Eileen Traver's ID Portfolio

Navigation links: ETAP 623 Fall 2024 | Eileen Traver's mini-course: Classroom Circles

About Me

My name is Eileen Traver and I am from Rochester, NY. I graduated from SUNY New Paltz in 2022 with a degree in Early Childhood Education and this my first semester of the CDIT program. Currently, I am living in Albany and working as a middle school science teacher in Schenectady, NY.

Outside of teaching, I love working out, reading, and spending time with family and friends.

My Topic and Purpose

My mini-course will focus on Classroom Circles as a restorative community building approach and an effective academic tool. Classroom Circles is a discussion based practice that promotes student engagement and expression. The circular arrangement of this practice fosters an inclusive learning environment where open communication and collaborative discussions are encouraged.

I chose this topic because I have witnessed firsthand the benefits of Classroom Circles as a multifaceted tool. My close collaboration with guidance counselors and participation in circles have led to thoughtful discussions and strengthened community within my classroom. Once the routine of facilitating a circle is established, there are endless possibilities for their use. For my mini-course, I will focus on utilizing Classroom Circles for two different purposes: academics and community building.

Scope of Learning Outcomes and Content

By the end of this mini-course, participants will be able to:

• Define what a circle is and understand its purpose and benefits in fostering communication and community.
• Facilitate a classroom circle by demonstrating the steps needed to effectively perform a circle.
• Design and implement restorative and academic circles as tools for enhancing classroom learning.

Needs Assessment

• Educational problem or opportunity: In the traditional classroom setting, not all voices are always heard which can lead to feelings of exclusion, disengagement, and isolation for some students. In this type of learning environment, there can be a lack of interactive learning for students. Many students have challenges with expressing their feelings and often struggle with effective communication. These issues can result in misunderstandings and conflicts that disrupt the learning process.
• The learners/participants: This mini-course is designed for K-12 teachers who are looking to build a community-based and engaging classroom environment.
• Analysis of gaps: Many students lack the ability to communicate effectively or feel like they are unable to share thoughts or feelings. Students may feel like their voice does not matter or be disengaged during instruction. Ideally, teachers would be designing activities where all students are able to feel comfortable participating and are engaged in the lesson. Classroom circles are a method of equitable communication where all participants have the opportunity to share their ideas in a safe space. Parker and Bickmore (2020) found that circles build an inclusive community among students and teachers while providing a voice to the marginalized.
• Existing efforts: There are many current methods that support community building in the classroom such as: morning meetings, project based learning, collaborative learning, and social emotional programs. Each of these strategies has a unique approach of addressing the diverse needs of students. Together, these strategies aim to create supportive and effective learning environments that promote academic success and social-emotional growth. While Classroom Circles are a well-established strategy, there is a lack of understanding on how to effectively facilitate them. Important steps in the process are often overlooked, which can diminish the impact of circles. This mini-course will serve as a resource that will allow educators to implement circles more successfully and maximize their benefits in the classroom.
• Intent statement: This course will help participants foster community in their classrooms, provide a framework to enhance communication skills, and support social-emotional learning.

Analysis of the Learner and Context

Participants (Learners): The learners for this course are educators and professionals who work directly with K-12 students. There may be a range in years of experience and expertise in different subject areas among participants. Learners are likely to share an interest in creating positive classroom environments and improving student engagement. They may already implement many inclusive strategies within their own classrooms.

Prior Personal/Cultural Experiences: Participants will likely have prior knowledge and experience with community building practices and inclusive classrooms. Educators may have a strong foundation in classroom management and Tier 1 restorative practices. They may be unfamiliar with the classroom circles method in an academic or restorative context. Participants may come from diverse backgrounds, including experience in urban, suburban, and rural schools.

Settings: Participants will use this mini course as professional development that can be accessed as an online asynchronous course with weekly discussions and collaboration with other learners. Participants will have the ability to access materials and activities throughout each week which can be viewed when educators have available time.

Time: This course is divided into 4 modules and is expected to take approximately 8 hours to complete. Each module will take about 2 hours and will include weekly discussion posts and activities with other participants. The final project of the course will include participants creating two classroom circles: one academic and one community building.

Resources:

Participants will need the following resources:  

• A laptop/computer with reliable internet access in order to access materials, resources, discussions and activities.
• Access to materials such as videos, discussion boards and posts, personal notes.

Performance-Based Objectives

After completing this mini-course, learners will be able to:

• Understand the purpose of classroom circles and their significance in fostering community and collaboration.

• Facilitate a classroom circle by demonstrating effective techniques for leading a structured discussion and promoting participation and open dialogue.

• Design a framework for implementing classroom circles by outlining procedures and objectives to ensure an impactful circle experience.

• Develop criteria for evaluating the effectiveness of restorative and academic circles by collecting feedback from other participants and reflecting on the outcome of the circle.

Task and Content Analysis

Before taking this course, the learner:

1. Should have a background of community building and creating inclusive classrooms.
2. Understand restorative practices and their importance in building relationships and resolving conflict.
3. Have experience in facilitating activities and group discussions.

Unit 1: Introduction to Classroom Circles

After this unit, participants will be able to:

• Define the purpose and benefits of classroom circles.
• Identify the goals of a classroom circle and distinguish different types of circles.
• Identify the key components of a classroom circle including the opening, discussion, and closing phase.

Unit 2: Creating Safe and Inclusive Circle Spaces

After this unit, participants will be able to:

• Apply strategies for establishing expectations and agreements that promote trust, respect, and participation.
• Design a safe emotional and physical environment through seating arrangement and boundary setting.
• Model positive communication skills such as active listening and validating contributions to foster inclusivity.
• Identify and mitigate potential challenges that may impact effectiveness of a circle.

Unit 3: Facilitating Academic Circles

After this unit, participants will be able to:

• Design academic circles tailored to different learning objectives, subjects, and student needs.
• Utilize questioning, prompting, and feedback techniques to engage students in meaningful discussions and critical thinking.
• Provide constructive feedback to guide students as they make connections to course content and learn collaboratively.

Unit 4: Facilitating Restorative Circles for Community Building

After this unit, participants will be able to:

• Develop a restorative circle that is focused on relationship building and creating a supportive classroom environment.
• Demonstrate skills for managing challenging dynamics and potential conflicts within restorative circles.
• Apply restorative questioning and techniques that promote open communication, empathy, and respect.

Curriculum Map

References and Resources

• Finn, J. D., & Rock, D. A. (2022). Social and emotional strategies for classroom interactions. Journal of School Psychology, 68, 112-125. Retrieved from ScienceDirect.
• Collaborative Learning Solutions. (n.d.). Community building circle guide for SEL. Retrieved from CLSTEAM.
• Tofade, T., Elsner, J., & Haines, S. T. (2013). Best practice strategies for effective use of questions as a teaching tool. American Journal of Pharmaceutical Education, 77(7), 155. Retrieved from ERIC.
• Glenview School District. (n.d.). Restorative circles: Keeper handbook. Edutopia. Retrieved from Edutopia.
• Wood, M. (2020). Inquiry-based learning in geology: Examining the role of tectonic plate simulations in student understanding. Journal of Geoscience Education, 68(3), 179-188. https://doi.org/10.1080/2372966X.2020.1795557