Ask the keeper https://www.morningsidecenter.org/ en How Do I Handle a Heavy Circle? https://www.morningsidecenter.org/teachable-moment/lessons/how-do-i-handle-heavy-circle <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>How Do I Handle a Heavy Circle?</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><h4>Question: &nbsp;</h4> <p>Recently in a circle, we had a very “heavy” sharing.&nbsp; I was struggling to balance respectfully listening and appreciating participants' sharing and reflections. Then it got even heavier. When the talking piece got back to me, I acknowledged the heaviness in the room and suggested that we reflect on the hopes and expectations and the positive values/gifts they added to the centerpiece earlier. Do you have any other ideas?&nbsp; Thanks.&nbsp;</p> <p><em>-- Betty Feibusch, Climate and Culture Manager, NYC DOE</em><br> &nbsp;</p> <hr> <p>After people share deeply of themselves, acknowledging a subsequent heaviness in the room can be helpful.&nbsp; It can be similarly helpful to name the actual feelings that the sharing brought up.&nbsp;Neuro-psychiatrist Dan Siegel refers to this as “naming to tame it”: Putting words to our feelings often helps reduce their intensity.<br> &nbsp;<br> You might say, "I sense a lot of sadness or maybe anger in the room right now." If you're not sure about the exact feelings people are experiencing, you can share instead how you yourself were affected, e.g.: "Listening to your stories, I feel a deep sadness."&nbsp; Naming your feelings, as the keeper, invites others in the room to do the same.<br> &nbsp;<br> I might also encourage people to take a few deep breaths at times like these.&nbsp; When we tell or hear difficult stories, we sometimes forget to breathe.&nbsp; This can add to the physical tension and discomfort we experience. Taking a few deep breaths can release the tension in our body and lets us get back in touch with ourselves, and with others in the room.<br> &nbsp;<br> Inviting people to return to their breath also allows us to pause so that we can give people’s experiences the space they deserve. A few moments of quiet breathing can be a way of honoring and respecting the stories people share.<br> &nbsp;<br> Sometimes I guide the breathing: On the in-breath, I invite people to acknowledge the painful stories we just heard, pause, and honor them. Then, on the out-breath, I invite people to let the stories go, releasing some of the heaviness or sadness the stories might have brought on.&nbsp; I may do this for a minute or more, allowing people some space to process their emotions.<br> &nbsp;<br> In intense situations, when we get overwhelmed, the stress response is triggered.&nbsp; This is an age-old survival mechanism, in which the neo-cortex part of the brain is bypassed and our body’s primitive, automatic, inborn fight, flight, or freeze response kicks in.<br> &nbsp;<br> Naming our feelings and deep breathing can help us regain control. In some cases, as a counselor in one of my circles explained, it may also be helpful to invite people to get back to their physical bodies by instructing them to become aware of their feet planted on the ground, their seat connected to the chair, and by possibly patting their bodies with their hands, starting with their feet, coming up their legs, torso, arms, face, and head.<br> &nbsp;<br> Finally, in wrapping up a heavy and emotional circle, it can be helpful to connect the stories in the circle to the values and intentions that are placed in the center piece (as you did), reconnecting to a greater vision of our school as a safe, supportive, encouraging place for all.<br> &nbsp;<br> &nbsp;</p> <hr> <p>A&nbsp;note:&nbsp; Sometimes after an emotional circle with students, you may want to invite everyone to pull themselves back together and ready themselves for the world beyond the circle. See my post about putting on the armor here:&nbsp;<a href="https://www.morningsidecenter.org/stories-voices/circle-power-inviting-people">https://www.morningsidecenter.org/stories-voices/circle-power-inviting-people</a></p> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>Sara Carrero</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2017-05-12T12:32:00-04:00" title="Friday, May 12, 2017 - 12:32">May 12, 2017</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Fri, 12 May 2017 16:32:00 +0000 Sara Carrero 1110 at https://www.morningsidecenter.org How Do I Handle Disruptive Behavior? https://www.morningsidecenter.org/teachable-moment/lessons/how-do-i-handle-disruptive-behavior <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>How Do I Handle Disruptive Behavior?</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><h4>Question: &nbsp;</h4> <p>We've been doing circles at my school as a study skills course since&nbsp;the&nbsp;start of&nbsp;the&nbsp;year.&nbsp;It's been challenging when students act out,&nbsp;not respecting the talking piece. It impacts the rest of the group and their willingness to share. Do you have any suggestions of how to handle disruptive behavior of this kind?