Unit 2: Developing Safe and Inclusive Circle Spaces

In this unit, participants will explore the principles and practices needed to create a safe and inclusive classroom. The focus of these lessons will be building trust, fostering respect, and that all members of a circle feel valued and heard.

The lessons are as follows:

Lesson 1: Designing a Safe Circle Space

Lesson 2: Expectations and Modeling Behaviors

Lesson 1: Designing a Safe Circle Space

Part 1: Why a Circle?

The shape of a restorative circle plays a crucial role in the success of the discussion. Having students physically sitting in a circular seating arrangement offers numerous benefits for all participants and the overall dynamic of the circle:

Preventing Hierarchy: a circular seating arrangement eliminates power dynamics within a group. In a circle, there is no hierarchy, the facilitator and all participants all sit together in the same position. This arrangement implies that everyone in the circle has an equal voice and presence.

Visual Connection: in a circle, all participants face each other without distractions or barriers obstructing their view. This position allows everyone to see each other and promotes direct interaction. Students are able to maintain eye contact with the speaker, enhancing mutual understanding and connection. The visual feature of circle discussions encourages active listening and engagement from all participants.

Building Community: Students may feel a strong sense of community when they are a part of a collective group like the circle. The intentional set-up of a circle creates an environment that cultivates feelings of belonging for students. As community bonds strengthen, students are more likely to open up and share their thoughts with their peers.

Read pages 275-284 of the article: Circular seating arrangements: Approaching the social crux in language classrooms (https://files.eric.ed.gov/fulltext/EJ1134769.pdf)

Analyzing your Classroom: Think about your current classroom space. Which characteristics of a safe circle space are already in place, and which ones could you improve?

Use this model to structure your response:

Space Assessment

Current Space Description:

Brieﬂy describe your current classroom layout.

Highlight any existing elements that promote inclusivity and safety.

Challenges or Barriers:

Identify limitations or issues with your current setup (ex: limited space, noisy environment).

2. Physical Safety and Design

Layout Plan:

How will you arrange seating to foster inclusivity?

What materials or tools will you need? (ex: chairs, cushions, rugs)

Accessibility Considerations:

How will you ensure the space is accessible to all students, including those with disabilities?

Directions: Add your response to our discussion board on Padlet (https://padlet.com/travereileen/a nalyzing-your-classroom-think-about-your-current-classroom--kk5stl5xspclirb7) and be sure to read through other responses.

Lesson 2: Expectations and Modeling Behaviors

In this lesson, participants will learn how to model positive behaviors, set clear expectations, and build trust within a classroom circle. They will gain understanding of the role of facilitator and how crucial it is in creating a supportive space and and implementing these features of a circle.

Part 1: Clear Expectations

Watch this video to review the importance of Circle Guidelines (https://www.youtube.com/watch?v= mDejSLLOrS8)

Reflect on the Circle Guidelines that you created in Unit 1. Evaluate the expectations based on the following criteria:

Are the expectations clear, concise, and age appropriate?

Do the guidelines promote respect and a sense of belonging for all students? Will the group be able to follow these expectations throughout every circle?

If you want to review Circle Guidelines further, feel free to look back at Unit 1- Lesson 2:

Having a clear set of expectations for every circle, allows students to understand what is expected of them during the circle discussions. As students become more familiar with circles, they will soon know these guidelines by heart and do their part in upholding these values. Establishing and continuously reinforcing expectations is the first step in building trust and understanding within the circle.

Important thing to Note!

When designing these guidelines, it’s important to reinforce with all participants that these expectations aren’t just rules, they are a way to show respect and care towards others.

Part 2: The Teacher’s Role as Facilitator

The facilitator performs many tasks during a circle that may go unnoticed, however every action of the facilitator should be intentional with the goal of enhancing the circle experience.

Here are a few of the jobs the facilitator has:

Leading the group through the steps of a success circle (opening, check-ins, etc.) Making sure the group follows all classroom guidelines
Asking guiding questions that allow students to think deeply and share their experiences Keeping the conversation on track
Modeling positive communication and vulnerability Managing group dynamics

We will be looking into a few of these roles a bit closer:

In order for students to understand what is expected of them during a circle, it is crucial for the facilitator to model the desired behavior first. Read through this chart to see what the facilitator should do to encourage these behaviors.

Desired Student Behavior	Teacher Action [Collapse]
Be vulnerable, express oneself	Share personal experiences to show that it is okay to be open. Model how to use “I statements” such as “I feel…” or “I think…”
Have Empathy	Acknowledge feelings and emotions by saying things like “It’s okay to feel like this, thank you for sharing with us” or “I can see how that must have been hard for you”.
Avoid Judgement	Respond to all participants as a neutral facilitator, acknowledge what was said without criticism.
Listen actively	Show genuine attention through eye contact, nodding, and not interrupting when one person is speaking. As the facilitator, when one person has ﬁnished speaking, offer validation like, “I hear you”, “thank you for sharing”.
Respectful Communication	Use clear and respectful language. Avoid dismissive language and instead say something like, “Thank you for sharing your perspective”
Follow Circle Guidelines	Follow guidelines exactly how you want your students to follow them. Model using the talking piece, waiting your turn, saying just enough without taking too long of a turn.

Let’s put what you have learned into action!

Watch this video of a teacher facilitating a classroom circle. Pay attention to how the teacher models communication and manages expectations. Restorative Justice Circle (https://www.youtube.com/wat ch?v=38w-WO5qeDY)

Questions to think about as you watch:

How does the teacher model active listening and empathy?

What strategies does the teacher use to encourage participation and manage the group?

How does the teacher build trust with students during the circle and create a welcoming environment?

How do they manage interruptions or emotional responses from students?

Directions: Write down your answers to these questions in your journal to reflect the practices discussed in this lesson.

Congratulations! You have completed Unit 2, click here to move on to Unit 3: Facilitating Academic Circles