When I was teaching EAD315, a face-to-face undergraduate course of about 30, I wanted to set the tone for our semester together by utilizing a Circle. The benefits were multifold – we all learned more about each other, we set community norms for our time together, and we established our space as one we could show up as our whole selves in.
This activity was informed by Restorative Justice Circles training provided by now Dr. Megumi Moore, MSU Graduate Life and Wellness.
Here is the basic outline for the activity with some notes about possible modifications:
MSU is on land known as Nkwejong (nuh-quay-juhon) (Where the Rivers Meet), a territory of the Three Fires of Anishinaabeg, including Ojibwe, Odawa, and Potawatomi. Circles are a regular activity for dialogue and decision-making in indigenous populations, and we all have had experiences building community in circles (think about a bonfire).
In a circle, everyone has an equal opportunity to speak. When the talking piece gets to you, you can choose to share your response to the current round’s question, or you can pass- that decision is yours. The other role of the talking piece is to remind us to be present in listening to one another. When we have the talking piece, we have the space to share, when we don’t have the talking piece- we have the space to listen. We also ask that as a group we respect the confidentiality of the circle. The stories that individuals share here are their stories only.
Introduce my talking piece: Select at least one talking piece that is significant to you. As you’re introducing the concept of the Circle, share why you selected that object as a talking piece.
Modification: include more than one object that serves as talking pieces, describe each (making sure each one represents a unique reason), place on rug/blanket in the center of the circle, allow participants to exchange the talking piece that is handed off to them for another that is more meaningful
We’ll start and close with a quote…
Opener: pick a quote that sets the tone you’re trying to achieve… be conscious of the speaker (and what identities they represent), not just the content
“It’s easy to judge. It’s more difficult to understand. Understanding requires compassion, patience, and a willingness to believe that good hearts sometimes choose poor methods. Through judging, we separate. Through understanding, we grow.” – Doe Zantamata
Rounds: you can determine the number of rounds and the questions asked in each… this is a valuable first day, first activity because it can also serve as an “ice breaker”. It is recommended to include an introduction round to start and a check-out round to conclude. The number of participants and the number of rounds are the main factors in the amount of time that should be allotted for this activity. More people/more rounds = more time.
- Introductions (name, pronouns, program, year, anything else you think is important that we know)
- If you could invite one guest to dinner, dead or alive, who would your guest be?
- Who is one person you admire and why do you admire them (in one sentence)?
- What does [key course theme/topic] mean to you?
- What two values do you think are most important for our success as a cohort in this community?*
- Any other values missing, or discussion on these values?*
- One-word check out for the last round of the circle.
Closer: pick another quote
“The greatness of a community is most accurately measured by the compassionate actions of its members.” – Coretta Scott King
Rounds 5 and 6 in the Circle outline were aimed specifically at helping set our class values (AKA community norms). You can modify the Circle by giving participants time before the first values round to think about the prompt and write it down. When I do this activity, I provide markers and small paper plates – asking that learners write one value per plate. When they’re sharing out, I ask them to show us their plates. (The goal is that everyone feels comfortable sharing and doesn’t feel subdued or silenced by group think.) This round, as the Circle Keeper/facilitator, I may ask follow-up questions (disclose this in advance of the round, as it deviates from the talking piece rules). For example, if a student said “respect” is a value, I would ask, “what does respect mean to you?” or “what does that look like in practice?”.
After the activity is concluded, I add the agreed-upon values to the syllabus.
Photo by Tegan Mierle on Unsplash