Montessorians are familiar with the daily “Circle” and use this important practice for starting or closing the day, but the Peacemaking Circle or Conferencing approach has become part of restorative practices in schools, workplaces, prisons, and Court systems around the country and throughout the world. Based on ancient practices of aboriginal peoples, this approach creates an intentional space with a particular process designed to:
- support participants in bringing forward their ‘core self”
- to help them conduct themselves based on the values that represent who they are when they are at their best
- make visible our interconnectedness even in the face of very serious differences
- recognize and access the gifts of every participant
- elicit individual and collective wisdom
- engage participants in all aspects of the human experience – mental, physical, emotional and spiritual or meaning-making
- practice ‘core self,’ value-based behavior when it might feel risky to do so.
The more people practice that behavior in circle, the more those habits are strengthened to carry that behavior into other parts of their lives. Create a space and time for participants to voice their thoughts and feelings, to take ownership for their behaviors, connect them to others, and learn from the collective wisdom of the group.
Peacemaking Circles: Creating Peace in Our Schools One Circle at a Time
Presented by Claire J. Salkowski IMC Peace Conference
ADR Specialist and Educational Consultant Nov 4, 2012
Planning the Specifics of the Circle – The Keeper puts together the circle plan answering the following questions:
• Who will be part of the circle?
• What time?
• Where?
• What will be the talking piece?
• If and what will be in the center?
• What opening ceremony will be used?
• What question will be used to generate values for the circle?
• What question will be used for an introduction or check-in round?
• Is there a need for further relationship building before getting into the issues? If so, how will that be done?
• What question(s) will be used to begin the dialog about the key issues?
• What further questions might be useful if the group is not getting deeply enough into the issues?
• What closing ceremony will be used?
Circle Outline
The detail in this outline is provided to offer concrete examples and stimulate creative thinking. It is not intended to be prescriptive. The circle is not a rigid process. It is always important to be responsive in the moment to the needs of the circle participants which may not follow the outline you planned. Nonetheless, it can be useful to have an outline to guide you as a keeper.
Welcome: Welcome everyone to the circle. Thank them for coming. Express appreciation for the willingness to work together in a shared space.
Opening: Openings mark the time and space of the Circle as a space apart from the pace and tone of everyday life. The opening ceremony is designed to help participants center themselves, be reminded of core values, clear negative energies, encourage optimism and honor the presence of everyone there. Lead the group in whatever opening ceremony you have chosen
Explain center: If you have created a centerpiece, identify any items in the center and why they are there.
Explain Talking Piece: Explain that the talking piece is a critical element of creating a space in which all participants can both speak and listen from a deep place of truth. The person holding the talking piece has the opportunity to speak without interruption while everyone else has the opportunity to listen without the need to respond. The talking piece will be passed around the circle from person to person. Only the person holding the talking piece may speak. It is always okay to pass the talking piece without speaking. The keeper may speak without the talking piece if necessary to facilitate the process. If the talking piece has a particular meaning explain that.
Purpose: Remind participants of the purpose of the circle
Introduction/Check-in Round: Tell participants that you are going to pass the talking piece around so that we can all hear how everyone is doing today. Invite participants to introduce themselves if they are not already acquainted. We suggest the keeper share first. People will most likely model their response after the keeper. Be authentic. Pass the talking piece and ask, “How are you feeling today?” “Is there anything you feel is important for us to know about how you are doing?” Sometimes it is useful to pose a question in this round that invites sharing about oneself so the participants get to know one another better.
Values/Guidelines: Before the circle starts place a paper plate or half sheet of paper and a marker at each seat. Ask participants to think of a value they feel would be important in order to feel safe to speak from the heart and listen from the heart. Ask them to write the value on the paper plate or sheet of paper. Pass the talking piece and ask them to share the value they chose, explain why it is important, and place their value in the center of the circle. Keeper models.
