LINKING CIRCLE TIME TO LITERATURE

This blog is designed to help transform your pedagogical experience. 

If you:

• are a Primary / Elementary School educator - government, private independent, religious, kids church
• read picture story books to children
• use Circle Time as a tool for Emotional Intelligence, social awareness or are just a novice to Circle Time 

then I am sure that you will find something in the following posts to that will help you to connect-the-dots between Emotional Intelligence, Circle Time and the use of picture-story books.

As well as primarily providing a resource for educators in the Primary / Elementary School sector to help develop the Emotional Intelligence of students; a secondary desired outcome is that these posts will also contribute towards you re-connecting the soul with the role of teaching.*

Learn how 'Once Upon a Circle Time' can become an irreplaceable tool for:

   Developing Emotional Intelligence through Picture Story books
   Relational & Emotional Exploration through Picture Story books
   Social-relational skill development
   Restorative Practices principles
   Building on previous Circle Time knowledge & experience
   Strengthening Circle Time as circles of trust
   Getting more out of silent statements
   Constructing searching closed-statement
   Developing an understanding of ‘statements without justification’
   Capitalizing on open-ended statements
   Going emotionally deeper - faster - safer in tackling some difficult topics through the use of Picture Story books
   Moving Circle Time beyond the circle into the classroom, school-yard & home
   Foundational & preparatory for Restorative Practices in schools

* Each time I have run a workshop in a school, I have had quite a number of staff comment about how the workshop had helped to re-ignite their passion for teaching.

JESSICA find her true VALUE (JESSICA'S SPECIAL BUTTONS)

JACKSON UNCOVERS HIDDEN TREASURE

   

MORE INFORMATION TO FOLLOW ABOUT HOW TO ORDER YOUR COPIES

CHEERS ... GARY

RESOURCES FOR TEACHERS & PARENTS:

For those teachers seeking to use any picture story book as a resource for class Circle Time discussion, the following pages contain some suggested ideas. 

The questions and statements are by no means exhaustive — in fact you are encouraged to make up your own questions and statements suited to the age and needs of your students.

Click the associated link to find questions specifically for the relevant story book.

Jessica’s Special Buttons

Jackson Uncovers Hidden Treasure

Olivia's Jar of Pickled Inspiration

Parents may wish to use any of the open-ended type questions to review the book with their child.

There is also a page with suggested extended curricular activities for Maths, English, Science and Social Studies. Click the associated link to find extended curricular activities.

Circle Time Rules:

based on principles of respect, safety & inclusion:

§ EVERYONE GETS A TURN —

when it is someone’s turn to speak, everyone else listens *

§ INDIVIDUALS MAY PASS IF THEY WISH —

there is no pressure to say anything *

§ THERE ARE NO PUT-DOWNS AT ANY TIME

 i.e. no naming, no blaming and no shaming

* 'Talking piece'— a soft object that is passed around the circle for children to hold whilst they have their turn to speak

For more information on Circle Time use your favourite search engine

Remind the children that what is shared in the circle… stays in the circle ... and is not to be taken outside.

To clarify: of course children are free (indeed encouraged) to talk about the activities outside of the circle; however, what any individual may share of a personal view or experience, is not to be shared with anyone in another class, or the school-yard or at home.

SUGGESTED ORDER OF ACTIVITIES:

NOTE: 

It is normal practice in Circle Time sessions to begin with a greeting or warm-up activity. However, I have found that this is not necessary when using a picture story book as the central focus.

However, if you are looking for ideas see the post entitled WARM-UP / GREETINGS or clink on the label-tag.

Silent Statements: require an empty seat in the circle for when only one child wants to change seats. Seat changing is ideally done without talking. Remind the children that they are actually telling others something about themselves without using words.

 Open-ended Statements:  decide whether you want everyone to have a different question to answer or everyone to have the same question. Either way, they are to be answered without any explanation, questions, comments or the need to justify. (*Make use of 'Talking piece')

 Open-ended Justifiable Statements: similarly, everyone can have a different question to answer or everyone can have the same question. Either way, they are to be answered in a way that the students can explain the reasons why.

Again this is not the time for anyone else to make comment or ask questions. The students need to feel they are safe to give their answer. Here especially—as in every stage of Circle Time—it is extremely important for the teacher / facilitator or other adults (e.g. teacher aids) to make observations about any students who may need to be followed up individually. *

Pair-Share Statements: an opportunity for everyone to share briefly yet openly with the person next to them. Any of the previous questions also can be used for Pair-Share. Allow 1-2 minutes speak-time each.

Pair-share statements can also be brought back into the circle and either shared as a random sample or where each partner shares what their partner had spoken of – which of course requires each other's permission to do so.

Open-Group Discussion Questions: particularly suited to older students. This is also an opportunity for the teacher / facilitator to come back to any observations during the previous Circle Time activities and open them up for discussion.