&nbsp;</p> <p><em>–&nbsp;</em><em>Tina Stiver, 7<sup>th</sup>&nbsp;Grade Social Studies teacher and 6th grade Study Skills Course facilitator, Lincoln K-8, Warren, Ohio</em><br> &nbsp;</p> <p>Disruptive behavior can sidetrack even the best-facilitated circle, and can happen even when the keeper has done everything “right.”</p> <p>I try to reduce the incidence of disruptive behavior by carefully setting the stage. This includes purposefully inviting participation and encouraging meaningful sharing.&nbsp;</p> <p>When first introducing restorative circles to a group of students, especially in middle school, I try not to speak too much. I’ll say something about why we sit in a circle, emphasizing its democratic nature, as well as the power of the talking piece in promoting equity of voice. Depending on the group’s attention span, I may decide to open with a fun team-building activity to get students on board.</p> <p>But regardless of the group, I’ll send a talking piece around, early on, whether it’s for a one-word check in, a reflection, or a story-telling go round. I’ll consider going first to model and set the tone, before sending the talking piece around for others to share. I know that ultimately the power of the circle lies in inviting&nbsp;everyone&nbsp;in (everyone and every part of everyone) while the talking piece gives all of us a chance to speak while others listen.&nbsp;</p> <p>It often only takes one person in the circle to share meaningfully of themselves to show what is possible in circles. In so doing, this person gives others permission to share meaningfully of&nbsp;<em>themselves</em>. But more than that, it shows others that it’s okay to get personal.&nbsp;</p> <p>To get to this place of personal sharing can take some time. Students need to get used to the circle process, make sure they can trust it, make sure it is safe. Once they do, and once students begin sharing meaningfully, disruptions are less likely to happen.</p> <p>Unfortunately though, if some students act out, it may leave others less willing to share of themselves, get personal, take a risk. It can make the space unsafe and needs to be addressed.</p> <p>Of course, this is hard to do when, as the keeper, I don’t have the talking piece. So I may use nonverbal cues, or a gentle “shhh” sometimes, to quiet a disruptive voice. But I try not to intervene in any other way until the talking piece comes back to me. I try my best to respect the talking piece in the same way I ask my students to do.&nbsp;This requires patience, biting my tongue and sitting with discomfort at times.&nbsp;</p> <p>By respecting the talking piece in this way, I model but I also give others in the circle a chance to take on the disruptions by calling on their peers, redirecting them or asking for their attention. When this happens, we know that students are starting to take responsibility for the circle, making it theirs.&nbsp;</p> <p>Early on in the circle process, however, it’s usually up to the keeper to address these behaviors. It’s up to the keeper also to model&nbsp;<em>how</em>&nbsp;to address them. So when the talking piece comes back to me, rather than reprimanding or lecturing students who disrespect the talking piece or act out in other ways, I try to speak from my personal perspective, encouraging the student who is off task to reflect on the impact of their behavior and become more introspective. I might talk about how I feel uncomfortable sharing when others in the circle are having side conversations, are making comments, or when their body language shows they’re not interested. Giggling especially stops me from sharing because I suspect people are mocking me. I may say something along the lines of: “I wonder if others in the circle feel this way as well.” This pulls in the rest of the circle participants as we start to address problematic behavior together – all in the course of the circle process.&nbsp;</p> <p>I sometimes consider (out loud) that people might be behaving this way because they themselves are uncomfortable with the sharing that’s taking place. That’s okay, I tell them. It’s okay to be uncomfortable and it’s okay not to share as a result of that discomfort. But I ask participants to think about how their behavior might affect others and to please give careful consideration to what they put into the circle – both in the way they speak and in the way they act. Rather than telling students what to do, I give them a chance to reflect on and change their behavior of their own accord.</p> <p>In short,&nbsp;the&nbsp;most persuasive way to get students to participate fully, thoughtfully and compassionately is to give them time, space and, more than anything, a choice; a choice over when they’ll speak and how they can best participate in the circle.</p> <p>For the keeper, all this can be hard work. It requires patience as well as trust in the process and in our students. It may mean sitting with discomfort. But it’s well worth it, much of the time. I’ve seen students take ownership of the circle process and help address disruptive behaviors with peers, when we give them time and space to do so. I’ve even seen students reflect on their own disruptive behaviors, and admit to either discomfort with profound personal sharing or to lagging skills. It’s transformative when this happens.