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Quality Circle Time in the Secondary Curriculum by Jane Mansfield

This Report, "Introducing Quality Circle Time© into a
Secondary School Curriculum, was produced by Jane Mansfield
Specialist Senior Educational Psychologist with the support of Kate Duxbury, Behaviour Support Service at Dorset Local Education Authority.

This documents a novel approach to introducing and establishing Quality Circle Time into the secondary curriculum. In this model, sixth formers learn about circle time, and develop their own skills, by holding circle times with younger pupils before using circle times for their own classes.

A Background to Quality Circle Time

‘Circle Time is a group process. It involves the whole class, including the teacher, meeting in a circle at least once a week to look at issues relating to personal, social, moral and health education. The circle meeting has five structures that encourage the development of positive relationships: self discipline; self regulating behaviour management; conflict resolution; assertive communication and democratic group process alongside the skills of speaking, listening, observing, thinking and concentrating. Of paramount importance to circle time is emotional ‘safety’, which is produced by clear ground rules and an attitude that values every person’s contribution.’ Jenny Mosley, 1998

Circle Time is in widespread use throughout Key Stages 1 and 2 although many schools are conscious that not all staff are comfortable or skilled in it’s use and therefore justifiably seek further training and development within school to ensure whole school consistency as well as commitment. There is a general belief that Circle Time simply means that youngsters sit in a circle, playing games and even sharing their worries. This does not do justice to the power of Circle Time when it is part of the whole school social, emotional and behavioural development programme. Indeed the addition of the descriptor, ’quality’, to the model developed and encouraged by Jenny Mosley is an effort to mark a difference between a whole school approach and one that uses a circle meeting as a ritual. At the heart of the Quality Circle Time (QCT) model is the development of listening as an active skill promoting empathy, an understanding of what others within the system are feeling. Many schools now acknowledge the power of the peer group in supporting the whole school ethos, with peer support groups, peer counselling, mediation, mentoring all having a valuable place in schools across the phases. What each of these lack as a stand-alone strategy is the foundation of cohesion, collaboration, understanding and mutual respect which can only come if part of the vision of the school and actively promoted as such. Circle Time as a whole school model promotes such a vision. A diagram of the model (appendix 1) illustrates how all parts rely upon each other, making an ecosystemic model. A useful analogy is that of bees surviving the cold of winter by constantly moving, thus ensuring that all bees are kept warm enough to survive. Energy is shared, allowing the hive to continue to grow and thrive into the following spring and summer. Such a visual image has helped many to understand the importance of all of the pieces being in place and more importantly that any institution needs all participants to work together for the common good.

The secondary school has been characterised as an institution that exists to deliver pupils who are fit for independent living, with some formal acknowledgement of their achievements. The growing push for better results, the glowing Ofsted report and league tables have made many secondary schools feel pressurised in the pursuit of raising standards at the expense of the development of the individual as a valued and rewarding member of the community. Subject matter is taught rather than young people, information is passed on rather than young people learning to learn. Although this has become a focus of many primary schools it is often not extended and continued at secondary transfer.

The introduction of the Citizenship Curriculum by DfES may add increased pressure to schools to meet yet more curriculum targets. In short, the Citizenship Curriculum may be characterised as not taking into account the vision or moral values of the school and, like the very worst delivery of ‘circle time’, making little real impact upon the development of the individual beyond increasing knowledge.

There is potential for changing the character of secondary schooling to one where developing knowledge becomes a personal process, extending individual knowledge by the individual being involved with the subject matter. There is opportunity for this in materials which look at what a pupil can do rather than cannot (Salmon, 1980).

Dorset LEA Project
Introducing and maintaining Circle Time as part of the timetable within a secondary school is not new, nor ground breaking. Evaluations of such strategies have been made in the past (Robinson and Taylor, 1999, Brewer 2000) highlighting the difficulties that the evaluation team face within the secondary school unless there is a whole school acceptance and embracing of the philosophies and values behind the approach. This current project was no exception.

Dorset LEA offered to implement a pilot project, working in partnership with Jenny Mosley Consultancies to extend the use of the Quality Circle Time model from primary schools into secondary schools.

