persona they displayed in class and how that might influence their behavior and how it is perceived. This Circle would serve as an initiation in getting students thinking about character. This would assist them in the brainstorming process for a follow-up activity that asked them to identify one aspect of their character that they desired to restore.
Circle 2- Empathy
This circle focused on empathy as a means of perspective-taking. Students began by thinking about how others’ actions (parents, friends, teachers, classmates, etc.) often affected them and the feelings that surfaced as a result. Then students contemplated their own actions and how those actions affected others. Following this shift, students thought about reasons why people engaged in certain behaviors and why others reacted to those behaviors in certain ways. By assuming various perspectives, the goal was to simply get students to look beyond themselves and to consider others which is often times the missing piece in our decision to act on certain behaviors.
Circle 3- Progress
As our final circle, I wanted to give students the space to discuss their progress throughout the restorative process. I felt that it would be much more powerful if they shared with one another how they themselves have grown, if at all, and if they had observed any growth in one another. To close, I gave them the opportunity to share their goals moving forward and to think about how they could both individually and collaboratively reach those goals. Below is a slide show of their overall reflections on Circle.
For students, Circle was their oasis. Despite my presence and input, they set the tone of the conversation and took center stage. Though some felt more comfortable than others, students shared their thoughts, feelings and experiences with one another, revealing sides of them that had gone unseen and even undetected. There was this sense of genuine care and concern that seemed to overcome students as they listened to their classmates speak. Yes, there were moments where students responded with noises, expressions, and gestures that either affirmed, rejected, or questioned what was being said, but the immense desire for connection and understanding trumped that. For the most part, students took Circle very seriously and were open and honest about their feelings. While the views of others had little effect on some students’ own perspective and reflective process, it was quite evident that they truly valued the space as one where they could speak their minds and draw on the experiences of others.
For me, as well as some of the students, Circle proved to be the most impactful and eye opening aspect of the restorative model. There is no telling how much more of an influence Circle would have had on students’ engagement in the reflection process if it played an even greater role. There is something to be said about the power of open and honest discourse and its role in establishing a sense of community and commitment; All the more reason why Circle ought to be an integral part of students’ school experience as we seek to nurture reflective, expressive, and productive members of society.
Previous Page: "Opening up the Conversation" Next Page: "Restoring My Character"
For me, as well as some of the students, Circle proved to be the most impactful and eye opening aspect of the restorative model. There is no telling how much more of an influence Circle would have had on students’ engagement in the reflection process if it played an even greater role. There is something to be said about the power of open and honest discourse and its role in establishing a sense of community and commitment; All the more reason why Circle ought to be an integral part of students’ school experience as we seek to nurture reflective, expressive, and productive members of society.
Previous Page: "Opening up the Conversation" Next Page: "Restoring My Character"