</p> <p>As we address safety in the circle, we encourage sharing.&nbsp;</p> <p>When the more quiet students finally choose to speak, it can be an empowering and reassuring experience for all.&nbsp; When they see that what they share in a circle is respected and understood, they may even surprise themselves and their teachers by speaking up not just in the circle but in other settings, including academic classes.&nbsp;Their silence can been broken by&nbsp;the&nbsp;attention and care they receive in a circle, and we end up seeing a whole new side of a student we never really knew or understood.</p> <p><strong><em>Do you have questions about using restorative circles in your school?&nbsp;<em>Send them&nbsp;to:&nbsp;<a href="mailto:keeper@morningsidecenter.org">keeper@morningsidecenter.org</a>.</em></em></strong></p> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>Sara Carrero</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2017-01-26T11:14:56-05:00" title="Thursday, January 26, 2017 - 11:14">January 26, 2017</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Thu, 26 Jan 2017 16:14:56 +0000 Sara Carrero 1111 at https://www.morningsidecenter.org How Can We Get Students to Share in Circle? https://www.morningsidecenter.org/teachable-moment/lessons/how-can-we-get-students-share-circle <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>How Can We Get Students to Share in Circle?</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><h4>Question:&nbsp;<strong>&nbsp;</strong></h4> <p>We've been doing circles at my school as a study skills course since&nbsp;the&nbsp;start of&nbsp;the&nbsp;year. It's been challenging when students pass, pass, and pass again. This passing seems to get contagious at times. Do you think it would work to tell students that they can't pass for more than a go round or two? How can we get some of those students to talk?<br> <em>–&nbsp;</em><em>Christina Kittle, Jefferson School librarian and 6th grade study skills course facilitator, Warren, Ohio</em></p> <p><br> <br> I've been in circles with students who&nbsp;pass&nbsp;many times before they finally choose to speak. This can make&nbsp;keepers&nbsp;uncomfortable, and I’ve been asked before about trying to limit&nbsp;the&nbsp;number of times a student is allowed to&nbsp;pass&nbsp;before they have to share. I understand where that is coming from, but I find this to go against&nbsp;the&nbsp;spirit&nbsp;of&nbsp;the&nbsp;circle and that of&nbsp;the&nbsp;talking piece as invitation.&nbsp;&nbsp;Here is why:</p> <p>As the circle&nbsp;keeper, I don’t necessarily know why a student chooses not to share. I don’t want to impose myself or make assumptions. Circles are about creating a space that is inviting and safe enough for people to&nbsp;<em>want</em>&nbsp;to step in. Part of&nbsp;the&nbsp;safety in a circle resides in&nbsp;the knowledge that&nbsp;the&nbsp;decision to share or not to share will be honored. &nbsp; &nbsp;</p> <p>There are many reasons a student may not be ready to share. They may feel insecure. They may feel they have nothing of value to add to&nbsp;the&nbsp;dialogue. They may be anxious about speaking in large(r) groups or uncomfortable with this new circle approach, which asks them to share more personally of themselves than is often&nbsp;the&nbsp;case in school. They might even be suspicious about why we, adults, are&nbsp;asking more personal of questions. How does it fit into academics? And what happens with&nbsp;the&nbsp;information they decide to share?&nbsp;</p> <p>When restorative circles are first introduced in a school setting, students may also be afraid to make mistakes. So often in&nbsp;the&nbsp;classroom, students think they have to come up with&nbsp;the&nbsp;one right answer. Even if they are in an encouraging environment that celebrates effort (rather than simply having&nbsp;the&nbsp;right answer), students can be wary or afraid of being wrong. It can take time for students to get used to&nbsp;the&nbsp;circle process and&nbsp;the&nbsp;idea that in&nbsp;the&nbsp;circle there are no wrong answers, perspectives, or experiences. &nbsp;</p> <p>In short,&nbsp;the&nbsp;most persuasive way to get students to participate fully is to give them time, space and, more than anything, a choice over whether they will share or&nbsp;pass. Then, when students finally choose to speak, it can be an empowering and reassuring experience.&nbsp;</p> <p>This is hard work and it requires patience. But it’s worth it. Once students see that what they share in a circle is respected and understood, they often surprise themselves and their teachers by speaking up more in other settings like academic classes as well.&nbsp;Their silence has been broken by&nbsp;the&nbsp;attention and care they received in&nbsp;the&nbsp;circle. We may end up seeing a whole new side of a student we never really knew or understood.