As Dorset has a mix of phases of schools, including first, primary, middle, upper and secondary, the project aimed, in the first instance to develop Quality Circle Time within two schools that offer 6th form study. It was therefore proposed that one of the schools taking part would be a Secondary school and the other an Upper school. Both would be taking pupils into years 7or 9 who had previous experience of circle time, although it was accepted that this may not have been the QCT model.

The format.
The project proposed to train year 12 and 13 students to facilitate circle time meetings for year 7/9 pupils, and for these 6th form students to work in partnership with year tutors who would take part in the circle time meetings as active observers. In this way the tutors would be building their own experience of the circle time meeting to enable them to sustain meetings for their tutor group as the project moved on. The 6th formers were given training which would prove invaluable both within higher education and future careers and, it was felt, was on a par with initial management training. The rationale was to reduce the information load on hard pressed teachers, allowing them to learn in action from the 6th formers thus allowing a steady and relaxed transfer of information and development of skills. In service training to teachers is often well received at the time but putting new concepts into practice takes courage and, often, power.

The Three Phase Programme
Three phases, over one year, were proposed for the development and dissemination of skills:
Phase 1
· Following training in the steps of the circle time meeting by a Jenny Mosley associate partner, years 12 and 13 students would facilitate circle time meetings with designated tutor groups, working in pairs. The year tutor would always participate in these meetings, as a member of this year ‘team’ and also act as an observer to the process and to learn from it.
· 6th formers and year tutors would have a debrief time to support each other’s learning, using a self evaluation checklist as a guide (see appendix 2).
· 6th form facilitators would also have their own circle time meetings to support their continuing development and for emotional support.
· The project would be shared with whole school staffs.
· Evaluation would take a base line measure of knowledge, confidence, emotional well being within years 7/9, 12/13 and tutors.

Phase 2
· Tutors to plan the circle time sessions with the 6th form facilitators and take a more active, although not complete, role on facilitating.

Phase 3
· Year tutors become the facilitators with 6th formers active participants, offering feedback to the tutors.

Thus throughout the 3 phases tutors and 6th formers are working together in a spirit of enquiry.

Expected outcomes.

Ø To enable and empower years 12 and 13 students to work with years 7/9 in supportive listening groups (Circle Time meetings).

Ø To develop and implement positive listening systems for years 7/9.

Ø To further develop the basic skills of social interaction in years 7/9.

Ø To enable schools to extend the practice across year groups and absorb into the PSHE programme.

Ø To enable schools to look at absorbing the quality circle time model into pastoral support throughout school.

Ø To develop staff support systems within school.

Ø To create or add to a healthy learning environment

Visible success criteria

· Year 7/9 groups engaging in Quality Circle Time meetings at the end of summer 2003

· Year 7, 8, 9 and 10 groups engaging in Quality Circle Time meetings at end of summer 2004

· Year 7/9 Tutors engaging in Circle Time Meetings throughout the project

· Year 7/9 students to have developed interactive skills measured using a pre and post questionnaire.

· Reduction in Year Heads being involved in student disputes, measured in pre and post numbers.

· An expressed desire to continue and extend Quality Circle Time by staff and students.

· Years 12 and 13 will express their positive learning.

· Tutors will express that they have felt supported throughout the process

Experience
A proposal for this project was presented to secondary schools in Dorset in the summer of 2003. As a result two schools requested to take part, Budmouth Technology College (11 – 18) and Ferndown Upper school (13 – 18) The original proposal is attached (Appendix 3).
Both schools were visited at the end of the summer term, 2003, to explore the possibility of introducing the work into school.

Throughout the autumn term, 2003, staff from Ferndown investigated the possibility of including a circle time meeting into their timetable, but they were interrupted by an Ofsted inspection. After our initial negotiations they have replied to reminders that they are still interested in the project. Further investigations will be carried out.
Budmouth Technology College started the project in the Autumn term, 2003. After negotiation with senior managers it was decided that the proposed circle time meeting might slot into year 7 Citizenship, which was held fortnightly. At the time it was agreed that this was not an ideal placement within the timetable. The fortnightly timetable was a compromise but a realistic obstacle within any secondary school. Citizenship is not an inappropriate subject to use but within Budmouth it meant that the year 7’s were not with their form tutors and thus allow for the development of skills within the tutor period, part of the original proposal. This will be discussed below.

