PSIII Professional Inquiry Project

Jami Frank
Gilbert Paterson Middle School
Sharing Circles:
Traditional Forms of
Teaching and Restorative
Practice
In this Resource:
 The significance of the circle in Blackfoot Culture
 Blackfoot Values
 Sharing Circles: What are they and how can we
use them in a classroom setting and as a form of
conflict resolution?
 Instructions for Conducting a Sharing Circle
within the Classroom as well as for Conflict
Resolution
 Overview
In what ways can educators use sharing circles as an effective teaching tool?

How can sharing circles be used as restorative practice within classrooms and
school communities?
TQS #5
Applying Foundational Knowledge about
First Nations, Métis and Inuit

A teacher develops and applies

foundational knowledge about First
Nations, Métis and Inuit for the benefit of
all students.
 Blackfoot Values
Aatsimoyihkaan – Prayer
Kimmapiiyipitsinni – Kindness
Aistammatsstohksin – Teaching
Innakotsiiyinii – Respect for Others
Isspommaanitapiiysinni – Being Helpful to Others
Aksistoiyipaittapiiysinni – Independence
Kakoysin – Being aware of your environment

The Blackfoot Values are followed in order to live a balanced life

Circles in Blackfoot Culture
The structure of the circle holds a great significance in Blackfoot culture. Within the circle, we are connected
and are equals among one another. The circle is found in several aspects of Blackfoot life and culture.
The circle holds us together as an individual > family > community > world

Aakokaatsin (Circle Camp) Medicine Wheel

Sharing Circles: What are they?
Sharing circles are an aspect of Indigenous cultures throughout North America. They are a part of oral
tradition that individuals and groups may use to share knowledge and to make decisions.

Elders are often present in sharing circles as we can gage a wealth of information from personal stories
told and teachings of morals and values that are important to balancing different aspects of life.

In a sharing circle, one person is presented with an object, in Blackfoot culture, it is usually an eagle
feather or a rock. Other cultures are known to use what is called a talking stick; this is also an option if you
choose.

The use of an object in the talking circle ensures that the individual who is holding it is respected by all
involved. Their voices are heard, and they are free to express themselves however they like. While the
individual is holding the object, other participants are respecting their words, thoughts, and actions, and
are not permitted to interrupt during this time.

Students are taught respect, patience, and consideration for others.

A talking circle is meant as a practice for healing and teaching about ethics. It is also used as a form of
engaging in oral story-telling and teaching.
Benefits of Engaging
in a Talking Circle
 Promote positive interaction

 Model respect to participants

 Open communication

 Learn to listen and respect the views of

others
Engaging in learner struggles, aspirations, and formative assessment

 This aspect of the sharing circle can be used to glean information from your learners. You can ask
what they have learned, what they are struggling to understand, and what questions they have about
the material presented.

Sharing circles can be used to address challenges to learning.

 This is where one-on-one student support would apply. Students may share their learning abilities,
abilities to comprehend material, resistance to reading and performing, any questions or thoughts
they may express as to how they can feel supported within the classroom.

Sharing Circles as a form of classroom management

 A teacher may use the sharing circle approach to address classroom management issues. If student behaviors
have escalated across the classroom, the teacher may use this approach to address these issues and reach a point
of solution which creates a positive classroom culture.
 Sharing Circles as a Form of Teaching

 Teachers can use sharing circles as a way to incorporate Indigenous perspectives into the classroom and curriculum.

 Have materials ready that students will use (performance tasks, textbooks, writing materials, etc.)

 Present your lesson content within the circle, this can be done in story form. The lesson can be approached through
a reflective discussion – teacher led.

 Allow students to engage in critical thinking and reflection within the group

 As the teacher, you are within the circle as well. You can provide support and engage in discussion

 The sharing circle is meant for students to be equal amongst one another. It is a safe, non-judgmental and open
space where students will feel the confidence in sharing and asking questions.
 Application
We began our Monday with a sharing circle.

Students formed a circle and were introduced to sharing

circle protocol, purpose, and expectations.

