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Community Circles

Community Circles

Definition: A regular routine that provides an opportunity for students to form positive bonds with one another and their teacher and build a welcoming, cohesive, and inclusive classroom community.  

Purpose: Sharing rituals help students learn how they are similar to each other and can reduce exclusionary behavior (i.e., us vs them thinking; othering). It also helps students value and to be curious about their differences.   

Documents

Community Circle Script #1: Difference and Similarities (Word)

Community Circle Script #2: Equity vs. Equality (Word)

Handouts

Community Building Circle (pdf)

We are different, We are the same (pdf)

Websites

This website can be used to help talk about bias, diversity, and social justice using age-appropriate lessons.

Videos


This 1-minute video, above, uses an opening and closing circle to set expectations, allow students to pose questions, and speak.


This 4-minute video, above, uses Dialogue Circles as a restorative practice to build collaboration, respect, and promote positive behavior.


This 4-minute video, above, uses Restorative Circles as a way for students to reflect on their behavior in a safe and encouraging environment.

Documents

Community Circle Script #1: Difference and Similarities (Word)

Community Circles Activities Sheet (Word)

Handouts

Community Building Circle (pdf)

Holding Space Protocol (pdf)

Virtual Community Building Circles (pdf)

Websites

This website can be used to help talk about bias, diversity, and social justice using age-appropriate lessons.

Videos


This 1-minute video, above, uses an opening and closing circle to set expectations, allow students to pose questions, and speak.


This 4-minute video, above, uses Dialogue Circles as a restorative practice to build collaboration, respect, and promote positive behavior.


This 4-minute video, above, uses Restorative Circles as a way for students to reflect on their behavior in a safe and encouraging environment.

Documents

The Elephant Fable (Word)

Scripts

The Elephant Fable Script (pdf – for students)

The Elephant Fable Script II (pdf – for students)

Websites

This website introduces the paper plate portrait, which can help students better understand issues related to prejudice and stereotypes.

This website provides 7 classroom multicultural activities you can use to involve caregivers and parents.

Videos

This 5-minute video, above, is an example of student and faculty community circles that build relationships and promote positive behavior.

This 3-minute video about a fable can be shared with students to teach important lessons on perception and differences in understanding.

Documents

The Elephant Fable (Word)

Handouts

Culturally Responsive Classroom Checklist(pdf)

Websites

This website can be used to help talk about bias, diversity, and social justice using age-appropriate lessons.

This website provides 7 classroom multicultural activities you can use to involve caregivers and parents.

Videos

This 5-minute video, above, is an example of student and faculty community circles that build relationships and promote positive behavior.

This 3-minute video about a fable can be shared with students to teach important lessons on perception and differences in understanding.

This 3-minute video, above, uses equitable community circles as a way for students to take responsibility and create a sense of belonging.

 

Handouts

Teaching Restorative Practices with Classroom Circles (pdf)

Videos


This 3-minute video is a nice guide on how to set up and use a calm down corner for students who need it.


This 2-minute video is an example of a “Peace Corner” that can be used to help student practice self-regulation and managing stress.


This 6-minute video explains how Calm Down Centers can help support both special education and general education teachers.


This 2-minute video, above, gives examples of how Community Circles can be held to build student-teacher relationships.

The 2-minute video, above, can be a relaxing brain break for students.

This 6-min video, above, is a calming body scan for students.

The 2.5-min video, above, is from a Kindergarten teacher who shares a number of strategies for teaching emotions to students.

Websites

CASEL is a trusted source for evidence-based resources and tools related to social and emotional learning (SEL) and offers a wealth of information, research, and practical resources designed to support educators, students, families, and policymakers in promoting SEL in schools.

This website provides useful ideas for in the classroom and at home when teaching children about emotions.

Handouts

Teaching Restorative Practices with Classroom Circles (pdf)

Videos


This 4-minute video, above, uses Restorative Circles as a way for students to reflect on their behavior in a safe and encouraging environment.


This 2-minute video, above, uses community circles as a restorative practice by supporting students’ social and emotional growth.


This 2-minute video is an example of a “Peace Corner” that can be used to help student practice self-regulation and managing stress.


This 6-minute video explains how Calm Down Centers can help support both special education and general education teachers.

Websites

CASEL is a trusted source for evidence-based resources and tools related to social and emotional learning (SEL) and offers a wealth of information, research, and practical resources designed to support educators, students, families, and policymakers in promoting SEL in schools.

This website provides useful ideas for in the classroom and at home when teaching children about emotions.

 Tips:  

  • Connect to current topics across different cultures and communities. 
  • Sharing can be done by each member, in dyads, or by selecting 2 to 3 students each day. 
  • Keep a tracking sheet to ensure that, overtime, all student voices are heard during community circles.
  • Ask students and caregivers for topics to be discussed in community circles.
  • Use community circles for prosocial skill development such as respectful listening, sharing, and learning. 
  • Hold community circles at a consistent time of day or week so that they become an expected practice. In addition, Circles can be held or called at any time to discuss problems, solve problems, and hold students accountable for harm (without being punitive) and prevent future harm.