Table of actions, Budmouth.
· Meetings with senior managers and Citizenship tutors to discuss the requirements from them Summer 2003, Autumn 2003
· 6th formers volunteered to become facilitators (15 young people came to the training) September 2003
· 6th formers training day (3rd October). Questionnaires completed regarding their knowledge and feelings about Quality Circle Time. October 2003
· An agreement sent to school outlining their commitment October 2003
· 6Th formers delivered circle time meetings with 4 year 7 groups, fortnightly. October 2003 to July 2004
· All of year 7 completed a revised BG-Steem as a baseline measure of emotional well being. October 2003
· Observation of all of the 6th formers working with year 7 over the year, 2 – 3 times October2003 – June 2004
· Fortnightly meeting with the 6th formers to rehearse games, discuss problems and group problem-solve them, ensure team support and encouragement October 2003 – July 2004
· Discussion with Citizenship co-ordinator to review progress, discussion paper as the outcome of this (Appendix 4), presented to citizenship tutors. November 2003
· Discussion between Citizenship co-ordinator and head of 6th form re progress and outcomes, planning for September 2004 May 2004
· Feedback to Principle, meeting with citizenship teachers for work 2004-5 June 2004

Results of evaluative materials and information from observation

Quantitative data

Year 7 pre and post measures of self esteem:
It was intended that there would be a pre and post test of self esteem between the control and experimental groups. The B/G Steem (Maines and Robinson, Lucky Duck Publications) was completed by the whole of year 7. Additional questions were asked as part of this questionnaire pertaining to the year group's experience of any form of circle time

The pre tests were completed in October 2003. The results showing an even and normal spread of responses between the two groups, with no difference between the mean esteem scores of the experimental and control groups, similarly the locus of control scores.
The post questionnaires were completed in September 2004.

The mean self-esteem score of the experimental group in October 2004 was greater than that of the control group (t=2.854, df=227, p<0.01), similarly the locus of control (t=2, df=227, p<0.05). In reality the experimental group showed no significant increase in self esteem or locus of control scores from September 2003 to October 2004, however they had maintained their levels, whereas the control group’s self esteem and locus of control had begun to slip, thus the difference between the two groups

Qualitative data
Comments from 6th formers
The 6th formers were given an opportunity to share their own experience of Circle Time. Out of the 15 young people trained, only two had previous experience of Circle Time. However they were all able to offer positive comments of what they thought Circle Time was for. The following table gives the pre (October 2003) and post experience (July 2004) comments from the 6th formers

Pre training aims of Circle Time are: Post experience aims of Circle Time are:
Increasing communication To bring children more confidence/self esteem
Increase confidence Team work
To help students in Citizenship To improve citizenship skills in a friendly, comfortable and relaxed environment, using games and the ‘participation’ style of teaching to allow the students to develop their skills in communications and relationships with peers and figures of authority of varying degrees
To teach the children to work as a team and to co-operate with each other.
Understanding of others
I hope to gain Actually gained
Experience with dealing with feelings Better planning/structuring skills
Learning to talk out a bit more Patience with young people when things go wrong
Increase in confidence and expertise Confidence improved
To speak openly without being laughed at Felt like I really achieved something
To learn and help others to learn Organisational skills from having to organise the groups
That year 7 gain the most
6th form being involved with lower school in a positive way

Their confidence in managing a Circle Time meeting prior to the training varied hugely. Using a ranking from 0 to 10, with 10 being extremely confident, 2 young people put themselves at 1, but these 2 eventually decided to not take part in the project. The others were all at 5 and above.

Anecdotal information, observation and limited quantitative feedback suggests that the confidence levels of the 6th formers was raised, if not in a statistically significant way, at least to a level significant to the individuals and school.

One 6th former felt that the experience had lowered their confidence. This young person was asked for feedback at a time when they had experience considerable difficulties with the group that they were working with. These issues were dealt with at the time, with individual support being offered to the young person.

Schools may be interested in the comments made at the beginning of the project by 6th formers in reference to their school (Appendix 5). As only limited responses were gathered at the end of the year, no comment can be made of changes in these opinions. However the school may wish to note the response to questions 5 and 8,
‘Others listen to concerns that I have and take then seriously’
‘Individual differences are valued and appreciated’
Both of these scored a high disagreement rating from the 6th formers. In the summer three out of three responses again disagreed that ‘Others listen to concerns that I have and take them seriously’. This may warrant further investigation amongst other students, as it may well reflect the student’s need for recognised and active listening systems to be in place for themselves.