Closure: just as with any Circle Time session it is important to facilitate a sense of closure with a short, fun, light hearted activity. Particularly after a serious discussion / sharing time, it is important for the class to move into a different head space before going out to the playground, onto the next class task or off to home. 

Clink on the link for some suggested CLOSURE ideas or research your own. 

CIRCLE TIME QUESTIONS for Jessica's Special Buttons

CIRCLE TIME ACTIVITIES ...

CSI — SILENT STATEMENTS

“CHANGE SEATS IF … “

·      you enjoyed the story

·      the story made you feel uneasy

·      you think the story could happen in Australia

·      the story is just about buttons

·      you liked Jessica’s Grandma

·      you think Jessica did the right thing in talking to her Grandma

·      you think you understand how Jessica felt

·      you  thought Grandma should have asked about Jessica’s sadness

·      the story is about more about feelings than buttons

·      you think you know what Jessica’s sad problem was about

·      you think that Jessica’s Grandma is the hero in the story

·      you felt sorry for Jessica

·      you think you understand what value is about 

·      you know a person just like Jessica

·      you thought the story did not have a proper ending

·      you would change something about the story

OPEN-ENDED STATEMENTS

·      The best thing about the story was…

·      The story made me feel…

·      The character I liked best was…

·      I think the story is about…

·      The main character made me feel…

·      If I were a character in the story I think I would be…

·      The character in the story most like me was…

·      If I were Jessica, I think that I would have chosen to…

·      I think the most important part of the story was…

·      What puzzled me about the story was…

·      Something I would like to change in the story is…

·      I think that the main message in the story is…

·      The strongest virtue / value I identified in the story was…

·      If I were Jessica’s Grandma I would…

·      If I were one of Jessica’s family I would …

·      If I were to place some buttons on Jessica’s Value Scale I would…

·      If I were to place some buttons on my own Value Scale I would…

·      I think the link between Jessica’s sadness and her sense of value was…

·      In this story another word for value could be…

OPEN-ENDED JUSTIFIABLE STATEMENTS

Any of the above open-ended statements can be used with ‘because’ added on the end as well as:

·      The story was interesting because…

·      I didn't like this story because…

·      The character in the story I liked the most was… because…

·      I think Jessica’s problem was… because…

·      I think that the story did not have a proper ending because…

·      I think that Jessica's Grandma is the hero because…

·      I think Jessica found it hard to talk about her problem because…

·      The link between Jessica’s sadness and her sense of value was… because…

·      I think Jessica’s Grandma chose to use buttons because…

·      Instead of $5 and buttons I think I would have used…because…

PAIR SHARE (with the person next to you in the circle):

·      What was the best part of the story? Why?

·      Who was your favourite character in the story? Why?

·      What was the turning point in this story? Why?

·      Were there any issues of right and wrong within this story? If so what were they?

·      Why do you think that Jessica’s Grandma focused on value rather than sadness?

OPEN GROUP DISCUSSION QUESTIONS...

 for older students.

Reminder: This is also an opportunity for the teacher / facilitator to come back to any observations during the previous CIRCLE TIME activities and open them up for discussion.

·      Are there any deeper issues of concern about Jessica’s sadness which suggest she perhaps should speak to a trained counselor or psychologist? If so what might they be?

·      What other responsibilities might Jessica’s Grandma have had?

·      What responsibility might Jessica's friends or teachers have?

·      What issues of self-harm might arise from this story?

FOR EXTENDED CURRICULAR ACTIVITIES CLICK HERE

I AM SPECIAL POEM

FAITH THOUGHTS 

EXTENDED CURRICULAR ACTIVITIES

Suggested Extended Curriculum activities for:

Jessica finds her true Value (Jessica's Special Buttons)

Jackson Uncovers Hidden Treasure

Olivia's Jar of Pickled Inspiration

·        Research collectibles i.e. things that people collect as a hobby/interest

          e.g. stamps, number plates, spoons, buttons, flags,  books, etc.

·        Children write invitations to a ‘Grandparents’ morning tea’.

·        Invite Grandparents (or a significant older person) to share their hobby/interests with the children.

·        Undertake a class project collection of buttons (or something the class chooses). Use the collection for sorting – eg. colour / shape / size etc., graphing, similarities, differences etc.

·        Help children explore their own hobby/interests—especially collectibles.

·        Invite an expert/enthusiast guest speaker to present to the children about stamp collecting, gem stones, plants, coins etc.

·        Have the children conduct a survey of family, neighbours, and friends about things they collect. Graph / chart the findings.

o   What difference does age, gender, wealth, nationality or religion make to what items people might collect?

o   How would living in the city or the country be a factor about what people might collect?

·        Make a list of sad words. Try to find opposites for each word.

·        Set up number lines for different feelings that children interact with around the room or at home.

·        Create a continuum of words from sad to happy.

·        Pin up a variety of Wellbeing Charts on feeling words and faces.

·        Have the children rate themselves out of ten for how they feel (happy / sad) on a daily basis for week. Graph the class results.

·        Explore other picture story books which talk about feelings and follow with up a Circle Story Time discussion.