After they were aware of the activity, everybody shared

their activities they had done over the weekend and were
also encouraged to share anything else that came to mind.

I had shared the importance of circles in

Blackfoot/Indigenous cultures Including: tipi circles,
medicine wheels, and the pow wow circle.

Reflection: It really was amazing to hear students who do

not typically speak in class, participate in the sharing circle.
This is the central focus of a sharing circle. Participants have
the confidence to speak within a large group. Students
became invested in sharing with their classmates.
 Role of the Teacher

Instruction within the

Create Activities – Just as
circle: As a participant of a Encourage discussion, Assessment: Just as you
Facilitator one would apply a
sharing circle, you are the sharing, and participation. would conclude a lesson
performance task within
Manage discussions, leader of the discussion Just as in the classroom, (with an exit slip,
the classroom, apply
questions, and sharing just as you instruct at the not all participants are question, task, etc.). This
these activities to the
within the circle. front of a classroom. required to answer, they is where we come full
structure of a sharing
Instruct just as you would are free to pass. circle within the lesson
circle.
within the classroom.
Role of the Student
 Students must be willing to share truthfully, be positive, and engage in the discussion in some form.
This provides students the opportunity to participate in their own learning and address the challenges
they may be faced with.

 Because sharing circles are approached through a communal lens, students are acknowledged as equal
individuals as well as part of a larger community. Their actions must be held accountable to the entire
group. Students participating in sharing circles must remain accountable for their actions if partaking in
a healing circle (conflict resolution) or a sharing circle (learning).

 All participants are equal. All students are equal among one another. This provides the opportunity to
create trust, respect, and promote positive behaviors among students.

 When a fellow student holds the object, all others are expected to remain silent and allow the
individual to share their thoughts and opinions.

 Respect for all in vital to the progression of a sharing circle. All participants must enter the circle the an
open mind and consideration for others.
 Sharing Circles as a form of Restorative
Practice
Often referred to as healing circles in times when conflict among individuals must be resolved, the purpose of this
type of intervention is aimed toward restorative practices among students.

Teachers may utilize the healing circle to in an effort resolve conflict within the classroom, small groups, or among 1-
2 individuals.

Participants must acknowledge why they find themselves participating in a sharing circle. This encourages
responsibility and accountability.
Who is involved?

 Those who are responsible for causing negative impacts on others

 Those who have been directly affected by the actions of the responsible
 The facilitator – this will be the teacher, any support staff, and often times involves
an elder.
Restorative Practice – Applied
An early experience with a sharing circle as a form of restorative practice came in a time of conflict
between two individuals who were a part of two different friend groups.
These conflicts often arise with middle school age friend groups and facilitating this form of discussion
between to individuals proved to be successful.

I had explained why we were together. There are some issues the two individuals needed to resolve
before we can move forward together within the classroom. I explained that one person would have the
chance to speak, say their point of view on what had transpired that day, and describe how they felt at the
moment – the other was not allowed to interrupt at any point as they would have their opportunity to
speak soon. Feelings and thoughts were shared by both participants, and both were allowed to respond
to one another’s words.

As the thoughts and words had been shared by all, I then asked both students ”What would you like to
happen from here, when we walk away from this conversation?” Both desired peace and to continue their
friendship despite the opinions & pressure of their friend groups. The conversation concluded with the
two students hugging, sharing tears, and laughs.
Reflection
This experience became the inspiration behind my Professional Inquiry Project. It was in that experience
with the two students that I realized how important for students in the Middle School age groups to
communicate and resolve conflict in a healthy and positive manner.

Engaging in a healing circle encouraged equality, respect, and consideration for one another’s thoughts,
feelings, and emotions. Conversation and discussion had become equal as both had a place within the
discussion and circle.

Both were able to move forward and now continue to enjoy their friendship in a new light.

This also opened up trust for me as the teacher. Students were able to trust my word and actions and
giving them the independence to speak for themselves was a turning point for myself as a teacher.
 Expectations of Participants
Responsibility – Take responsibility for your words, thoughts, actions. This is an opportunity to share your
thoughts and feelings truthfully. Taking responsibility for these will help in the healing process and create many
positive relationships moving forward.