Comments from Year 7
Pre: October 2003
Year 7 were given the opportunity to comment upon Circle Time from their own experiences prior to experiencing Circle Time at Budmouth. 80% of the experimental group. i.e those experiencing Circle Time delivered by the 6th formers, had experienced Circle Time at a previous school. Of this experimental group 70%felt that Circle Time was helpful in any one of the following ways:
Sharing problems
Friends
Communication
Expressing yourself
Associated skills
Fun/ pleasure

However their previous experience suggested that, for some of them (30%) Circle Time had been difficult because of:
Interruptions
Exposing yourself
Practical considerations e.g having to move the furniture
Fears
Comments made reflecting general poor management

Post: September 2004
The same questions were asked of the experimental group after their experience during year 7 with the following results:
Do you enjoy Circle Time?Does Circle Time help people to work and play together?Would you like Circle Time to be continued in this school? 91.94% responded yes91.06% responded yes92.68% responded yes

What is helpful about Circle Time?
70% of the youngsters had offered a positive response to the question in September 2003. By September 2004, 100% of this group offered a positive comment. They still covered the aspects mentioned above, including:
Getting to talk to each other, play and learn at the same time.
It helps you to understand more about yourself and other people.”
It brings people together.
It helps you communicate with certain people, maybe someone you have never spoken to before.
It helps you communicate and build your confidence and interact with people.

What do you not like about Circle Time?
The responses reflected the comments from September 2003, although there was a high level of frustration with those individuals who did not follow rules and made the sessions less successful for others (33% of the comments reflected this). This was not evident from the responses in 2003.

75.76% of the control group wished to experience Circle Time. Of the 24.24 % who said “No”, reasons to qualify this answer seemed to mainly centre on Circle Time being “Boring” or “A waste of time just sitting there”.

Does Circle Time help people to work and play?
Both the Control and Experimental Group responded to this question. There was an 11.45 % difference between the two groups with 91.06% of the Experimental group and 79.61% of the Control Group answering “Yes”

Happy/unhappy with school rating scale
The experimental Group felt more positive about School with the mode rating being 8 (out of 10). This compared to the Control Group with a mode of 5 (out of 10).

Comments from staff:
It had been intended, within the original proposal, that tutors would be asked for their own constructs about Circle Time. However as the project has been limited to the Citizenship part of the timetable and the tutors involved were not form tutors it was felt that a qualitative assessment would be sought at the end of the summer term instead.

These have been gathered as the work was being completed through the year, with a plenary at the end of the year together with the 6th formers. The following are the comments made:
Positive features: Points to consider:
6th formers had control of the group Needed more citizenship focus
were always prepared There were more games than educational content
offered variety Perhaps the pleasure for the pupils related to there being the heavy focus on games
pupils responded well Still may not have developed the skills required to benefit fully
the format allowed feedback from the pupils ‘Silly’ boys dominated the quiet girls
pupils enjoyed the sessions Very ‘samey’ ie games and format
feeling was good within the group
they came out of themselves, even the very quiet ones
all felt relaxed
a bonus to the natural growth that would have been observed
Pupils enjoyed the excitement
Particular ‘surprise’ comments and actions from some youngsters, allowing for a different view by teachers.
Looked forward to the sessions