After establishing values, develop guidelines for the circle. The guidelines of the Circle are the agreements that participants make with one another about how to behave in the Circle. They establish clear expectations and common ground to provide a space where people feel safe to speak in their authentic voice, connect to others in a good way and ensure a space that is respectful for all. Pass the talking piece and ask participants to name one agreement important to their participation in Circle. (e.g. “Speak only for yourself.” or “Keep body language respectful.”) Write down the suggested guidelines on a sheet of paper or flip chart. When the talking piece has gone all the way around, read the list. Pass the talking piece and ask participants to indicate whether they accept these guidelines. If there are objections explore the objections and the original purpose of the person who proposed that guideline and work to find wording that is acceptable to everyone.
Extensive conversation about the guidelines can be good practice for working through a difference in opinion or perspective in a respectful way. In an on-going circle group the values and guidelines generated at the first circle are brought back to any subsequent circles.
Storytelling round: In some circles it is crucial to take the time for people to share stories from their own lives to increase understanding of one another or to build empathy. Stories often shatter stereotypes or assumptions people have about one another making it possible for them to hear one another more clearly when they discuss sensitive issues later in the circle. The Keeper generally goes first in a storytelling round.
Exploring the topic of the circle: Pass the talking piece, posing a question about the issue or topic that is the purpose of the circle. Alternatively, direct participants in an activity which helps participants connect with their thoughts and feelings on the topic. Follow with multiple rounds reflecting on the experience of the activity or exercise and reflections about the topic. Thank participants for the wisdom shared in the process. Acknowledge the courage that it takes to speak and listen from the heart.
Check-out Round: Pass the talking piece around and ask participants to share their thoughts about the Circle or one word that sums up how they are feeling right now as the Circle comes to a close.
Thanks: Thank everyone for coming and for their efforts to understand themselves and others in a way that allows everyone to be at peace with themselves.
Closing: Lead the circle in a closing ceremony. Closing activities bring closure to the circle, help participants feel centered and mark the ending so that everyone can transition from the reflective circle space back to the outer world. It maybe a poem, quote, song or music or it could be a ritual such as extinguishing a candle flame or ringing a soft bell.
Materials Needed: Determine from the outline all the materials you need to bring to the circle (e.g. paper plates for values, markers, talking piece, center items, readings or other opening materials, the circle outline, etc.)
Circle Prep Sheet for Longer Circles
Preparation
• Co-Keepers:
• Circle Purpose:
• Where and When:
• Talking Piece, center piece and what other things you need to bring:
• Who do you have to talk to and what prep do you do ahead of time:
Circle
• Opening Ceremony/Activity:
• Check-in question:
• Questions for going into guidelines (what you might be able to ask):
• Story telling/Trust Building Question:
• Guiding Questions on the Topic or Issue:
• Guiding question for consensus building, planning or summary round:
• Check-Out round question – what you might be able to ask:
• What “must” be addressed in the circle:
• What is the follow-up:
• Closing Ceremony/Activity:
Circle Prep Sheet for (Shorter) Classroom Circles
Preparation
• Co-Keepers:
• Topic:
• Talking Piece, center piece and what other things you need to bring:
Conducting the Circle
• Opening Ceremony/Activity:
• Quick Check-in round question:
• Guiding Questions on the Topic or Issue:
• Question to elicit Storytelling/Personal experience related to the Topic:
• Questions for Deepening Round(s):
• Question for consensus building/decision making/planning/summary:
• Check-Out round question:
• Closing Ceremony/Activity:
Follow-up
• Decisions/Insights that need to be shared with others:
• Work that needs to be implemented before the next Circle:
Revised and adapted by C.J. Salkowski from Heart of Hope Resource Guide by Kay Pranis and Carolyn Boyes-Watson
CONDUCTING THE CIRCLE
As keepers or facilitators you are responsible for creating and keeping the “form” of the circle. The basic manner of interacting in the circle generally involves use of a talking piece which is passed from member to member during sharing “rounds.” Only the person holding the talking piece may speak and they may do so as long as they have the talking piece. Typically the talking piece is passed around the circle, in order, although the keepers may choose to use a different form of passing the piece. The circle may also use other activities to move the group. These are described more fully below.
