Circle time for social and emotional learning in primary school

Abstract

This paper discusses the findings and implications of a semi-randomised control trial study on the effectiveness of circle time (CT) on primary school students' social and emotional learning, as well as classroom teachers' and students' experience of CT. A social and emotional learning programme was delivered through CT by trained classroom teachers across the years in one primary school, with other classrooms serving as control groups. The classroom teachers completed the Strengths and Difficulties Questionnaire (SDQ) at pre-and post-intervention, while the CT teachers also completed a questionnaire on their experience of implementing CT in the classroom. The CT students also completed a questionnaire on their own experience of CT. The SDQ scores suggest that CT students showed less internalised difficulties when compared to their control peers, while the qualitative data from both teachers and students suggest that the CT students also exhibited less behaviour problems and more prosocial behaviour. The study identifies various strengths and weaknesses of the programme and makes recommendations on how it could be organised more effectively in the classroom. The paper concludes that rather than taking CT as the default option for nurturing such values as student empowerment, inclusion and equity, there is a need for further rigorous studies on the impact of CT not only on students' social and emotional learning and behaviour but also on the classroom relationships and climate.

Towards a holistic and relevant educational assessment in primary schools in Uganda

“…For example, classroom observations indicated that classroom-based assessment during the teaching and learning process was often done in the fashion and format of the end of cycle examinations, PLE which assesses only traditional quantifiable knowledge and skills. This disagrees with Cefai et al (2014) who argued that assessment should be widened to include a broader educational agenda, integrating the person's physical, social, emotional, artistic and spiritual development which Gardner (1983) termed as a person's multiple intelligences. Cefai et al (2014) further argued that assessment should consider the individual's readiness for the world of work, or life beyond school to embrace the ability of learners to navigate life in the 21 st century.…”

“…This disagrees with Cefai et al (2014) who argued that assessment should be widened to include a broader educational agenda, integrating the person's physical, social, emotional, artistic and spiritual development which Gardner (1983) termed as a person's multiple intelligences. Cefai et al (2014) further argued that assessment should consider the individual's readiness for the world of work, or life beyond school to embrace the ability of learners to navigate life in the 21 st century. This readiness for work would call for assessing the levels of learners' academic, social and emotional literacy.…”

Creating the Recognition of Heterogeneity in Circle Rituals: An Ethnographic Study in a German Primary School

“…Mosley, who "placed emphasis on the dimension of problem solving and decision-making for the circle" (Lown, 2002, p. 95), shares McAfee's views. In studying the effects of applying circle time to cognitive learning, scholars have developed detailed and extensive training programs along with systematic evaluation approaches to measure results (Cefai et al, 2014;B. Collins, 2013;Lown, 2002;Miller & Moran, 2007;Mosley, 1999;Tew, 1998).…”

Fostering Classroom Communities through Circling With Teacher Candidates

“…With compelling evidence that psychosocial characteristics are vital to children's overall academic and behavioural functioning, researchers have sought to examine the ways through which teachers can address students' social-emotional development needs in the classroom. Circle time, as it has been referred to in schooling contexts, has been promoted to be a promising practice to address students' social-emotional development (e.g., Boyes-Watson & Pranis, 2014;Cefai, Ferrario, Cavioni, Carter, & Grech, 2014). A circling approach can be best described as an intentional communication process that is student-centered and focused on helping students to: build and restore healthy relationships, develop skills to solve social problems, build self-esteem, and support cooperative classroom environments (Hennessey, 2007;Riestenberg, 2012).…”

“…Hennessey's (2007) work also indicated that students who participated in a circling program were perceived by teachers to be more socially skilled and less likely to display problem behaviours. Although some authors have expressed concern about the sometimes "flimsy" evidence for effectiveness (e.g., Leach & Lewis, 2013;Lown, 2002), circling nonetheless has been described as a promising practice that provides a safe base for students to learn and practice social-emotional skills (Cefai et al, 2014).…”