1. Behaviour Scenarios
A specially commissioned set of resources for tutors, school mentors and trainee teachers
Scenario 26: Circle Time 1

2. Scenario 26
Circle Time
On teaching practice, or in your first post, you are asked to take part in Circle Time. What should you do to prepare yourself for this situation?
Outline:
Circle time is standard practice in many primary schools and it is becoming more common in secondary schools, especially with the younger years. This scenario presents you with a situation to be dealt with at two levels:
The need to lead Circle Time when you were not expecting this to happen and do not have much time to prepare;
The opportunity to plan more thoroughly if this is likely to be one of your responsibilities in future.
You will be ill advised to run Circle Time without training in the techniques appropriate for the age and stage of development of the pupils and there are a number of excellent training programmes available.
The ideal number for Circle Time is about 6 – 18. However, Circle Time is often run by the class teacher with a whole group, meaning that even more careful preparation and training is needed, including consideration of space and how everyone can be engaged,
An important consideration is that Circle Time is best run with an open circle - no tables in the way. Although this can create practical problems, it is much easier to keep to the principles outlined in the “Underlying principles” slide if this is the case. The teacher adopts facilitative role and one of the first tasks of the circle group is to discuss and agree rules The teacher leads the group in a way that ensures that the rules are kept.
Rules may include:
Signal if you wish to speak or, if the group is using a speaking object, only speak when you are holding it (the facilitator may interrupt by touching the speaking object).
Speak positively to each other – no put-downs.
Listen when someone else is talking.
Do not name anyone in the circle in a negative way – say, for example, ‘someone is bullying me’, ‘I don’t like it when people….’ rather than using a specific name.
Keep what is said within the circle – no gossiping afterwards. 2

3. Key Learning Outcomes
Knowledge and understanding about the purpose, organisation and structure of Circle Time and the skills needed to lead Circle Time effectively.
Modelling and practice in developing a lesson plan related to behaviour for learning.
Relevant QTS Standards: Q2, Q4 & Q30. 3

4. What do you do?
Be clear about the purpose of the Circle Time. Ask a colleague if there is a scheme of work/set of resources for Circle Time and plan round this.
Ask if you can observe and have a follow-up discussion with one or more colleagues running Circle Time before you take a session yourself.
Download resources from websites such as
and adapt them for your use.
Find out about the skills and personal qualities needed to lead circle time and practice them before facilitating your first group
Ensure that there is another experienced colleague with you who can advise you during your first Circle Time and give you feedback afterwards. 4

5. What may be the best choice?
All of the suggestions would be helpful.
Remember! Circle Time requires special training and you can encounter difficulties if you are unprepared.
You should avoid participating in a Circle Time session without first (a) knowing something about its background & purpose and (b) having the support of an experienced colleague.
You should be clear about the purpose of the Circle Time and it should fit into a scheme of work which allows for continuity and progression.
Circle Time should contribute to the B4L (Behaviour for Learning) and SEAL (Social and Emotional Aspects of Learning) objectives for the class .
Notes:
Although Circle Time is no different, in some respects, to other discussions in a well organised lesson, the process encourages greater openness and sharing, which can reveal stronger emotions and even traumatic experiences.
Care must be taken to lead the Circle Time in a facilitation style that also avoids situations which might cause pupils distress or embarrassment. Such situations can happen if the rules are not appropriate, fully agreed and understood or if the discussion is allowed to stray, become too personal or be directed at an individual or group.
The structure of circle time sessions
Preface – at the very beginning, remind young people of the social and emotional skills they will be using during circle time: looking, listening, speaking, thinking and concentrating. Draw attention to these throughout circle time using non-verbal praise and verbal praise. Some teachers play a quick game to specifically focus on the above skills before starting circle time.
Step 1 – Meeting Up – Involves a wide range of games that promote group cohesion, mix up the groups, provide a sense of fun and enjoyment, and reinforce social, emotional and behavioural skills, rules and routines.
Step 2 – Warming Up – Involves a ‘round’ that gives everyone a chance to speak. A speaking object is used to focus on the speaker and a ground rule emphasises that all others must listen. Stem sentences are used to encourage participation.
Step 3 – Opening Up – This is the heart of circle time and provides a forum in which aspects of the curriculum can be delivered using a range of approaches including, for example, discussion, debate, philosophy, literature, drama, puppets and poetry. During this step pupils can help each other to tackle complex problems – generating alternative solutions and setting individual or class goals and targets.
Step 4 – Celebrating Success – Involves participants acknowledging their own and others’ successes. It is an opportunity to give positive feedback. Young people not only nominate each other but, after circle time, the whole class sign the certificate for the nominated children.
Step 5 – Calming Down – The final stage brings a sense of closure, and ‘bridges’ the young people into the next part of the school day. It provides an opportunity for visualisation and meditation activities and quiet cohesive games 5

