Morning/afternoon
CIRCLE MEETING
time
Curiosity is the cure for boredom. There’s no cure for curiosity.
Dorothy Parker
CIRCLE Meeting Time (CMT)
Teachers I know often begin and end each school day sitting with their students in a circle on the classroom carpet, a community building/strengthening routine called ‘Meeting Time’ or ‘Circle Time’.
What I call Circle Meeting Time (CMT) is an easy-to-manage classroom routine. It’s a wonderful opportunity to build/enhance the classroom community spirit through sharing school news, classroom information, strategies and activities that focus on raising student self-awareness of the value of classroom community and understanding of classroom expectations, rituals, routines and issues.
- CMT is also a pleasant, relaxed, comfortable time when the class comes together for reflection, celebration and enjoyment. Problems, too, can be discussed openly and resolved with the participation of the whole group.
- CMT rituals/routines reinforce the notion that each student has something to share with - and contribute to - the whole class.
- CMT emphasis is to help and not blame.
ORGANIZATION
Teachers ensure that everyone is seated comfortably and can be seen by everyone else, highlighting the important skills of eye contact, listening, and thinking.
The onus is on individuals solving problems rather than just voicing them, helping students learn to recognize anti-social behavior and its effect on others. No student is allowed to mention any individual (child, parent, teacher) in a negative way - thus safeguarding people’s reputations.
Topics for discussion and comment can cover anything - for example, what’s on the Science Table, what’s inside the class TREASURE CHEST, school work, classroom behavior, dinner time issues, traveling to and from school, interests at home, local and world news events, worries, concerns, and successes.
- CMT should have a consistent format, i.e. teacher sharing time, a game, open discussion, celebratory activity, and a calming ritual to end before the students go back to their tables.
- CMT needs, preferably, to be held daily, morning and late afternoon. This routine ensures that more children will speak out and air their views.
- Importantly, the teacher ensures that CMT discussion is controlled and appropriate, so that students don’t merely complain or tell tales.
GROUND RULES for CMT
During the first CMT, the teacher discusses and agree the CMT ground rules with the students, ensuring that the group is prepared to negotiate and commit itself. If the group doesn’t suggest acceptable rules, then the teacher proposes them for discussion and agreement.
STARTER IDEAS for CMT
ROUNDS - passing around the group, for example, a small pebble or a stick, giving everyone who holds it a turn to speak, if they so wish.
Examples of rounds include:
Examples of rounds include:
- “What is special about me…..”..........which can lead to an appreciation of individual’s uniqueness and the realization that everyone has special gifts.
- “I was pleased with myself when…..”
- “I feel happy when….”
- “Something I learned today….”
- “I was kind when I …..”
- I like it when…..”
- “I don’t like it when….”
- “I feel excited when…………..
- I feel fed up when….”
The students should be encouraged to express their feelings as genuinely and honestly as possible. Initially, a student can say “Pass’, and the topic can be offered again to him/her at the end of the round.
Other examples:
‘My hobby is………’ Students mime a hobby that they enjoy for the others to guess. This may lead to a discussion of hobbies in general and why they are so good.
‘Silent circle’ ……….. Students pass around a bunch of keys or a tambourine, avoiding making any sound at all. This can lead to a discussion “I like silence because……”
- If a round contains some dilemmas or problems that the teacher thinks affect the whole group, s/he consults with everyone to see if they wish to take the discussion further. The teacher doesn’t assume that s/he knows what the group wants to follow up on and constantly checks with the students to see if they are interested in certain topics.
- Whenever someone speaks, his/her views must be listened to and his/her contributions, however ‘way out’, must be treated with respect.
- No ‘put downs’ or negative comments about student contributions are tolerated.
Any student who does not behave appropriately during CMT is given a verbal or visual (sad face) warning. If s/he continues to misbehave, s’he must sit outside the circle and not participate in the activities for a set period of time. The teacher removes the visual warning as soon as the student responds positively.
All students should agree that anything mentioned in the circle is meant only for that - they mustn’t gossip outside. If this happens, discuss the issue with the whole group, encouraging, of course, forgiveness at all times.
When personal or controversial issues are under discussion, warn the students only to say as much as they feel ‘safe’, i.e. from the very beginning to tell them that only they are in charge of the information they entrust to the whole group. They must understand that although confidentiality is encouraged, it can’t be guaranteed. Therefore, if there’s anything too personal or private, suggest that the student sees the teacher for a private chat at a different time.
CMT POINTS TO REMEMBER
I know that teachers avoid overcooking CMT, sensing, correctly in my opinion, that making it overlong could kill student interest.
They keep it pacey and include warm-ups, talking/listening exercises, discussion and roles.
They evaluate regularly, following up discretely on any perceived injustices or complaints from the students.
They know that CMT mustn’t exist in isolation. Students need to perceive that their teacher genuinely cares about their needs and are prepared to do something when required on their behalf.
Teachers make sure that CMT ends on a light-hearted note, perhaps with a fun activity and a calming exercise so the students are ‘returned’ to the next phase of the day feeling good.
……………………………………………………………………………………………
Long ago, when teaching full time, my day always began with CMT - a practice I still use today when appropriate.
Believing strongly that 5 minutes spent engaging my kids at the beginning of each lesson meant, at best, 50 minutes of focused learning, I also developed a range of easily-resourced activities when students were seated. I use many of them still when I run workshops for kids and teachers and other adults.
Examples include:
- Picasso in a bag
- The story of the star
- Building a marble run.
- Building a bridge.
Building a tower.
- Filtering your thoughts
- What to do with blank index and picture cards
- Reading The New York Times
- Capture the moment – forever.
- The sea star story
- The paper crane ritual
JP
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