Keepers or facilitators act as guides to move the circle through the phases of circle it needs to experience. Note that these phases are flexible depending on the purpose for which a circle has been called. In a school setting, the circle can be used for many purposes. Circles can be used with the children in the classroom, faculties or parent groups. They can be the vehicle for discussions, resolving conflict, celebration, healing or learning about a particular topic.
It is important that all circles include an opening and closing, and that these two elements are always given time and depth.
Four phases of circles – Although the content or topical focus of circles may vary, all circles generally follow four phases. How you facilitate these phases is flexible. For example, a new group may need to spend more time on guidelines and on storytelling rounds. As keeper, trust your instincts on how to structure the circle, and be flexible enough to let the circle move in the way that it needs.
The four phases of circles are:
Phase One – Introductions
Phase Two – Building Trust
Phase Three – Issues
Phase Four – Solutions
Phase One – Introductions
The introductions phase of circle may include the following elements, all of which are designed to create safety and form and to begin to prepare participants for deeper sharing and understanding. This phase generally should include the following:
Welcoming – Make sure everyone is greeted warmly.
Opening ritual – All circles start with an opening ritual that helps us make the transition from the outer world and into the reflective circle space. Openings are designed to help us feel more centered and open to sharing. Openings may involve burning sage or incense which someone either places in the middle of the circle or passes over participants, using a feather to move the smoke around them – allowing people to cleanse themselves of negative energies and to prepare for sharing deeper emotions. They may include a poem, song or meditative music. Consider asking one of the participants (in advance), to offer the opening. With children and adults, I have found that using the Tibetan bells as an initial opening and a final closing, offers a quick way to a begin and end the circle when time is a perplexing concern. If they are used consistently in an on-going group it becomes a valuable ritual in itself. With children they will often ask to ring the bells in order to open or close the circle. We ring the bells three times with a sustained moment to let the sound move out into the group and find its own ending. It creates a reverence for what we are doing and brings us to that place of quiet and peace.
Introductions and check-in – In the first round, the keepers ask participants to introduce themselves by name (perhaps first name only), how they feel, why they are here in circle, and what they hope for.
Seeking consensus around guidelines – If it is a new group, then participants develop guidelines of how they want to be together while in circle (e.g. respect all opinions, confidentiality, etc.) Then, take a complete round of the circle to ensure that each person indicates support of the guidelines. If it is an ongoing circle, then the keeper might review the basic circle guidelines and if invite the group to add any additional guidelines if necessary. Take a full round to be sure everyone has a chance to comment on the guidelines and to demonstrate their support of the final list. Remember that the guidelines are a “living document” and may be revised in circle at any time.
Acknowledgment of those present – Remember to acknowledge those present in circle, especially if the circle is gathered to discuss a difficult topic or resolve a conflict or find healing and resolution for an incident of harm. It takes courage and commitment to participate in circle. Also be sure to acknowledge the volunteers who have helped make the circle happen.
Clarifying the purpose of circle – The keeper summarizes what has been experienced in phase one of the circle, using this summary to further set the tone of the circle and to clarify the purpose of the circle.
Phase Two – Building Trust
Next, the keepers move the circle into deeper sharing as a way of increasing the level of trust among members. This may take a variety of forms. Depending on the nature of the circle, keepers may guide it toward a single or multiple rounds of sharing, and may or may not choose to use other methods of sharing such as ice breakers, art work, individual reflection or small group activities depending on the amount of time available.
Ice breaking – With groups involving young people it might be useful to begin with individual reflection, or sharing in pairs or small groups. Consider using art supplies to having members (individually or as teams), draw representations related to themselves or the purpose of the circle. Or consider using icebreaking activities that are neutral to the purpose of the circle, but which help members to get to know one another as people.