</p> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>Sara Carrero</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2016-11-06T11:20:14-05:00" title="Sunday, November 6, 2016 - 11:20">November 6, 2016</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Sun, 06 Nov 2016 16:20:14 +0000 Sara Carrero 1112 at https://www.morningsidecenter.org A Restorative Interventions Toolkit https://www.morningsidecenter.org/teachable-moment/lessons/restorative-interventions-toolkit <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>A Restorative Interventions Toolkit</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><h4>Question:&nbsp;</h4> <p>Our students do circles once a week on our special Friday schedule. I haven't run any of them because I am teaching at that time. I've seen them done very well, but in some circles students simply cannot be managed. We also have "responsibility time," when we can request to speak with a child after school and follow up with behavior.&nbsp;We have a set of questions that we’ve been told to use with students to reflect on their behavior. This works with some, not so much with others.&nbsp;&nbsp;Do you have any suggestions?<br> <em>– Reynaldo&nbsp;Punzalan, Jr., 7th grade math teacher</em></p> <p>&nbsp;</p> <h4><br> The Keeper:</h4> <p>Many of the teachers who write us are implementing restorative circles to build and deepen community connections in advisory or in their homerooms. In some cases, they use circles to explicitly teach and practice social and emotional skills and mindful awareness. But there are also those who use circles in their content area. Regardless of the kind of circles used, all require participants to practice some of the social and emotional skills needed to be successful in school and life – the kind of skills we also draw upon when attempting to resolve conflict, repair harm and/or deal with disciplinary issues.</p> <p>What we know is that restorative practices are more successful in schools when they are not simply in response to harmful behavior or as disciplinary interventions, but when restorative principles and practices are in place throughout the school day. &nbsp;</p> <p>Having said that, I think it's important for educators to understand that there is no one tool necessarily that works for everyone, in all situations.&nbsp;It's for this reason that we prefer to talk about a toolkit of restorative interventions. I outline these below<strong>.</strong></p> <p>If the harm is fairly minor, people may try to work things out themselves by having a restorative conversation or by using their negotiation skills. The goal is to give the student a chance to explain what happened, what they might have been thinking and why. We also want to give them an opportunity to reflect on their behavior, the impact of their actions, and make amends if needed. Finally, encouraging students to consider different choices for next time can help set them up for success going forward. &nbsp;</p> <p>I always find that asking students to think about what might get in the way of making better choices is a useful exercise as well. This can help students focus on overcoming obstacles, and possibly seek out support. &nbsp;</p> <p>Having a relationship with the student beyond addressing challenging behavior is important, as is coming at the issue with a restorative mindset. It’s useful to remind ourselves to remain calm and respectful in talking with a student who has been acting out. It might help to remember the mantra "the problem is the problem, the person is not the problem” – especially if a student’s behaviors frustrate us. Understanding the root causes of a student’s acting out, being off task or disruptive, can be helpful. So can a set of guiding questions to ask when an incident occurs. Ultimately though, we need to work with the particular student, the context, and the issue at hand. So it helps to be open and flexible when having a restorative conversation.</p> <p>We’re all human and ultimately we all make mistakes that may end up harming others, whether we intend to or not. Sometimes the level of harm done elevates emotions to the point of requiring a third-party intervention.</p> <p>This is where restorative circles to address harm come into play, along with other restorative interventions, including restorative conferences, mediation, fairness committees, etc. Of these approaches, only restorative circles and restorative conferences have people sitting in a circle.</p> <p>Although a “restorative conference” is sometimes (confusingly) referred to as a “circle,” it uses a very different process than a restorative circle.&nbsp;<strong><a href="http://www.morningsidecenter.org/sites/default/files/files/Comparing%20and%20contrasting%20restorative%20interventions%203.pdf">This chart</a></strong>&nbsp;provides an overview of how restorative circles and restorative conferences differ. For comparison's sake, we've also included mediation.</p> <p><a href="http://www.morningsidecenter.org/sites/default/files/files/Balance%20in%20the%20Process%20Handout.docx"><strong>This “medicine wheel</strong>”</a>&nbsp;is another way of showing how restorative circles differ from restorative conferences and other approaches for addressing harm.