I encountered ‘circles’ while being trained in restorative practices. After experiencing how the circle format can increase a group’s engagement, investment, and sense of community, I incorporated it into my Latin classroom to support my students’ social-emotional learning.
Below is an example of how circles can work with Stage 2 of the Cambridge Latin Course (CLC). This example uses circles in a way that Marieke van Woerkom calls a “technique for proactively building the skills and relationships students will need when challenges arise.”
We are not (yet) addressing difficult, sensitive, or emotional topics, but we are laying the groundwork to be able to do so if needed. Circles can create, build, and restore relationships in a classroom.
For more basics on how and why circles work, refer to the resources at the end of this piece.
Getting started
Ask students to sit in a circle so they can fully see others’ faces. Introduce circle norms (the resources at the end of the piece can provide some ideas), and provide a ‘talking piece’ (mine is a Pegasus available from the American Classical League).
Hic aut ille? Circles begin with a low-risk question. ‘This or that’ (hic aut ille) questions are easy to answer, provide practice for the norms, and can be conducted in Latin. An internet search can provide questions, but they can also be crafted around content. For example, in Stage 2 of CLC, ask “Quid mavis facere: coquere aut cantare?” Present the questions as a slideshow to provide visual support for the Latin, and use English if necessary to explain the question. For example, begin with “What do you prefer doing…” in English, then continue in Latin, pointing to the relevant images in your slideshow: “coquere aut cantare?”
Pass the talking piece in order round the circle, having each student reply with just “coquere” or “cantare”. When students struggle to choose, encourage them to use the word “ambo” or “neuter”. Keep students to a single word; they will want to keep talking! Explain they will have an opportunity to do that after everyone has spoken. A student can also pass during one round with the understanding that the talking piece will return to them for an answer later.
After you have heard from everyone, summarize what you heard. This is a great opportunity to utilize Latin, e.g., “Multi discipuli coquunt, sed non multi discipuli cantant.” Invite willing students to expound on their reply. Students raise hands and the talking piece is given to the next speaker. In a novice or intermediate classroom, students can explain in English. These conversations often include a variety of personal anecdotes, some silliness, and self-reflection.
Connect to content
Now that students are warmed up, present more open-ended questions. In Stage 2, students might share the most unusual food they have ever eaten. You may want to pause here and discuss that what is interpreted as usual/unusual can vary by culture. Again, go around the circle sequentially. As a facilitator, after everyone has answered, ask follow-up questions such as, “What did you notice about the answers?” “Are any themes emerging?” “How would these answers be different if we lived somewhere else?”
Movement Question
At this point students are ready for some movement! Students stand, mingle with each other inside the circle and greet each other by saying “Te saluto, [name].” Give them perhaps thirty seconds to do so. The last person greeted in the allotted time is the partner for the next question. Now students discuss in pairs whether they would be willing to eat peacock and their reasons. After they finish, each member of the pair holds their hand up, until they find another student with their hand in the air, they high five (alte quinque), lower their hands, and answer the same question.
Discussion and Summary
Invite students back to their seats to share anything they learned or realized during the discussion. Recount comments that you heard as you dipped into conversations. You can add additional questions such as “How is eating chicken different from eating peacock?” or “What do we eat that might surprise the Romans?”
Reflection
Ask students to share what they like most about the circle, what they want more of, what they would like improved. Giving students a choice of questions to answer increases opportunities for thoughtful responses.
Final Thoughts
Notice the progression of circle activities from expressing a binary preference to open-ended scenarios and discussions. Initial questions are simultaneously low-stakes and meaningful. A key concept of restorative practices is that you cannot restore relationships that do not exist. These questions are relationship builders.
Be prepared for a circle such as the one above to take almost an hour, especially when circles are new. They become more efficient over time, but they are an investment. When issues arise in the classroom, having this format and community in place provides a starting place for challenging discussions.
Further Resources
Costello, B., Wachtel, J., & Wachtel, T. (2010). Restorative circles in schools: building community and enhancing learning. International Institute for Restorative Practices.
Isenberg, A. (2021, June 30). 3 Types of Restorative Circles • Examples of Restorative Circles. Region 13 Education Service Center.
Smith, D., Fisher, D., & Frey, N. (2015). Better than carrots or sticks: restorative practices for positive classroom management. ASCD.
Wachtel, T. (n.d.). 5.2. Circles. IIRP.
Woerkom, M. van. (2018, March 12). Building Community With Restorative Circles. Edutopia.
Katy Reddick teaches Latin in bucolic Durham, Connecticut. She holds a B.A. in Art History and Classics from Williams College, a M.A.T. in Latin and Classical Humanities from Boston University, and is pursuing a M.S. in TESOL at Southern Connecticut State University. A lifelong learner, she nourishes her passion for language, culture, and pedagogy through museum visits, professional reading, and professional organizations.
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