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The Power of Circling

Restorative Justice at the Middle Level

A restorative justice program at this Wisconsin middle school that featured circling for discussion and activities in homeroom each morning promoted respect, responsibility, and cooperation, and provided more opportunities for student leadership.

By Kelly Akins and Lori Trowbridge

Walking through the doors of Riverview MS in Barron, WI, as an apprehensive sixth grader can be an exciting, yet intimidating time. As students weave through the hectic hallways in search of their homerooms, they encounter many new faces. Last year as they were greeted at the door by their enthusiastic homeroom teacher, the students were asked to take their place in a circle. As the students sat in the circle, a roll of toilet paper was passed around with the instruction to take off the amount of paper each individual normally used while using the bathroom. Nervous giggles were heard throughout the group. After the roll of toilet paper completed its journey around the circle, the homeroom teacher held hers up and said she had six squares. She then proceeded to share six interesting facts about herself. When she was finished, each circle member took his or her turn sharing according to how many squares each had. This icebreaker activity began the process of building the foundation of a caring community within the homeroom.

A New Beginning

Developing a sense of belonging within a caring community was also one of the goals set by the new restorative justice program originated in June of 1999 by Circuit Court Judge Edward Brunner and a diverse group of Barron County citizens. A grant given by the Wisconsin Office of Justice Assistance was awarded to help fund what became the Barron County Restorative Justice Programs, Inc. (BCRJP). The mission of the BCRJP was developed as follows:

    Barron County Restorative Justice Program intends to provide inspiration, leadership, and information sharing in the development and support of various models of justice, which create opportunities between victims, offenders, and their communities for the purpose of healing and restoration. (vvw.bcrjp.org)

    Portions of the grant monies were allotted to four Barron County School Districts for implementation of restorative justice programs.

    In the fall of 2001, a committee consisting of administrators, teachers, and counselors met with Polly Wollner, executive director of the BCRJP, to discuss the value of implementing a restorative discipline policy at Riverview MS. The goal of restorative justice is to facilitate a healthy, caring atmosphere that teaches conflict resolution skills and life skills, and promotes healthy relationships with peers, staff, parents, and community members. The major component of restorative justice at the middle level involves "circling" each morning during homeroom.

Empowering Students

During the first month of school, students and teachers alike continued to develop a sense of belonging through circling activities (see Uniqueness and Does the Teacher Like Me? boxes). "Circles are simply a structured process of listening to others and speaking only when it is your turn. The process trains teachers to be skilled in group facilitation so as to help their students address behavioral issues such as bullying, stealing, cliques, etc.," says Thomas Hall, director of special services in Barren County. "It involves all of the students in defining the problem, assessing the ramifications of the problem on all parties, and coming up with acceptable methods of dealing with the issue-essentially changing the process from one person being in control to one of shared decision-making."

    The circling process empowered the students, ensuring an effective circle that promoted respect, responsibility, and cooperation. Opportunities for thoughtful decision-making were provided on a daily basis ranging from homeroom agendas to community service projects. "We have a part in our school. We get to decide instead of teachers deciding for us," observes an insightful sixth grader.

    After the students were trained to effectively use the Eight Building Blocks (see sidebar), they naturally assumed leadership roles within their homeroom circles as well as in other facets of their lives. A seventh grader says, "People are beginning to understand each other a little more, problems are being solved, and the weight of a bad morning is being unloaded."

    One reluctant student, who didn't participate in school activities regularly, was asked to take on the facilitator role within his homeroom circle. Over time, he began to see himself as a significant part of the school community through his natural leadership abilities within his circle. This carried into his academic and behavioral performance as well. Discipline referrals became less frequent as he became more involved in school activities like student council and swing choir. "I truly believe that if it weren't for the leadership opportunities within our homeroom, this student wouldn't have recognized his potential as a true leader of our school," his homeroom teacher says.

Does the Teacher Like Me?

"How do you know if a teacher really cares about you?" the teacher asked the students as they sat in their morning circle.

Surprised faces and nervous whispers were the first response, then one by one the students shared their honest opinion while a recorder created a web of the responses. An in-depth discussion about each response encompassed the rest of the period. Throughout the day, students from other class periods saw the web and added their own insights to the question.

            The students' responses were shared with faculty members. It validated why we became teacher, "...not for the money, but for the kids," one teacher shared.

Student Feedback

At the end of the first month of school, Riverview students were surveyed to get a sense of how they perceived circling. The following five questions were asked:

• What do you like about circling in homeroom?
• What don't you like about circling in homeroom?
• What could you, your peers, and/or your homeroom teacher do to improve the circle in your homeroom?
• Do you feel that connections have been made through circling with peers in your homeroom? (examples)
• Do you believe that circling should be continued in the future? Why/why not?

Response from the students was positive. Enlightening comments included:

• "It helps kids get things off their chest so it's not bugging them all day and affecting their school work," (sixth grader)
• "I feel I am getting to be a nicer person to the people I dislike because I feel we have things in common." (seventh grader)
• "We get to talk about what concerns us and if we have any problems, it is easier to figure out what to do when there are more people thinking about it." (eighth grader)

    Student concerns were evident from the survey as well. From these concerns, teachers were asked to consider providing comfortable seating arrangements, having relevant topics that interest the students, making sure the circle was student-led and not teacher-led, and providing cooperative activities that challenged the students physically as well as mentally.