&nbsp;</p> <p>The restorative circle calls for a balanced process. The quadrants on the right are considered as important as those on the left, and deserve equal time in the process of restoration. It’s why in circles we start the process with getting acquainted and building relationships. In this way we build a foundation for addressing issues and developing action plans.&nbsp;</p> <p>Restorative conferences (and mediation for that matter) focus only the left part of the medicine wheel. After the facilitator sets the stage for the conference, the main focus is on addressing issues and developing action plans.</p> <p><br> <strong><em>Do you have questions about using circles or restorative practices in your school?&nbsp;<a href="mailto:keeper@morningsidecenter.org">Send them to the Keeper!</a></em></strong></p> <p>FOR MORE INFORMATION:&nbsp;</p> <p><a href="https://www.youtube.com/watch?v=HiLtFVHR8Q0" target="_blank">Balance in the Process: A Restorative Welcome and Reentry Circle</a></p> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>Sara Carrero</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2016-10-26T11:25:26-04:00" title="Wednesday, October 26, 2016 - 11:25">October 26, 2016</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Wed, 26 Oct 2016 15:25:26 +0000 Sara Carrero 1113 at https://www.morningsidecenter.org How big should a circle be? https://www.morningsidecenter.org/teachable-moment/lessons/how-big-should-circle-be <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>How big should a circle be?</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><h4>Question:</h4> <p>We've experimented with different circle sizes, and I believe there is such a thing as too big a circle. What do you think is&nbsp;an ideal size for circles?&nbsp;<br> <em>– Xioel&nbsp;Terrero, school counselor and &nbsp;former after-school program coordinator, PS/MS214, Bronx, NY</em><br> &nbsp;</p> <h4>The Keeper:</h4> <p>I have facilitated meaningful circles with groups as large as 50 and as small as three. The size of a circle can vary depending on the time and space available. It also depends on the content of the circle. In circles that are focused on problem-solving, harm doing, and/or on a disciplinary issue, for instance, you want to invite the people who are directly involved and/or related to the problem or disciplinary issue, and in some cases, allies to provide support.&nbsp;</p> <p>Obviously, when working with very small groups, it’s hard to sit in an actual circle, but I’ve sat in small groups around a center piece, in chairs without obstacles (such as desks) between us.&nbsp; Even though we weren’t seated in an exact circle, the process guided our circle. In larger groups, I’m meticulous about putting the chairs in an actual circle so that participants can see each other and the energy is contained as it flows around.</p> <p>Though I’ve seen circles of over 30 people work, I’ve found that circles of around 12-15 students tend to work better, especially with elementary and middle school students. Not only do smaller circles allow more time for each participant to share, they allow for more go rounds to reflect and share on the topic, possibly deepening the conversation.&nbsp; Smaller circles also help maintain the focus. And some students (as well as adults) just find it easier to share in smaller more intimate groups. &nbsp;&nbsp;</p> <p>In our introductory circles course, we often have around 30 adults participating. This means that even if all participants limit themselves to a minute of talking each, a single go-round will take up to 30 minutes. Story-telling go rounds can take longer still, especially as people get comfortable with each other and the process and start sharing more personally.</p> <p>I've found, though, that most students don’t take as much time to express themselves as adults. Students tend to pass more often, as well, especially in a larger circle.&nbsp; As a result, a go round in a student circle tends to take less time.</p> <p>When you’re preparing a circle, then, it’s important to keep in mind that circle size is directly related to how long a circle will take. You want to allow time for everyone to express themselves. This means thinking about the timing of the opening and closing ceremony, the prompts and the sequencing of those prompts. For instance, if you allowed a few minutes for the opening and closing ceremony and a few minutes per participant to share, a circle of 30 students could take over an hour. A circle of 15-20, on the other hand, may well fit a 35-45 minute time frame.<br> &nbsp;</p> <p><strong><em>Do you have questions about using circles or restorative practices in your school?&nbsp;<a href="mailto:keeper@morningsidecenter.org">Send them to the Keeper!</a></em></strong></p> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>Sara Carrero</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2016-10-22T11:29:18-04:00" title="Saturday, October 22, 2016 - 11:29">October 22, 2016</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Sat, 22 Oct 2016 15:29:18 +0000 Sara Carrero 1114 at https://www.morningsidecenter.org Does the talking piece always have to go around the whole circle? https://www.morningsidecenter.org/teachable-moment/lessons/does-talking-piece-always-have-go-around-whole-circle <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>Does the talking piece always have to go around the whole circle?