Observations by project facilitators

1. The original proposal was presented too late for Secondary schools to fit into their timetable, thus the attempt to squeeze it into Citizenship at Budmouth Technical College.
2. Using Citizenship has taken the focus from the tutor group which is a fundamental part of the project, that is to develop the group support network and team cohesiveness of the tutor group. It is also to support the form tutor to deliver this ‘tutor/pastoral’ support in a lively and effective way. Hopefully this will be resolved in future years when the timetable can be altered.
3. A single day of training to 6th formers is not enough. At least a day and a half would allow for more participation, practice and planning.
4. The 6th form meetings, although rushed, are an essential part of the supervision and support to enable the project to sustain. However, fortnightly is insufficient in the same way that fortnightly Circle Time meetings are not sufficient to meet the needs of the group, in developing skills, knowledge and understanding of each other to enable team support.
5. 6th formers valued a feed back time with the teacher and indeed this was acknowledged within the proposal as an essential to support the 6th formers and tutor for planning and evaluation.
6. It is crucial to take into account communication, pace and timings within a large secondary school and yet these are difficult aspects, particularly for outside parties. There needs to be at least one high profile member of staff who is knowledgeable and committed to the project to enable smooth communication.
7. There has been an observed development of skills within the 6th formers as reported by their tutors.
8. Citizenship teachers initially reported a positive change in demeanour on the year 7 pupils.
9. Commitment from Senior Management is essential to the success of such a project. It was recognised that the introduction of Circle Time into some year 7 groups was a small step in a school as large as Budmouth, in reality requiring a longer time scale than originally suggested in order to effect a change in style and expectation.
10. Staff involved needed to be committed and willing to work in partnership with the 6th formers, to be responsible for their learning and, most importantly, to view the format as a model for developing skills required to take part in the citizenship curriculum.
11. There were issues around maintaining discipline for 6th formers. Rules were well promoted by them but they had few incentives, other than favourite activities, and, in the case of one group, sweets. No sanctions were available to them. This situation emphasised the essential nature of the partnership between the 6th form students and the teacher. Within the time scale the 6th formers were not able to develop the relationship of teacher to class, needing, instead to piggy-back on the relationships that teachers had already developed. The perfect partnership was between a group of enthusiastic students and a calming but adventurous teacher.
12. The development of skills was a critical first step for the work. It was clear that many year 7 pupils still needed appropriate experiences to do so. Without these skills they were either non-participant or overly disruptive.
13. By the Spring term it was expected that teachers would be jointly planning and taking on the facilitator’s role. Sadly this did not happen, with the 6th formers carrying on well into the summer term. As a result there were issues of control of the group and variety of activity as the 6th form students became dependent upon successful activities rather than being supported by teachers in using success to develop skills further.

Continuation of the project
This has been one year of what was originally intended as a two year project, to introduce, support and evaluate the introduction of the Quality Circle Time meeting into a secondary school. There have been considerable lessons learnt from this first year experience. Not least being the time necessary to exert change within a large and active community. In acknowledging that some essential factors were not available at the time of starting the project, changes that have occurred have been encouraging and sufficient for the school to wish to continue with the work through the coming year, again within the Citizenship part of the timetable. This is with a view to planning to introduce the project in its entirety, within year 7 tutor groups once the timetable has been re-organised for September 2005. To this end the evaluation and monitoring through 2004-5 will be minimal. However continued contact from the project co-ordinators is deemed essential in order to ensure sufficient planning for 2005.

For more information on the background to Circle Time, see Appendix 6.

Jane Mansfield
Specialist Senior Educational Psychologist

(With the support of Kate Duxbury, Behaviour Support Service.)
Appendices

Appendix 1

Quality Circle Time Model
Appendix 2

Evaluation Sheet for Circle Time
Sheet used by sixth formers and year tutors as a self-evaluation checklist

Yes No
Were the pupils informed that Circle Time would be happening?
Was the facilitator positive before starting? Did she create a positive and warm ‘climate’ in the circle?
Was the Circle Session adequately structured?· starting game· round/follow-up activity· open forum· celebrate success· ending activity
Did the facilitator keep to the basic Circle Time rules?
Did the facilitator encourage the pupils to keep their Circle Time rules by: · Giving specific praise to pupils practising the social skills· Allowing time for pupils to praise each other· Mentioning how the moral rules incorporate into the activities
Did the facilitator follow the sanction system using a visual warning card followed by time out of the circle?
Was there a ‘safety system’ whereby any pupil failing to heed warnings and Time Out could be removed to another classroom with pre-arranged work?
Was the focus of the Circle appropriate for the class?
Was there an opportunity during open forum for pupils to nominate themselves for help with their behaviour?
Were all the pupils encouraged to participate?
Were the pupils given the right to ‘pass’ in a round and then re-offered the opportunity to speak?
Was the circle evaluated with the pupils?
Was there a strategy for following up any matters arising from Circle Time?
© Jenny Mosley Consultancies Course Handouts 2002

Appendix 3

Invitation to schools to take part in the project

Releasing Excellence in the Secondary School

‘Circle Time is a group process. It involves the whole class, including the teacher, meeting in a circle at least once a week to look at issues relating to personal, social, moral, and health education. The circle meeting has five structures that encourage the development of positive relationships, self-discipline, self regulating behaviour management, conflict resolution, assertive communication and democratic group process alongside the skills of speaking, listening, observing, thinking and concentrating. Of paramount importance to circle time is emotional ‘safety’, which is produced by clear ground rules and an attitude that values every person’s contribution.’
Jenny Mosley, 1998