Staff Follow-Up

A follow-up meeting during November 2001 with Barron staff was held to discuss the impact of the implementation of this new restorative justice program. Staff members provided encouraging feedback:

• "They have built up a trust level like I have never seen. There are a few kids with the potential for detentions and behavioral problems. We have been able to circumvent these problems and create solutions. (sixth grade teacher)
• "The playground has undergone a huge change. There are far fewer issues to deal with." (playground supervisor)
• "I use this process to circle with my traveling basketball team. You can't believe how wonderfully this works with seventh grade girls! We always start with compliments and appreciations. The compliments are sincere, not contrived.'' (seventh grade basketball coach)
• "I have seen a kindness in my students that I have never seen before. They seem to be more comfortable giving and receiving, whether it be academic help, compliments, or encouragement.'' (seventh grade teacher)

    When given the opportunity to reflect and share the circling process, staff members and students were encouraged and inspired to continue building a strong sense of community in their school.

Positive Impact

A major benefit of circling has been that all students have learned conflict resolution skills and have used them not only to resolve conflicts but to avoid them to begin with. Students at Riverview learned the following six basic skills to resolving conflicts:

1. Fact getting                  4. Active listening

2. Body language                 5. Tone of voice

3. "I" messages                   6. Brainstorming.

    The benefit of teaching and implementing these conflict resolution skills has become evident in Barron County, as well as within our district. Since BCRJP began in 1999, juvenile cases heard in court have dropped 40%. "1 think that (Restorative Justice) is making a significant difference because it's providing options for schools, police, and human services," says Judge Brunner.

    Riverview MS Principal George Streeck has noticed a difference as well. "In years past, by this time in the quarter you have kids with enough misconduct points to start within-school suspensions, and I haven't had any kids reach that level yet," he says.

    Teachers at Riverview were asked if they believe the circling process has made an impact on the overall behavior of the students. "Definitely!" says eighth grade teacher Greg Mikunda. "Discipline referrals are way down from the past. Circling cuts off potential problems and is a tool to restore justice before a larger injustice occurs."

    Gene Rick, a sixth grade teacher, believes circling "has made a positive impact on overall student behavior, because it empowers students to make decisions and express opinions relevant to the needs of the school community as well as the individual."

A Sense of Security

What has been accomplished over the past year at Riverview MS through the restorative justice process has alleviated many of the fears of the entering sixth graders---and others in the school--by creating a classroom and school wide environment of respect, acceptance, and a true sense of family. Involvement in the circling process has helped to establish a safe atmosphere where students feel secure enough to develop and practice the leadership qualities that are essential to become a productive member of their community.

Uniqueness

Listening intently to the morning announcements and reciting the Pledge of Allegiance started the day like any other, but what happened next displayed the uniqueness of each individual in the circle. The teacher instructed the students to state one word that best described them. One by one, with the "talking piece" in hand, the students shared how they perceived themselves using one adjective.

Once the circle was complete, a discussion of uniqueness ensued. To better organize their ideas, students decorated a paper T-shirt using many adjectives that described their characteristics and interests. The T-shirts were shared within the circle and proudly displayed on their lockers for all to see.

Eight Building Blocks

According to Jane Nelson, co-author of Positive Discipline in the Classroom, "People are not born with social interest. It takes education, training, and practice." Effective class meetings, which practice social interest, mutual respect, and cooperation, are taught in the "Eight Building Blocks."

1. Form a circle. Students decide the best way to form a circle "quickly," quietly," and "safely."

2. Practice compliments and appreciations. Students learn the important life skills of giving and receiving meaningful compliments and are provided the opportunity to practice them.

3. Create an agenda. A student-generated agenda is formed to ensure that all students' ideas and concerns are addressed.

4. Develop communication skills. Students develop effective listening skills through appropriate body language, tone of voice, and "I" statements.

5. Learn about separate realities. Students learn to understand and respect differences, which will foster meaningful communication with others.

6. Know why people do what they do. Students learn there is a reason behind every behavior and that dealing with the reason is often the most effective way to change the behavior.

7. Practice role-playing and brainstorming. Effective problem-solving skills (role-playing and brainstorming) teach students to think, speak, and interact respectfully with others without judgment.

8. Focus on nonpunitive solutions. To promote a nurturing, respectful environment, students are empowered to find solutions instead of using punishment when dealing with problems.

Source: Nelson, J., Lott, L, and Glenn, H. (2000). Positive discipline in the classroom (3rd ed.) Roseville, CA: Prima Publishing

Kelly Akins (kakins@barron.k12.wi.us) and Lori Trowbridge are math teachers at Riverview MS in Barron, WI. The restorative justice program has been the capstone project for their masters program at UW-LaCrosse.

Resources

Bourman, Ann (1990). Tough decisions: 50 activities in values and character education.

Portland, ME: J. Weston Walch Publisher.

Caroselli, Madene (1998). Great session openers, closers, and energizers: Quick activities for warming up your audience and ending on a high note. New York, NY.' McGrawHill.

Kriete, Roxanne (1999). The morning meeting book. Greenfield, MA: Northeast Foundation for Children.

McEIherne, Linda Nason (1999). Jump starters: Quick classroom activities that develop self-esteem, creativity, and cooperation. Minneapolis, MN: Free Spirit Publishing, Inc.

Olson, Carl (2000). Energizers: Calisthenics for the mind. Minneapolis, MN: Educational Media Corporation.