The use of circles in secondary schools.

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Restorative Practice Conference 2011. Authors: Jane Harris and Jason Blount from Hull, UK

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The use of circles in secondary schools.

  1. 1. Jane HarrisJason Blount
  2. 2.   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
  3. 3.   Equality  Safety and Trust  Responsibility  Builds connections  Ownership  Develops confidence  Helps the learning process  Encourages empathy  Share experiences
  4. 4.   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
  5. 5.   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
  6. 6.   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?
  7. 7. 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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