Confidentiality – The sharing circle is a safe place. Engaging in this process is sacred and filled with honesty and
respect. Anything that is shared within this space is stays within it. To protect the identity of others, you can simply
refer to any individuals with the letter of their first name.

Respect – The sharing circle is meant to encourage yourself and others to share truthfully, this means that
everyone who is within the circle must respect what is shared by all involved. As you choose to express yourself
within the circle, others are expected to practice respect for you as well.

Come open-minded – During the process of the sharing circle, participants are to come with an open mind. This
means that you are encouraged to respond positively and consider the thoughts and opinions of others.

Practice Positivity – All participants are encouraged to provide positive feedback to others. The sharing circle is
meant to encourage positive interaction among all involved. Consider the feelings of others and try your best to
respond in a positive manner.
Do not speak when others are speaking – Refrain from interruptions when engaged in a sharing circle.
Practice restraint from engaging in side (private) conversations, do not interrupt the speaker, and do not
speak to others who may be across from you.

Be open to receiving advice, feedback, and words of encouragement – If an individual within the
circle wishes to shares some positive words of advice, encouragement, or praise, you can simply
reciprocate those actions, making sure to thank the individual(s) for doing so.
How to Facilitate a Sharing Circle
Materials :
 An object that will serve as the talking stick. This can be any kind of learning
materials if you are using this as a teaching tool (a stick, feathers, book,
pencil, any object that relates to the topic at hand)
 Learning materials to assist in the assessment of student learning
(formative/summative)
Whole Class Sharing Circles: Learning

A large, open space is encouraged if the classroom cannot provide adequate spacing

 Guide students into the space and ask all to sit in a large circle, making sure to include all
students within the classroom
 As the the teacher, you are the facilitator of the lesson. Provide any handouts or any
materials needed to begin the lesson. These can be handed clockwise throughout the group
 Once students are seated, explain why you are engaging in a sharing circle as a class. Refer to
the purpose and importance of circles and sharing circles in Indigenous cultures. Explain
student expectations and behaviors. Explain the use of the talking stick/rock/object of your
choice and the rules and expectations when someone is speaking.
 State the Topic/Lesson Objectives/Goals for the lesson
 Proceed with instruction, including and encouraging discussion.
Small Group Sharing Circles: Typical for Restorative Practice
In this form of sharing circles, it is encouraged for discussions to take place in an alternate space, away
from others. Conference rooms are an excellent place for small group sharing circles.

Small group sharing circles are also typical for restorative practice. As the teacher, you may need to
resolve conflict among small groups.

Explain why you are engaging in a sharing circle as a class. Refer to the purpose and importance of circles
and sharing circles in Indigenous cultures. Explain student expectations and behaviors. Explain the use of
the talking stick/rock/object of your choice and the rules and expectations when someone is speaking.

It is important in this situation, to explain expectations; emphasizing the requirement for respect and
consideration for others.

All participants need to acknowledge why they are taking part in the sharing circle.
One-on-One Healing Circles: Restorative Practice

As with small group sharing circles, this type of sharing circle is best to perform in an alternate,
safe space. Students should feel welcome and safe to share with one another. If the
conflict/issue is solvable through a means of discussion and administrative intervention is not
required, one-on-one sharing circles are encouraged to solve conflict.

 Take students to a private space, explain why you are doing so. Students should feel
comfortable enough to participate in the sharing circle.
 Explain the purpose of a sharing. Explain why the teacher and students have found
themselves needing to have discussion. Both participants need to acknowledge why
 Each student will have the chance to speak and share their experience and thoughts, the
other is not allowed to interrupt or respond negatively
 Allow students to share – respond – share feelings once more
 Ask students “How will we move one from here, what is your goal after we finish this
discussion?” Allow students to share and respond
 Close the discussion with an offer to accept any apologies and move on in a positive
manner.
Resources
A special thank you to Gerald and Laura Sitting Eagle – who’s
guidance and teachings throughout the research process of
this project are acknowledged with immense gratitude.

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