·        Explore other ideas for running Circle Time on a regular basis e.g once or twice each week.

·        Research varieties of fish and where they are found or their migration.

·        Invite a geologist, a lapidarist or a ‘Rockhound’ to speak about their collections and studies of rocks, stones and gems.

·        Invite a fisherman to speak about different forms of lures & baits for catching different types of fish.

·        Research the types of fish that are found in Australian freshwaters.

Olivia's Jar of Pickled Inspiration extended curricular:

      ·      Do some research on stick insects.

·      Do some research on home pickling or preserving food. Invite someone e.g. contact someone from the Country Women’s Association (CWA) to come and demonstrate pickling or preserving.

·      Expand on the list of Inspirational Quotes. Make your own Jar of Pickled Inspiration. Or maybe make a Treasure Box of Inspiration. Consider making a class jar of Inspiration Scrolls to read from at the start & end of each day. See you can remember them next day or at the end of the week.

·      Experiment and do some research on calligraphy. Invite a calligraphy expert.

·      Do some experiments on ‘sweet’ versus ‘sour’ tastes with pickled and preserved foods. Draw up a scale/chart of your ratings. Explore the areas of the tongue where sweet & sour are tasted. What other tastes can our tongue register?

For an extensive list of Inspirational Quotes CLICK HERE

I AM SPECIAL POEM 

FAITH THOUGHTS 
    

    Feel free suggest other ideas that you may come up with so that I can add them to the list. Use the comment box and please include your name so that I can acknowledge the source.

CIRCLE TIME QUESTIONS for Jackson Uncovers Hidden Treasure

CIRCLE TIME ACTIVITIES ... 

‘CSI …’ — SILENT STATEMENTS

“CHANGE SEATS IF …”

·              you enjoyed the story

·              the story made you feel uneasy

·              you think the story could happen in Australia

·              you liked Jackson’s Grandpa

·              you think Jackson did the right thing in talking to his Grandpa

·              you think you understand how Jackson felt

·              you think Grandpa should have asked about Jackson’s sadness

·              the story is more about feelings than stones and pebbles

·              you think you know what Jackson’s sad problem was about

·              you think that Jackson’s Grandpa is the hero in the story

·              you felt sorry for Jackson

·              you think you have a better understanding of what value is about 

·              you know a person just like Jackson

·              you thought the story did not have a proper ending

·              you would change something about the story

OPEN-ENDED STATEMENTS

·              The best thing about the story was …

·              The story made me feel …

·              The character I liked best was …

·              I think the story is about …

·              The main character made me feel …

·              If I were a character in the story I think I would be …

·              The character in the story most like me was …

·              If I were Jackson, I think that I would have chosen to …

·              I think the most important part of the story was …

·              What puzzled me about the story was …

·              Something I would like to change in the story is …

·              I think that the main message in the story is …

·              The strongest virtue / value I identified in the story was …

·              If I were Jackson’s Grandpa I would …

·              If I were one of Jackson’s family I would …

·              If I were to choose one of Grandpa’s stones and pebbles I would …

·              I think the link between Jackson’s sadness and his sense of value was …

·              In this story another word for value could be …

OPEN-ENDED JUSTIFIABLE STATEMENTS:

Any of the above open-ended statements can be used with ‘because’ added on the end as well as:

·          The story was interesting because ……

·          I liked / didn’t like this story because ……

·          The character in the story I liked the most was ……   because ……

·          I think Jackson’s problem was ……… because ……

·          I think that the story did not have a proper ending because ………

·          I think that Jackson’s Grandpa is the hero because ……..

·          I think Jackson found it hard to talk about his problem because ……

·          The link between Jackson’s sadness of his sense of value was …… because ……

·          I think Jackson’s Grandpa chose to use stones and pebbles because ……

·          Instead of stones and pebbles I think I would have used …… because ……

PAIR SHARE with the person next to:

·          What was the best part of the story? Why?

·          Who was your favourite character in the story? Why?

·          What was the turning point in this story? Why?

·          Were there any issues of right and wrong within this story? If so what were they?

·          Why do you think that Grandpa focused on value rather than Jackson’s sadness?
·          Why do you think Jackson's Grandpa said that Jackson had chosen the right stone?
·          How might the story have changed if Jackson had chosen a different stone?

OPEN GROUP DISCUSSION QUESTIONS for older students.

Reminder: This is also an opportunity for the teacher / facilitator to come back to any observations during the previous Circle Time activities and open them up for discussion.

·     Are there any deeper issues of concern about Jackson’s sadness which suggest he should perhaps speak to a trained counsellor or psychologist? If so what might they be?

·     What other responsibilities might Jackson’s Grandpa have had?

·     What responsibility might Jackson’s friends or teachers have?

·     What issues of self-harm (if any) might arise from this story?

FOR EXTENDED CURRICULAR ACTIVITIES CLICK HERE

I AM SPECIAL POEM

FAITH THOUGHTS