Use Talking Circles for Restorative Practices
As more schools consider restorative practice in areas of discipline,Talking Circles, a core component of the restorative justice process, enter the conversation. No matter how a Talking Circle, sometimes called a Peacemaking Circle, uses a structural framework to build relationships and to address conflict within a community. It is seen that Talking Circles serve other purposes as well: They create safe spaces, build connections and offer instructors a unique means of formative assessment.
Ways to cocreate a safe, supportive space: It is found that circles work best if teachers invest time up front to build relationships, skills, and practices to draw on throughout the school year—especially if the going gets tough.
Research had demonstrated that early in the process, teachers and students together explore values—like empathy, patience, kindness, courage, and open-mindedness—that need to be respected for people to be willing to share openly and honestly in circle. They also find foremost ways of working together (circle practices). These include honoring the talking piece, which goes around the circle as an invitation to share while everyone else listens (participants may pass if they don’t wish to talk). People are encouraged to speak and listen from the heart. In this process what is shared in circle, stays in circle, though educators should let students know at the beginning that we are mandated by law to report when a student threatens to injure themselves or others, or when students divulge abuse.
Using the experiences of students experiences into the space: Encourage students to connect with the circle content by sharing stories from their own lives.
Include storytelling rounds by asking students to talk about “a person in your life who…” or “a time when….” Share authentically of yourself. This gives others permission to do the same. You should model good listening as the talking piece goes around the circle. Rule is be fully present as others speak. Key is to remind everyone that listening is the key ingredient in circles. True listening can create the kind of welcoming space that encourages even the quietest voices to speak.
Acknowledge, paraphrase, summarize, and exercise empathy: Another way is to listen closely to what students share so that you can build on their experiences.
The thing is that when the talking piece comes back to you, touch on what you felt, noticed, or heard. If you sense that there’s more than surfaced in the first round, send the talking piece around a second or third time, asking students for their connections, reflections, or additions.?
Don’t be afraid if difficult or painful issues come up, model agreed-upon circle practices for students to follow. Listening mindfully and being present with other people’s ordeals and hardships can create supportive, healing experiences that strengthen community connections and build empathy.
Give clear instructions if needed, let students know you’re accessible to check in with them late in the day or week. You might also have them consider speaking with other supportive adults or students to find solace if they’re troubled.
Look into what it means to be an effective ally: Chances are beyond creating a supportive listening environment, inquire what else, if anything, students need from you and from each other.
As a teacher explore how to be better allies in circle so that students know they don’t need to face their situation alone. Invite them to talk about a person in their lives who is a good friend or ally, or a person they’d like to be a better friend or ally. Try to discuss the qualities these people have (or lack) and how they make us feel. It is fun to invite students to talk about a time they’ve been a good friend or ally themselves, and what gets in the way of being our best selves with one another.
Zoom out to support understanding on the systems level: A nice touch is to explore whether there are larger systemic forces that underlie the challenges students have touched on (such as racism, sexism, or lack of access to resources). As a teacher present information, stories, and voices that might shed light on how these systems operate. Look for examples of people who took action to interrupt these and other oppressive systems.
Ask students to connect to this subject matter by sharing their ideas, feelings, and related experiences.
Studying larger, systemic forces in society can help students better understand their situation, and can be a useful starting point for students to become more active themselves. Action and activism can inspire hope, connection, and healing.
Questions about restorative practices
What does equity look like in talking circles?
However our educational systems are typically set up as hierarchies. We are trained and accustomed to being the leaders and authority figures in our classrooms and schools. Circle asks us to take a non-hierarchal approach in building relationships and community with our colleagues and students. We must let go of the impulse to completely control the process while in circle.
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Learning to giving up some of our power in the classroom takes practice. As teachers in circle, it is our responsibility to comply with the same circle expectations we ask of our students. Put away that cell phone. Resist the desire to respond to every comment. Tell your stories. Listen and be present for the entire conversation.
In circle, we create equity by providing opportunity for each individual to use their voice, and to work toward consensus. Each voice – including the facilitator’s – bears the same weight in circle.
What does fidelity look like in circles?
Never hesitate to provide consistency and repeat to help students create their social emotional skills in circles. Follow a predictable framework for your circles. The circle structure we follow in every circle is:
There is comfort in predictability. The consistency of this framework allows students to feel safe in circle. Okay so keeping to this structure with fidelity builds a trusting and respectful classroom culture where our students’ skills can evolve.
Structure does not mean rigid. Before I discuss a consistent framework also gives you the freedom to adapt and be flexible when needed. In your circles, give the space and time to address conflicts or concerns as they arise. If your dialogue needs to stray from your original plan due to the needs of the circle, that is ok! If your check-in becomes the dialogue, that is also ok. Needless to say maintain the structure by ending with the closing ceremony. Consistency, while giving strength to each person’s voice, is a important aspect to fidelity in circle.
What are we teaching in circle?
As educators, we think about learning objectives for every activity. In circle, we create a space to develop and strengthen relationships, while exploring diverse thoughts and perspectives. Circles teach social-emotional and C.A.R.E.S. skills to participants. We reinforce these skills by modeling and practicing within the circle framework. It is said that the framework provides the consistency and repeat essential for our students to feel a safety and confidence in developing their skills together. When you add content-based discussions to circle activity, you empower students to deepen their understanding of academic concepts while strengthening their social and emotional skillsets.
Everyone passing during dialogue
It is ok to pass in circle. But if it feels like everyone is passing, that could be a signal you need to rethink your circle plan. The most effective instructors sometimes want to jump right in with high-risk questions. Well our desire to run circles to problem-solve, address conflicts, or forge emotional connections can put us off from the need to build a strong foundation first.
Use low-risk dialogue prompts to invite circle participants into the procedure. This gives them a opportunity to build their relationships and sense of community, and to acquire their communication skills. Then, when conflict or other needs originates, students already know and trust the restorative circle framework and are more prepared to share.
What we perceive as low risk may be high risk for our scholars. Paying attention to the dynamics of circle, especially silence, is oftentimes a clue that our dialogue may be higher risk for our students than we thought.
What’s the point?
It happens that classroom-based restorative circles give the time and space to develop a sense of equity and safety, and forge a positive classroom culture through trustful relationships. Restorative circles in the classroom strengthen students’ problem-solving skills. We seek better understanding when conflicts do originate, you will be equipped to have honest dialogue with your students. The answer is students learn to hold each other accountable, acknowledge each other’s feelings, and accept each individual’s needs. Our students grow their C.A.R.E.S. and social emotional skills in circle in ways that impact their learning and engagement in positive ways. With classroom-based restorative circles, everyone has the chance to explore their power to be peaceful.