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Circle Time Nat Sws
Circle Time Nat Sws
The following information has been taken from the website, http://www.teachernet.gov.uk/teachingandlearning/library/circletime/ It aims to give an outline of circle time and its use, intention and value in Swallowcliffe schools classrooms. A virtuous circle
Circle time is a group activity in which any number of people (although anything up to about twenty is most practical) sit down together with the purpose of furthering understanding of themselves and of one another. Make sure that there are no barriers between participants in the form of desks or classroom clutter, and consider providing an object that can be passed around the circle with only the person holding it being allowed to speak at any time. This object could be anything a toy, perhaps, or a natural object such as a large shell as long as it is bulky enough for the rest of the circle to see clearly who is holding it. Each person should be able to see everyone's face too. As the class teacher, you will be seated in the circle as an equal rather than as a superior. Barbara Maines identifies the main principles of circle time as follows: Circle time is a space within the school curriculum into which each person comes with unconditional acceptance. It is not the place for judgement or coercion. It provides an opportunity to learn and explore through the discussion of experiences and individuality.
CIRCLE TIME
There may well be other rules specific to your classroom and its people that you feel should be applied during circle time. Ultimately, these rules should help to facilitate a feeling of safety in the children, and help them feel free to express themselves in an appropriate manner.
Starting out
There are a number of activities that teachers can use during circle time. These ideas may help to get you started: A quick game may help to get pupils trusting one another and cooperating. This is all good groundwork for facilitating useful discussions. Consider doing a few minutes of pair work, perhaps based on trust exercises. A whole group ice-breaker such as a guessing game will help to bring the group together after any paired work you may do. Be open to the various forms of discussion that you may need to facilitate during your circle time. Go for high levels of active participation at first, probably avoiding the heavier or more controversial topics. Simply discussing likes and dislikes, or personal goals and wishes, can be a good place to start. Some teachers have reported getting excellent discussions going under the title: 'best day, worst day'. Be prepared for some potentially revealing thoughts from pupils. Be open to the use of song, music, story, rhythm, chants, dance, mime and so on. The aims of circle time can be achieved in many ways. Be aware of the concentration spans of circle participants. Some days they'll be up for longer discussions than other days.
Give your circle time a predictable rhythm. For example, an opening activity, rounds (such as asking every member of the circle what their favourite food is or, for more complex responses, asking each person what
they would do if, say, they witnessed a child being bullied), brainstorming for the class (for example, blasting out ideas for your end-of-year celebrations), discussion (on a key topic of the moment) and a closure activity. However many component parts you decide to adopt, stick to that as a generic plan.
Issues to be aware of
If you find you lose time getting your classroom ready for circle time, think of ways of marking on the floor where you want the children to be seated. Some teachers have a circle of masking tape stuck to the floor as a quick and easy guide. Chairs or bottoms can then be placed on the circle. It goes without saying that sensitivity needs to reign where disclosure and confidentiality are concerned. You may also face cultural issues: the degree of openness that circle time can facilitate does not sit well with some young people. Ultimately, you have to work with what you've got. If that means that you're not able to work your circle time as described here, that needn't be a problem. As long as the underlying principles are adhered to and you do not resort to using it as a time to address behaviour, you and your pupils are likely to gain benefit from it. Do plan your circle time. Although you won't direct as such, you will need to lead at least part of the time. And make sure that everyone involved knows exactly when circle time will take place. Not everyone needs to participate in every discussion or round. It's fine for pupils to 'pass' if they need or want to, as long as they don't avoid all participation. Circle time is a good space in which to watch out for withdrawn behaviour. Watch out for those who may dominate proceedings. Always close your circle down. Devise something that signals to you and the class that circle time is over. Some teachers use guided visualisation with their classes while others may read a short poem or do a relaxation exercise. Whatever you decide to do, make sure that your pupils understand its significance and why they are doing it; emphasise the ritual aspect of beginning and ending the circle.
A final thought
Don't sideline circle time so that it becomes just time-filling. Be methodical about it and use it regularly so that your classes know that it is a feature of life in your classroom. If you resort to it only periodically, it will seem new each time and the chances are that your pupils will never truly feel comfortable with it. Above all else, show that you enjoy circle time, through your enthusiasm, participation and appreciation of your pupils' contributions.