Teaching and Learning in Circle
(Page 5 of 9)

In keeping with this teaching there are four phases or parts of the classroom circle: Opening/Check-In, Presentation of the Issue, Sharing/Discussion of the Issue, Closing.

A. Opening/Check In

It is important to always open and close a circle in a good way. This is true of any class. There should be a clear opening and closing. To open a classroom circle, one of the students rings the singing bowl. Another student then does a brief "daily reading." Responsibility for these opening activities rotates among the students. It is voluntary (everything in the circle is an invitation). Students sign up a couple of weeks in advance. Opening is a ritual, and ritual is very important to people. While adolescents may seem to reject ritual on its face, what they are really rejecting is empty ritual. On a couple of occasions when I had to use a "substitute" talking piece students have commented. If a new person starts to pass the talking piece in the wrong direction the outcry is immediate. The ritual of the circle, especially the opening, builds community and provides continuity. Opening and closing every day bridges one class session to the next. The opening ritual separates this process from the rest of the day. It provides familiarity and reinforces trust among the participants.

After the reading the students "check in". The talking piece is passed once around the circle and each participant is invited to share how she is feeling at this particular moment. Check in is an integral piece of the process. There may be a temptation to skip it in the interest of time, or to only have check in on Fridays. I believe that this would be a mistake. Any class time "lost" is more than made up for in community building and student investment in class. I have found that students themselves regulate check in time, and if people are taking too long or rambling there is a peer pressure to bring it in line the next day. On the other hand a student may have a genuine need to share something or look for support from peers or teachers – left alone this can result in a distracted student, classroom tension, or even negative attention seeking. Check in eliminates almost all of this. If class-time is sufficient, or you are just looking for variety in the check in – give the students two minutes to draw their check in – then go around the circle and have them share their drawings. As they share they put their drawings in the center – contributing to building the space.

Following check in the teacher would make any announcements, clarify questions on assignments or technical issues, in short – take care of business.

B. Presentation of the Issue

This phase of the circle is the "exploration phase." It may include:

• Exploration of reading
• Presentation of Project
• Input from teacher (notes)
• Group activity
• Mapping

The talking piece may be suspended during this phase of the circle – as very often one or two people will be the providers of the bulk of the information of the presentation of the problem.

C. Sharing/Discussion in Circle

The third phase of the Circle is the transformative piece. We leave this phase changed somehow. The more we practice the more we grow as learners. Classically, discussion has meant debate. The louder the class – the more vocal the debate – the more I felt that I was reaching the students. They had to be touched deeply to feel so passionately. Passion, though, is transitory – when we teach about love we teach that passion ebbs and flows – but that love flows on – so it is with love of learning.
In Circle we strive for an inquiry/advocacy balance. When taking the position of advocate one is expected to:

• Say how you arrived at your view
• Encourage others to explore your view
• Encourage others to provide different views
• Actively inquire into other’s views

When Inquiring into other’s views one is expected to:

• State assumptions as assumptions
• State the data on which your assumptions are based
• Don’t ask questions if you’re not interested in the response - no traps, no attempts at politeness

An Inquiry/Advocacy approach to discussion limits debate, encourages the development of shared vision, increases one’s willingness to be "wrong", and encourages intellectual risk taking. There is no immediate victory for the most glib student, or the loudest, or the cleverest. Instead of a "yes…but" discussion the inquiry/advocacy approach in circle leads the learners into a "yes…and" mode. There is a possibility for genuine consensus, not just a wearing down of opponent and possibly the teacher.[13]

Key to a successful circle is asking the right questions. Questions should invite storytelling and sharing. We tell the story of a young Sir Percival , on his quest for the Holy Grail comes to a castle and seeks shelter for the night. The Lord of the Castle is called The Fisher King. He is very hospitable. He also suffers a grievous wound in the groin – that keeps him from standing. Young Percival wishes to know about the wound – but believes that it would be impertinent to ask. During dinner Percival has a vision of a magnificent cup being borne through the hall. He is astounded at its beauty and wonders at its power, but again, considers it impertinent for one of his youth to make inquiries. He leaves the next day, and continues his life long quest for the Grail. Only after many years does he summon the courage to ask his questions on another visit to the Fisher King. He immediately realizes that the Cup is the Grail and the Grail heals the Fisher King’s wounds.

It (Circle) is a great and innovative tool for learning and solving problems. It allows everyone to have an equal opportunity to have a voice and opinion equal to everyone else in the Circle. It also does something else, sometimes overlooked that may even be considered more important. It makes people become listeners. Many times people miss out on learning something because they don’t listen, and they’re too busy thinking about what they’re going to say next. Since everyone is supposed to contribute something original, everyone must listen to the others to ensure an original answer. (Student evaluation June 2002)

D. Closing.

As noted above, it is important to close the circle in a good way. This means allowing a few minutes at the end of class for closing and checking out. Checking out can be brief. If time is an issue, you can ask for a one word checkout – "one word to describe how you are feeling right now." A pass only takes a minute or two in this way and it is fun for the group as student’s attempt to come up with words that someone didn’t already use.
Following check-out there should be a brief reading/prayer – provided by one of the students.

Page last updated 11/27/2005

A project of Campus Conflict Resolution Resources.
Supported by a FIPSE grant from the US Department of Education
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