Dorset has the opportunity of working via Jenny Mosley (leading proponent of the Whole School Quality Circle Time Model ) to pilot a project to introduce Quality Circle Time into KS 3 and 4 provision.
The project proposes to train Y12 and 13 volunteers and support them over a defined period (up to 2 years) to facilitate the circle time meeting for younger groups within school. The project will be evaluated and the information used to further develop such work throughout Dorset and countrywide.
This is a unique opportunity to be at the forefront of furthering the development of nurturing and the positive learning environment in a secondary school context. The recent DfES publication,”14 – 19: Extending opportunities, Raising Standards”, refers to the need for education to set the stage for continued lifelong learning:

‘It is not only a matter of raising levels of achievement and skill…It is also about the development of the whole person. Young people must be prepared for adult life in which they are involved as active, responsible citizens.’
DfES 14-19. 2003
The challenge for schools is to manage this in a supportive as well as rewarding programme. Through this project KS 3 pupils will start their preparation early, with the 6th formers quickly developing skills and building experience to help them in the future.
Jane Mansfield will be working closely with Jenny Mosley Consultancy in the development and evaluation of the pilot project. We are now asking for schools who feel that this is a development for which they are ready, to contact Jane by e mail, ? j.r.mansfield@dorsetcc.gov.uk, phone 01305 224732 or post at Top O’Town House, with ideas of how your school would like to develop Quality Circle Time beyond this pilot.
We look forward to hearing from you as soon as possible with your expression of interest.
Jane Mansfield. Specialist Senior Educational Psychologist, Dorset, and Associate Partner, Jenny Mosley Consultancies.

Appendix 4

Information for teachers following discussion with Citizenship co-ordinator.

Circle Time in Year 7 Citizenship

Background:

We have begun a project in which volunteer students in the 6th form have been trained to lead Circle Time sessions for some Year 7 students during their fortnightly Citizenship lessons. We have four groups of Year 7 students currently involved while the rest of Year 7 have “normal” Citizenship teaching. The training for the 6th formers was led by Jane Mansfield, who is an Educational Psychologist from Dorset CC and is piloting this project

Aims of the project:

The project has a number of linked aims.
· To give our younger students an opportunity to express themselves.
· To allow staff to see and learn how to run Circle Time activities with a view to spreading this out further around the College in the future.
· To raise the profile and self-esteem of our 6th formers.

Why in Citizenship lessons?

It is important to remember that this is a pilot project. In the longer term (i.e. from Sept 2005) it is hoped that these activities will be built into timetabled tutorial sessions led by teaching staff. However it was felt the most convenient way to get the project started this year was to use some Citizenship time.

What about the Citizenship curriculum?

The Citizenship programme of study has 3 strands – Acquiring and applying knowledge; developing skills of enquiry and communication; developing skills of participation and responsible action.

In the “normal” Citizenship lesson these strands are generally covered simultaneously e.g. research followed by a whole class discussion about why it is important to vote.

For the students involved in the Circle Time activities we are concentrating very much on the second and third strands of developing skills rather than the acquisition of knowledge.

In particular by the end of Year 7 our aim is to develop skills in
· Listening
· Sharing ideas
· Reflection
· Encouragement of peers
· Improved behaviour and attitudes
· Relating positively to others
· Empathy
· Setting personal targets for improvement
In the process the students will have opportunities to consider, comment and reflect on personal, group and whole school issues.
This “skills before knowledge” approach will hopefully lead to better delivery and acquisition of the knowledge elements of the programme of study in Years 8 and 9
November 2003

Appendix 5

Circle Time – Pre-training Questionnaire re: School. Answers from sixth formers.

