Circle Time: Improving Social Interaction in a Year 6 Classroom

Abstract

To what degree can an approach involving the use of circle time improve the quality of relationships within a class? The writers report on a piece of research they undertook involving a Year 6 class which sought to answer this question. The research was initiated because of a concern about the poor quality of relationships within the class. The writers worked together on seven weekly circle-time sessions of 45 minutes each. There was a clear focus on relationships and the discussion of feelings. Evaluative questionnaires were given at the outset and on completion of the programme. The results were generally encouraging, in particular in terms of more positive and less negative feelings about others in the class. The authors conclude by suggesting that the reactive nature of their programme lessened its effect and emphasise the need for and value of a more proactive approach.

Theory and practice in self‐esteem enhancement: Circle‐Time and efficacy‐based approaches—a controlled evaluation

“…She claimed that self-esteem 'seemed to' have been raised in many of the target children, but this conclusion was based on the views of teachers and children; no measures of selfesteem were mentioned. Similar difficulties are evident in the studies of Moss and Wilson (1998), Tew (1998) and Lown (2002). Any references made to self-esteem enhancement in these studies related to teachers' beliefs; there was no discussion about the evidence on which teachers based their views, far less any systematic measurement of self-esteem.…”

Learning ‘Peace Talk’ in Northern Ireland: Peer Mediation and Some Conceptual Issues Concerning Experiential Social Education

“…Another important element according to Sellman (2002) is that pupils are provided with a vocabulary and 'script' (p. 9). This may be additional to, and even quite separate from, the effects of improved selfesteem and self-confidence (Moss and Wilson, 1998). Sellman's seemingly contradictory conclusion -in direct contrast to teachers' own observations -is that even without any measurable effect on pupils' selfesteem or aggression indices, peer mediators' 'scripts' can be used with good effect.…”

FOCUS ON PRACTICE: Encouraging children to think in more inclusive ways

“….’. Since the activity was only used as a positive thinking start‐up activity, it was not aimed at improving children's interpersonal abilities, as in other studies (for example, Moss & Wilson, 1998), inacknowledgement of the fact that in order to achieve change in children's behaviour, long‐term planning and work is required.…”