</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><h4>Question:&nbsp;</h4> <p>This is our third year using circles as part of our middle school after-school program. We've had some powerful experiences in circles and it's really helped strengthen our community. But I've found that students sometimes get impatient with the talking piece going around in order. Do you think it's always necessary to have the talking piece go around the whole circle?&nbsp;<br> <em>– Xioel Terrero, school counselor and former after-school program coordinator, PS/MS214, Bronx, NY</em></p> <h4>The Keeper:</h4> <p>When introducing the talking piece to the group, I always emphasize that it serves as an invitation to either share or pass. It goes around in order, from one person to the next, acknowledging everyone in the circle, whether they choose to speak or not. The talking piece doesn’t skip people, doesn’t backtrack and doesn’t get tossed across the circle.</p> <p>Every talking piece I introduce into a circle has meaning (see our&nbsp;<a href="http://www.morningsidecenter.org/teachable-moment/lessons/introduction-circles">Introduction to Circles</a>&nbsp;and&nbsp;<a href="https://www.morningsidecenter.org/stories-voices/talking-piece-story">The Talking Piece: A&nbsp;Story</a>)&nbsp;and is used to moderate the dialogue in a very structured way. &nbsp;<br> &nbsp;<br> After the talking piece has gone around a few times and an understanding of the restorative circle process has been established, however, I might change things up a bit. Too many go rounds, especially non-storytelling go rounds, can get tedious. Students, especially younger ones, easily lose focus. And when people disengage, the energy quickly seeps out of a circle.&nbsp;<br> &nbsp;<br> Sometimes I’ll tell people that we’re going to suspend the talking piece, temporarily, and introduce a period of popcorn-style responses, using a “popcorn piece.” This piece, which might be a koosh ball or a hacky sack (not something with any particular meaning), can be tossed or passed to people who signal that they want to respond to a question or prompt. You can use the popcorn piece to elicit some quick information from the group, such as: “Can someone give me a definition of x?” Or, “Who is familiar with the following concept, and what can you tell me about it?” &nbsp;&nbsp;<br> &nbsp;<br> You can also re-infuse the circle with energy or refocus a group with a pair share or an interactive teambuilding activity as well. When you return to the circle, these experiences can then be processed and shared out with the full circle using a talking piece.&nbsp;<br> &nbsp;<br> Be careful, though, not to let the popcorn piece supplant your talking piece. Participants can get impatient with the time it takes for the talking piece to go around, and it’s easy to fall back on quicker, more “efficient” processes (like responding popcorn-style) that people are familiar with. But if we distance ourselves too much from the talking piece going around in order, from one person to the next, we can easily loose the circle process and the power that can hold.<br> &nbsp;<br> I often have a group reflect on how a go round with a talking piece feels different from working with a popcorn piece. I ask people to think about who speaks and who doesn’t when we use these different approaches. Together we usually come to the realization that with a popcorn piece, some individuals step into the space to share more often, while others tend to stay quiet. This might be because they’re shy, need more time to formulate their thoughts, or simply don’t want to take up time or space. They might think that what they have to share isn’t important or interesting.&nbsp;<br> &nbsp;<br> For these reasons, and others, it’s important to always go back to the passing of the talking piece from one person to the next, as everyone in the circle is acknowledged and given a chance to speak.This is one important way in which a restorative circle sets itself apart from other modalities we use in the classroom. It’s part of what makes a restorative circle so powerful.</p> <p><em>Do you have questions about using circles or restorative practices in your school? &nbsp;<a href="mailto:keeper@morningsidecenter.org">Send them to the Keeper!</a></em></p> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>Sara Carrero</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2016-10-07T11:31:14-04:00" title="Friday, October 7, 2016 - 11:31">October 7, 2016</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Fri, 07 Oct 2016 15:31:14 +0000 Sara Carrero 1115 at https://www.morningsidecenter.org How do restorative circles relate to discipline? https://www.morningsidecenter.org/teachable-moment/lessons/how-do-restorative-circles-relate-discipline <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>How do restorative circles relate to discipline?