I had been previously introduced to RP during my time as a resident assistant here at USD. As an RA, we had RP workshops in which restoring peace after harm was a focal point. However, what I learned from class and the book is the value of pro-active circles. If the circles are only used in times of trouble or despair then the connection the circle brings to the classroom is not present for true humanity to shine. With proactive circles, the pressure is off. Yet, the teacher must establish a specific purpose and goal of the circle. The casual, regular use of circles within the classroom will provide students with the supporting relationships needed for when the circle turns responsive. Within the classroom, students would engage in a circle one day during the week for the first 15 minutes of class with questions pertaining to their personal lives which can be generated through a “thought bucket” submission. Circles will also be used to debrief activities or mentally prepare for a project or test – however it is important to note that these circles will be focused on a student's emotions and thoughts and not content. I believe my classroom circles are about humans not students and therefore I stray away from using circles to discuss content unless it is a Socratic seminar or fishbowl discussion. Additionally, reactive circles will always be welcome in my classroom regardless of what is present on the agenda. Circles give students a voice and allow them to understand they are not alone – whether verbally by another student that says, “me too” or physically in the circle of connection.
I have seen the power of circles in my courses when my cohorts felt comfortable to talk about real issues going on in their life after the second circle. Two examples from the book that stood out to me was post-activities circles: the example was given of a circle to deconstruct emotions after activities and lessons on the African Slave Trade and goodbye circles – when a student or teacher leaves the class before the end of the year. While the goodbye example was early on in the reading, I have it marked to use on my last day at Bonita. My plan is to have a circle in which students share their favorite memory from our class and while doing so a ball of yarn will be thrown around to show them even without me there, they are still connected to each other and I am hopeful they will continue to build relationships with each other after I leave.
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When sitting down to grade papers, I sometimes feel I need to play happy music and splash my face with water to energize me, and sometimes the energy comes from students themselves. During my practicum, I have been impressed multiple times by my students. Between a cultural narrative project and a global citizen mission statement, I have been thriving off of student voice, and then sometimes you receive an unanticipated special note. Quotes from Student's Cultural Narratives on how their identity is shaped by language, ethnicity, religion, and gender:
Quotes from Global Citizen Mission Statement:
The reason why I chose Bonita Vista High school as the most significant place to me is that I have people I know that care so much for me. For example, my teacher, Ms. Clark, even though she knows I mess around a lot, she noticed me not being myself for a while. And she was the only person who noticed, cared, and supported me. She even wrote me a lovely note, which made my day better. She’s one of the people and reasons why school is very significant to me. |
AuthorGrowing with students in the garden of life. Archives
August 2020
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