6. How might you prepare further?
Circle Time is used extensively in schools and, in the hands of a well trained teacher, it makes a valuable contribution to the SEAL and B4L curriculum.
There are a number of useful books and resources listed on websites referenced in the notes which may be available in your university or school.
Although these resources should enable you to become familiar with Circle Time, you will need training from experienced practitioners before you start - and support from them during your early Circle Time sessions.
Many schools, local authorities and some ITT providers arrange training. Talk to the person in charge of your training and development to find out what is available. 6

7. Underlying principles
Circle Time provides an opportunity for everyone to have a say on an equal basis.
It is based on trust and respect for each other.
It is essential that participants feel safe so they can talk about the matters under discussion and how they feel about them.
Concerns and issues can be talked about openly.
Answers can often be found by the group.
The group needs to agree ground rules as one of its first activities. 7

8. Rights and Responsibilities
Everyone has a right to be heard.
Everyone has a responsibility to listen to others without interruption.
No-one has to speak – they can pass if they wish but everyone is encouraged to join in.
As leader you have the responsibility to set up Circle Time so that all participants are protected and that all agreed ground rules are kept. You should draw it to a close if this is not the case and re-plan for next time.
You are also responsible for ensuring that the activities are interesting, relevant, appropriate and fun. 8

9. Activities to try
Observe as many staff as possible conducting Circle Time and draw up a list of factors which make it work well and a list of personal qualities that are needed to run Circle Time effectively.
Use a range of Circle Time activities within your group to model, practise and feed back together and make notes about how and in what circumstances they would be most relevant.
With a colleague, watch the videos listed in the next slide. Discuss together how Circle Time can contribute to restorative approaches, conflict resolution and pupil-led mentoring. 9

10. Want to find out more? References on the B4L site
Glossary item – Self Esteem
SIAN BREEZE Final Year ITE Student - Using Circle Time as a Vehicle to Improve Self-Esteem in the Primary Classroom
Teachers TV - Primary SEN Circle of Friends – Ben
Teachers TV - KS1/2 PSHE – Self-Esteem
Teachers TV - KS1/2 Citizenship – Soho Parish School - Diversity
Teachers TV – Managing Inclusion – Primary – Real Role Models
Websites : 10

11. Want to find out more? Books and Articles
References
Button, L. (1982) Developmental Groupwork with Adolescents. London: John Wiley.
Brandes, D. and Ginnis, P. (1986) A Guide to Student Centered Learning. London: Simon & Schuster Education.
Hopson, B. and Scally, M. (1984) Lifeskills Teaching Programmes1–4. Leeds: Lifeskills Associates.
Mosley, J. and Tew, M. (1999), Whole-school Quality Circle Time Model. London: David Fulton Publishers. 11

12. Conclusions
What is the key message have you gained from this scenario material?
How might you apply this approach in your own practice in school.
Further insights and notes for tutors and mentors are available on the website
Updated August 2009