</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><p>Many educators come to our Restore360 trainings interested in new ways to handle disciplinary issues in school. They may have found the punitive approach doesn’t work particularly well and want to limit suspensions, which can be harmful to our young people. They’ve been told that restorative circles are the answer. This might be true in a larger sense but I tell people off the bat: “You can’t restore what you haven’t built.”<br> &nbsp;<br> This is why building community is an integral part of restoration, and our starting point in schools. We spend much of our time in classrooms strengthening relationships and helping both young people and adults develop the skills needed to have the kind of healthy relationships that make for a supportive, encouraging school community. We work on communication skills; managing thoughts and feelings; awareness of self and others; understanding diverse perspectives; problem solving; etc.&nbsp;<br> &nbsp;<br> So how is this related to discipline?&nbsp;<br> &nbsp;<br> We see that in schools where students and staff have strong relationships and the social and emotional skills to maintain them, much harm-doing is nipped in the bud.&nbsp; In schools like these, people can problem solve and work things out before they harm each other to point of needing a third-party intervention.&nbsp;<br> &nbsp;<br> Building community and the skills to maintain and strengthen that community also helps when a more serious harm occurs. “Restorative discipline” includes a range of approaches for addressing such harms. These include formal restorative conversations, restorative conferences, mediation, fairness committees – as well as restorative circles in response to harm-doing.<br> &nbsp;<br> This restorative approach to discipline returns us to the word’s original meaning: The word discipline comes from the Latin&nbsp;<em>disciplina</em>, which&nbsp;means&nbsp;“instruction” and&nbsp;derives&nbsp;from&nbsp;the&nbsp;root&nbsp;discere, which&nbsp;means&nbsp;“to&nbsp;learn”&nbsp; (not “to punish”).<br> &nbsp;<br> The community and skills we build in our regular circles can determine whether or not a restorative intervention succeeds. When people feel supported and safe, they’re more likely to be willing to participate in a restorative intervention to address harm-doing. This is true for the person who was harmed as much as for the person who inflicted the harm. &nbsp;&nbsp;&nbsp;<br> &nbsp;<br> In a restorative intervention, we all bring and use the skills we have developed over time. We can listen to perspectives that are different from ours, sometimes conflicting ones at that. We can manage strong feelings that might come up, and assert ourselves in ways that respect others as well as ourselves.&nbsp; We can take responsibility for our actions and the possible harm we inflicted, intentionally or not.&nbsp; We can problem solve and make things right, in a collaborative process that involves the community, not in judgment but in support and encouragement.&nbsp;</p> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>Sara Carrero</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2016-09-19T11:35:00-04:00" title="Monday, September 19, 2016 - 11:35">September 19, 2016</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Mon, 19 Sep 2016 15:35:00 +0000 Sara Carrero 1116 at https://www.morningsidecenter.org New Feature: Ask the Keeper https://www.morningsidecenter.org/teachable-moment/lessons/new-feature-ask-keeper <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>New Feature: Ask the Keeper</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><p>Restorative circles have transformative power: They can create community where none existed before. They can connect students to each other and to the rest of the school community in meaningful ways. They can create safe, welcoming spaces to build trust and hone our skills.&nbsp; They can help us take on thorny issues, from discipline problems and conflict to implicit bias and inequity.</p> <p>&nbsp;<br> But facilitating (or “keeping”) a circle isn’t as easy as it seems. Circles ask us to change the way we relate to each other. Instead of coming together in the roles we usually play (such as teacher or student), we come together as people on a more level playing ground.&nbsp; Doing this takes skill and practice.<br> &nbsp;<br> Since 2011, Morningside Center has partnered with the NYC Department of Education to introduce restorative circles and other restorative practices to hundreds of public schools. Through our Restore360 Program, we provide educators with a five-day introductory course and follow up coaching.&nbsp; For those who have experience with circles, we also offer a two-day course on using restorative interventions when harm has been done.&nbsp; &nbsp;<br> &nbsp;<br> Morningside Center staff developers field many questions from educators about keeping effective circles.</p> <p><strong>In this new feature, our senior trainer and staff developer Marieke van Woerkom will answer your questions about restorative circles and other restorative practices.&nbsp;</strong>Marieke kicks off the feature by answering some basic questions we often hear from educators who are doing this courageous work. &nbsp;&nbsp;<br> &nbsp;</p> <h4>Your turn: Ask away!