Storytelling round – If the issue or purpose for the circle involves a difficult issue, it may be useful to have a storytelling round. Invite participants to share a personal life experience related to the issue offers (perhaps in a very indirect way.) Storytelling is a powerful way to move beyond masks and appearances and to develop a better understanding of one another. Story telling is a powerful way to share our wisdom with each other and allows us to take in what we might otherwise reject if we were simply “told” in some other form.
Deepening rounds – The circle may move into deepening rounds of sharing. These rounds get to the heart of why the circle was called or if time allows, a topic is explored in depth for further insight and deeper learning. Depending on why it was called, these rounds may include an expression of needs and interests (in the case of a conflict circle), sharing memories and grief (in the case of a healing circle). If small group activities or dyad sharing feels appropriate they may be used here, but always come back to the circle and to sharing in the full circle.
Phase Three – Issues
In this phase, the focus expands from what’s gone wrong or what’s hurting to what can be done to make things right, to promote healing, or to initiate positive change. In many circles, such as those focused on healing, listening may be what’s most needed – giving people a chance to tell their story and to have it received deeply. In other circles, though, exploring options helps break the sense of being stuck in either a painful experience or a self-destructive way of life.
Phase Four – Solutions
Some circles, such as those involved in healing or understanding, do not require decision making. In these circles, the focus of the keeper may be to work toward creating a sense of unity. Other circles do require decision making or resolution of conflict. In these circles the keeper attempts to build consensus by building on each circle participant’s input, until a decision is reached that all members are at least “able to live with.”
Consensus involves an agreement among all participants to “live with the outcome” – to accept a decision or course of action because it promises the best for everyone given the circumstances. Generating consensus involves patience, creativity, candor about interest and concerns, and a willingness to think outside the box. We are challenged to set aside our personal agendas and fixed notions about outcomes, so that something may emerge that is larger than any one person’s preconceived ideas. Consensus is about dialogue, listening and honesty.
To help the group move toward a consensus decision the keep
1. Help participants to identify areas of disagreement,
2. Encourage participants to explore and understand one another’s perspectives, and
3. Work with participants toward final consensus decisions that are as inclusive as possible, and that are respectful of differing viewpoints.
Reaching decisions by consensus often takes more time than other decision making models, such as voting. The strength of the process is that it assures that all participants will “own” and support the decision. In consensus there are no winners and losers, but rather everyone is in agreement and willing to move forward on whatever plan or decision has been devised. When using this process it is important that the group commit to addressing issues or concerns that may be raised on the way to achieving a consensus decision.
Closing
All circles end with a closing ceremony that helps us make the transition from the reflective circle space back to the outer world. Closings are designed to help us feel centered and to bring a sense of closure to the circle. They may include a poem, song or meditative music. Consider asking one of the participants (in advance), to offer the closing.
AFTER THE CIRCLE (FOLLOW UP)
Follow-up is one of the greatest challenges of the successful use of circles. Follow up may include:
• If strong emotions are shared in circle, affected individuals need to be contacted to see how they are doing and ensure that they are getting the support they need.
• Planning one or more follow up circles, if necessary.
• Discussions with people who were not in the circle, but who have relevant information or position to affect issues discussed in circle.
• If agreements are made in the circle, it is important that someone follow up to see if people are accountable to those agreements.
One of the responsibilities of the circle keepers is to attend to follow up. It is not necessary that the keepers handle all follow up activities, only that they ensure that members commit to specific follow up. It is the keepers’ responsibility to follow up with those individuals to ensure that follow up is in fact occurring.
Adapted by C.J. Salkowski From Circle Keepers Manual (draft) by Kay Pranis
For more information or to schedule a circle session or training contact:
Claire J. Salkowski
410-593-9601
410-499-4732