1. Our school is a place which enhances my self esteem

Response
A strongly agree 6.6%
B agree 73.3%
C disagree 13.3%
D strongly disagree 6.6%

2. At our school I am valued, recognised and trusted as a contributing member the school

Response
A strongly agree 26.6%
B agree 46.6%
C disagree 20%
D strongly disagree 6.6%

3. Activities and a curriculum which enhance self esteem are encountered daily by staff and students alike.

Response
A strongly agree 20%
B agree 60%
C disagree 13.3%
D strongly disagree 6.6%

4. I am willing to spend time and effort to enhance and improve my colleagues’ self-esteem.

Response
A strongly agree 26.6%
B agree 73.3%
C disagree 0%
D strongly disagree 0%

5. Others listen to concerns that I have and take them seriously.

Response
A strongly agree 13.3%
B agree 46.6%
C disagree 40%
D strongly disagree 0%

6. I am proud to be a member of this school.

Response
A strongly agree 53.5%
B agree 33.3%
C disagree 13.3%
D strongly disagree 0%

7. There is a feeling of trust between staff and students.

Response
A strongly agree 0%
B agree 73.3%
C disagree 20%
D strongly disagree 6.6%

8. Individual differences are valued and appreciated.

Response
A strongly agree 6.6%
B agree 40%
C disagree 53.3%
D strongly disagree 0%

9. This is a sharing community.

Response
A strongly agree 6.6%
B agree 66.6%
C disagree 26.6%
D strongly disagree 0%

Appendix 6

So what is Circle Time?

(extracted from “Important Issues relating to the Promotion of Positive Behaviour and Self esteem in Secondary schools” by Jenny Mosley, 1988.)

Circle Time is a democratic and creative approach used to consider a wide range of issues affecting the whole school community; teaching staff, children, support staff, parents and governors.

Industry calls this method ‘Quality Circle’ and has been used since the 1960s to overcome the gulf that can develop from the management and the shop floor i.e. “them and us” attitude. Japan is reputed to have 1,000,000 circles involving some 10,000.000 workers. The reputation for quality which Japan enjoys today, stems largely from the use of quality circles.

“Typically a circle meets once a week for one hour to consider quality problems. Mostly they will tackle problems at the ‘earthy’ end of the scale…they will make suggestions for solving them.”
Jim Govan (The Institute of Quality Assurance)

In schools the Circle Time method also involves all participants sitting in a circle and taking equal responsibility for the solving of problems and the issues that they themselves have highlighted. It operates within an agreed framework of guidelines and holds self-esteem building to be a central aim.

Circle Time enables the adults and the pupils to build relationships within a school and to explore the factors that affect teaching and learning. Through discussion, the sharing of ideas and the building of relationships, the participants develop a whole school policy on self-esteem and positive behaviour which is endorsed by all members of the school community.

Circle Time, by its effective use of a range of activities and structures, aims to motivate those involved into a willingness to share thoughts and feelings in a safe environment and to initiate a collective responsibility for the promotion of self-esteem and positive behaviour.

The very act of the whole group being seated in a circle emphasises unity and equality. The fact that everyone can see each other encourages more open and trusting relationships. The structure used within the circle sessions also encourages all participants to co-operate, to express their views and to listen to others. Thy therefore begin to feel a more valued and worthwhile member of that group.
The issues and problems that are highlighted in circle sessions emerge from the participants themselves. They are, therefore, the most important focus. The framework of sitting within a circle, taking a turn to speak and joining in all the activities convey important messages regarding authority and control to all the participants. The leader’s role is facilitative which encourages participants to feel that they, too, have the authority and self-control to attempt to solve the behaviour, learning and relationship problems that concern them. By contributing to this problem solving process, individuals are motivated to take more self and collective responsibility.

People involved in circle programmes feel a part of a group that they can trust (ground rules for circle sessions are devised by the whole group to help build this feeling of safety). Given that within the circle approach feelings and views are being acknowledged and acted upon, participants are then able to re-organise their self perceptions in a more positive way and thus acquire a sounder self concept. Moreover the structures and techniques used within circle time teach people how to become more clear, direct and honest with each other. Individuals are given time to both volunteer their own concerns for group help, and to offer help and encouragement to others. By learning to express their feelings in a calm way they are learning to develop assertive relationships and therefore are learning that they don’t have to resort to aggressive, manipulative or withdrawn behaviour in order to have their needs recognised.

Circle time ensures that all people feel valued as all personal and social achievements are acknowledged and celebrated by the staff or class group.
References
Salmon,P. (ed) (1980) Coming to Know Routledge and Kegan Paul.
Robinson W.P. and Taylor C.A. (1999) An Evaluation of a Circle Time Program for Year 7 Pupils: A report for the Calouste Gulbenkian Foundation
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