</h4> <p>&nbsp;<br> We invite you to send us your questions about particular challenges you’re facing related to restorative circles and related practices.&nbsp; Tell us what’s happening, and we’ll do our best to help!&nbsp; Send your email to:&nbsp;<a href="mailto:keeper@morningsidecenter.org">keeper@morningsidecenter.org</a>.&nbsp;</p> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>Sara Carrero</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2016-09-08T11:38:55-04:00" title="Thursday, September 8, 2016 - 11:38">September 8, 2016</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Thu, 08 Sep 2016 15:38:55 +0000 Sara Carrero 1118 at https://www.morningsidecenter.org Question: How Is a Restorative Circle Different from Other Circles? https://www.morningsidecenter.org/teachable-moment/lessons/question-how-restorative-circle-different-other-circles <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>Question: How Is a Restorative Circle Different from Other Circles?</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><p><em>In our feature&nbsp;<strong>Ask the Keeper,&nbsp;</strong>senior trainer and staff developer Marieke van Woerkom answers your questions about restorative circles and related practices in schools. &nbsp;Send&nbsp;<strong>your</strong>&nbsp;questions to:&nbsp;<a href="mailto:keeper@morningsidecenter.org">keeper@morningsidecenter.org</a>.</em><br> &nbsp;</p> <p>Gathering in circles is a common practice in schools across the country.&nbsp; People use circles to meet, plan or problem solve.&nbsp; We also use circles to teach, whether it’s little kids on a rug or bigger kids in chairs.&nbsp; Sitting in circles, instead of the more common rows, can encourage greater participation and connection. &nbsp;But not every circle is necessarily a restorative circle.</p> <p>A “restorative circle” has several distinct elements: &nbsp;Besides everyone sitting in a circle without obstacles, like desks or tables, in between, there is an opening and closing ceremony, a meaningful center piece as a focal point, and a meaningful talking piece. The talking piece goes around the circle, in order, from person to person.&nbsp; It serves as an invitation to share or to pass, while everyone else is invited to listen. Restorative circles are rooted in Native American and other indigenous traditions.&nbsp;<br> &nbsp;<br> In a restorative circle, the facilitator, known as the keeper, plays a role that is different from most other facilitation roles: the keeper is as much a host as a participant. The keeper, who sits in the circle at the same level as the other participants, listens mindfully and safeguards the process. The keeper initiates the sharing in the circle by asking a question or by providing a prompt, then sending the talking piece around to invite people to share.&nbsp; The keeper, as participant and stakeholder, shares as well.&nbsp; This can help set the tone of a restorative circle and get things going.<br> &nbsp;<br> A restorative circle is not a Socratic seminar or a restorative conference. It’s not a group of people coming together, seated in a circle, for whatever the purpose may be. It’s a restorative circle if the structural elements described above are being honored.&nbsp;<br> &nbsp;<br> Allowing the talking piece to go around in order from one person to the next as an invitation to share (or pass) is an important part of what sets a restorative circle apart. It’s this process of acknowledging everyone, giving everyone the opportunity to speak and be heard, inviting in everyone’s voice when&nbsp;<em>they</em>&nbsp;are ready to share, that changes the way we interact with one another most of the time, and gives restorative circles their transformative power.&nbsp;<br> &nbsp;<br> People in circles often talk about how good it feels to be listened to.&nbsp; We so rarely find ourselves heard in a society that moves at breakneck speeds and is often too busy to stop and truly listen to what we have to say. Teenagers in particular feel that the adults in their lives don’t listen to them. But educators too will share that the listening in circles is uniquely different from listening in other parts of their lives. &nbsp;Deep listening encourages people to share more meaningfully of themselves.&nbsp; It is how circles connect and reconnect people, building communities where people feel they belong.&nbsp;<br> &nbsp;<br> Often, after our five-day restorative circles training, educators will share that they were not looking forward to such a long session, but that in the end it didn’t feel like work at all.&nbsp; It was actually something they’d needed, something they’d been craving, without even knowing it. They tell us that circles helped recharge their batteries, clear their minds, and revitalized them after a long exhausting school year.&nbsp;</p> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>Sara Carrero</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2016-09-08T11:36:41-04:00" title="Thursday, September 8, 2016 - 11:36">September 8, 2016</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Thu, 08 Sep 2016 15:36:41 +0000 Sara Carrero 1117 at https://www.morningsidecenter.org