Part of our school story this year has been to weave in a collective understanding of what it means to be in Circle. We’ve explored in classes, in cohorts, and in whole school activities how Circle can be used for a variety of reasons.  

We’ve held a sharing assembly in Circle with all our students. It was powerful to see every face as an equal and valued part of our community. Additionally, classes have explored how to use Circle to touch-in with each other and to gain understanding for peers.

Finally, we’ve explored (and continue to explore) how we can use circle protocols to restore relationships when conflict occurs. These types of circles allow students to build their capacity in listening to others and sharing in a safe place. Adults facilitate these conversations and set the norms, to ensure that everyone feels safe, supported, and included.  

We’re learning that when safety and expectations are set, students are more likely to share in a way that is authentic. Students build trust in one another and learn that they have more in common than not.  

We’re noticing that part of working on our ‘kindness to self, others, and place’ requires students to feel safe, honour others’ perspectives, listen to peers, have a voice, and understand that all people are equal in these relationships. Circle practices allow for pathways to more compassionate and caring communities, restorative practices and deeper relationships.  

The following collaborative artwork is a visual representation of how we have ‘circles of care’ all around us. Students from K-5 participated in drawing, colouring and writing where we find circles of care in our lives.

Our collaborative mural is hanging outside the library for the school to enjoy. Our work is inspired by Brad Montague’s book, The Circles All Around Us.

   
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