I'm a Learning Mentor and am particularly interested in the idea of smaller circle times aimed at children who found it difficult to cope with class based circle times. We are considering setting up a small group on the theme of disruptive behaviour
We advocate three listening systems. Quality Circle Time itself is a group listening system, set up to build team spirit, self-esteem and children’s social and emotional competencies. When it is whole class circle time it is about teaching an emotional curriculum. It is not about providing a forum for children where children can speak about problems at home. The ground rules are that ‘no child may mention anyone’s name in a negative way’. In other words they cannot mention parents’ names, other teachers’ names etc. They have a script, ‘Somebody has been calling me nasty names some people are ganging up on me’. We are teaching children to stick with the issue and not becoming personal.
However, this takes away their right to tell you something important. For instance, some children could be sitting there like butter wouldn’t melt in their mouth but outside the circle they are calling some child’s mother horrible names. The child you mention, the one who was mistreated at home, also needed to know that he could tell somebody. But class circle time is not the place to do it as it spreads the bad news and tarnishes people’s reputations. This is why, from the outset, we set up three listening systems. Circle time on its own is not safe as it becomes the only place children can disclose personal issues.
We set up in schools a one-to-one listening system called, ‘Bubble Time in Primary Schools’ and ‘Chat-time in Secondary Schools’. Each child has their own peg, or post-it, and they can sign up on a big gold bubble if they want some special listening time.
Some children don’t like eye contact and don’t have the words to express their feelings. So we have a third non-verbal system called, ‘Think Books’. Here children can scribble down their feelings or draw them, they get posted into a special confidential post-box, responded to by an adult, and then posted back to the child.
I can't do justice to these systems in a quick email. They are described in a book, ‘Quality Circle Time in the Primary School’.
If a child does not know when they will next be listened to then they will use the circle to tell you personal things. This makes it unsafe for everyone. If there are two other listening systems to flag circle time you will have a very good safe classroom. I am very glad that you are concerned about these issues - good luck with your future teaching career.
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