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Behaviour Scenarios

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

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Behaviour Scenarios

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

  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? www.behaviour4learning.ac.uk2

  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. www.behaviour4leqrning.ac.uk3

  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 www.nationalstrategies.standards.dcsf.gov.uk 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. www.behaviour4learning.ac.uk4

  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 . www.behaviour4learning.ac.uk5

  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. www.behaviour4learning.ac.uk6

  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. www.behaviour4learning.ac.uk7

  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. www.behaviour4learning.ac.uk8

  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. www.behaviour4learning.ac.uk9

  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 : www.antibullying.net www.circletime@jennymosley.co.uk www.teachernet.gov.uk www.incentiveplus.co.uk http://news.bbc.co.uk/cbbcnews/hi/find_out/guides/misc/circle_time/ www.behaviour4learning.ac.uk10

  11. 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. Want to find out more?Books and Articles www.behaviour4learning.ac.uk11

  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

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