Transcript of "The use of circles in secondary schools."
Jane HarrisJason Blount
Pro- active circles and building community Encouraging responsibility and setting ground rules Responding to conflict and challenging behaviour Resolvingtension and conflict and repairing relationships through responsive circles
Equality Safety and Trust Responsibility Builds connections Ownership Develops confidence Helps the learning process Encourages empathy Share experiences
Re -name circle time ( if appropriate) Choose relevant topics Use restorative language-affective questions and statements Train pupils as facilitators Encourage and empower staff Involve parents/carers Use a talking piece Establish clear ground rules Keep responsive circles solution focused Deal with non- compliance firmly as a group Introduce circles in learning and teaching
Learning and teaching- starters, plenaries, collaborative tasks, carousel activities Preparation for - visits, visitors, new class activities Establishing ground rules/expectations for behaviour Addressing class issues- homework, attendance, fulfilling school’s key values Check in circles- feeling charts, fun go arounds, friendship activities, welcoming new pupils KS4 specific issues- revision, post 16, application forms, CVs
What happened? What were you thinking about at the time? Who has been affected? How have they been affected? What do you think needs to happen next?
To address Challenging behaviour in class Relationship breakdown-pupil/pupil, pupil/ teacher, parent/teacher, teacher/teacher General unsettled/unfocused behaviour in class activities Break and lunchtime problems
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