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Principles and practices of peace education
Principles and practices of peace education

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1.1 Planning a circle session

Described image
Figure 2 Diagram of a circle session from Peacemakers

In a circle session, adults act as facilitators rather than leaders and everyone takes responsibility for listening to each other and supporting the interaction.

The book Learning for Peace describes a tried and tested format for a peace building circle session that you might adapt for your own use (Figure 2). This format breaks the session into a variety of activities including opening the circle as a space for working together, acknowledging everyone’s presence, breaking the ice, establishing ways of working, engaging participants in the main activity, reflections, and affirmations.

A ‘talking piece’ is used to indicate whose turn it is to express their thoughts. Only the person using the talking piece can express their ideas (and that includes the adults in the room) and other participants must commit to engaging with their ideas.

Activity 2 Exploring elements of a circle session

Timing: Allow approximately 20-30 minutes for this activity

Use the table below, adapted from Learning for Peace, to explore different possible elements of a circle session.

You will find some links to websites that suggest activities for each part of a circle session.

As you explore these resources, use the response box provided to make notes about how you might implement circle sessions in your classroom. You might consider:

  • How your group might build routines for forming and opening circles in your classroom.
  • Any adaptations you might need to make for your group’s needs.
  • What might be a good time of day for circle sessions.
Part of the session Kind of activity Links and possibilities
Check in Establishes the circle, allows participants to share how they are feeling and how the group will work together. Pass the talking piece around the circle. Ask a simple question that each participant can answer when it’s their turn. You might try ‘What’s been your favourite part of the week/day so far?’
Mix the group Play a game to mix up participants, encouraging working with different members of the group.

Fruit salad

Give each member of the circle a piece (or a picture) of fruit. Participants swap seats when their fruit is called.

This game can be used with multiple languages as described in the OpenLearn article Pineapples and Pashto where it is used with speakers of Dari and Pashto.

Main activity The key focus of the session. The adult should take a facilitating role here – try not to lead the session! This will depend on what the participants want to develop as a group.
Reflect and review A group reflection, sharing learning and responses to the activity. See links on the Course resources and recommendations page.
Game Refreshes the group, if possible linked back to the main activity. See links on the Course resources and recommendations page
Affirmation A chance for a few members of the group to hear positive things about each other. It’s good to be me from Session 2 Activity 2 of this course.
Check out Looking forward, closing the session and helping the participants to transition to the next part of their day. Again, this could be a simple question that each person answers when they hold the talking piece. You might try ‘What are you looking forward to after school?’

On the Course resources and recommendations page [Tip: hold Ctrl and click a link to open it in a new tab. (Hide tip)] you will find links to websites with activities that might be used in circle time sessions.

Remember that circles need time to settle and allow for a meaningful exchange of ideas. They may take a while to become established as part of the classroom routine.

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Circles can be used to explore a number of issues. In the next section you will explore a circle activity that introduces approaches to conflict.