1. Set the circle. Make sure everyone
after the break make sure you
can see each others faces. Make
sure there is nothing in the way of
each other. Don’t let students hide
behind desks or bags.
2. set the tone. Make sure everyone
understands what listening is.
Show them what not listening looks
like. Show them what not listening
feels like to those talking.
3. set up active listening. Show them
how to sit when they are listening.
Show them how to use their
bodies- point both hips at the
talker. Watch the talkers mouth,
internalize their words- make them
repeat silently with their lips what
the talker is saying.
4. have a talking stick. They can only
talk when they hold it. No ifs or
buts. They will have 30
seconds to speak, when
they are holding it. And
talking out of turn is bad
listening. Sanctions are
risky here.
5. When they have learnt
these skills give them a
break. Make sure they
have at least a minute
outside the circle. Then
for the last ten seconds
make them walk in the circle
and count down from ten. When
you have reached 1 they must be
seated. At this point they should be
mixed up again. Tell them how long
each section will last. Active
listening is hard work and they will
need to break often to maintain
concentration. (don’t run a circle
time for more than 7 minutes at a
time MAXIMUM)
6. the learning objective of circle
time is to get them used to the
process: roughly this might be:
Illustrate a problem- share
alternative perspectives on this
issue and form some sort of
closure at the end.
7. start with open ended questions.
“what was the best thing about-
what did you like about- what
experience did you find the most
rewarding during- get them used to
the talking stick. Go in any
direction. First break.
8.
highlight good listeners and things
that need work on. Use the 1-10’s
again if it worked or move them
into particular seats.
9. next move into challenges- make
sure they are impersonal- clearly
ask them to take out all proper
nouns. Questions like, “what
challenges did you face during-
what problems would you have
dealt with differently- where you
made to feel uncomfortable by
anything during the experience-
what was it”
10. when students have started to
identify a concern- take a break
when you feel the temperature
rising. This might be subtle- the
kids might start shifting about-
they might get very still
instead. Eyes might start
locking. Or people might
start whispering. The
circle time rules apply.
Reinforce them after
you have...
11. another break- make
sure they are in new
seats (use the 10-1)
place an item in the
middle of the floor. And
illustrate the bicycle
spokes theory. For every
problem there is a range of
different ways of looking at it. A
two sided item with two different
colours helps. For a what colour is
the.. question. Or a mug/ cup with
a handle.
12. choose the challenge that will
engage the students- and one they
all may have experienced and ask
the circle to contribute alternative
ways of resolving the problem.
Limit their time here. And
reconsider the proper nouns
advice. Look for eye contact within
the groups.
13. If it becomes to challenging an
atmosphere. Point it out. Ask them
why they think it is. And if you can,
move on. Take a break if you need
it. But persevere. Don’t leave this
part broken down. Check the time
now- from a difficult point you are
going to need 20 minutes before
the end of the lesson.
14. sit them back down if you have
stood them up because you
needed to and redefine the rules.
Ask for someone to say something
positive if needs be. Use sentence
starters like “If I could make this
circle time better I would…” “if I
could trust you all to understand
what I was saying I would tell you
that…” “If I had a wish for how this
session would end it would be…”
15. allow students to direct questions
and observations at each other-
positive ones. (you can try critical
ones also but it will might get
messy if you don’t close the
parameters of what they might
say) sentence starters could
include… “I think what you said
today was really brave because…”,
“I really admire you because…”, “it
must have been difficult to say…”
16. head for home now, we are going
for closure. A consensus. I like to
do this by a gesture and not words.
I like the human thermometer. A no
being positioning their body as
close to the floor as possible, a yes
being as close to the ceiling
(standing on chairs if needs be)
most of them will want to stand on
their chair anyways. Closure can be
directly related (if you agree with
[students name] then…), if you find
today’s circle time useful, or even if
you are looking forward to … let
them into position. Let them look
around and then fix the room.
17. when the room is restored and they
are about to leave one last
comment. The circle is a sacred
space/ a discreet session.
Information shared in the circle is
best kept within the circle. This is
not a request for privacy it’s just a
recommendation for discretion.
18. make a cup of tea