quality circle time in the secondary school a handbook of good practice 2nd edition

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Status: AVAILABLE Last checked: 1 Minutes ago! eBook includes PDF, ePub and Kindle version In order to read or download quality circle time in the secondary school a handbook of good practice 2nd edition ebook, you need to create a FREE account. ✔ Register a free 1 month Trial Account. ✔ Download as many books as you like (Personal use) ✔ Cancel the membership at any time if not satisfied. ✔ Join Over 80000 Happy Readers quality circle time in the secondary school a handbook of good practice 2nd edition November 13, 2013RoutledgeNovember 21, 2013RoutledgeNovember 20, 2013RoutledgeWhere the content of the eBook requires a specific layout, or contains maths or other special characters, the eBook will be available in PDF (PBK) format, which cannot be reflowed. For both formats the functionality available will depend on how you access the ebook (via Bookshelf Online in your browser or via the Bookshelf app on your PC or mobile device). Fully revised and updated, the authors offer over 100 activities and practical strategies to help build teachers' confidence and circle time skills. The book aims to enable teachers to sustain this approach within their SEAL syllabus, tutorial time, subject teaching, or as part of their work with pupils with special educational needs. The containment stage or how do we cope when nothing works. Part II The Practice 11. How to make Circle Time work 12. The structure of a circle meeting 13. Case studies and glimpses of Circle Time practice Part III Activities, games, rounds, drama approaches and quizzes 14. Circle scripts 15. Games and activities for Circle Time 16. Rounds 17. Drama and role-play 18. Quizzes Part IV Theoretical background 19. Some theoretical background to Circle Time. The 13-digit and 10-digit formats both work. Please try again.Please try again.Please try again. This classic text provides a rationale, framework and whole-school model for quality circle time specifically for secondary schools and further education colleges. Fully revised and updated, the authors offer over 100 activities and practical strategies to help build teachers' confidence and circle time skills. The book aims to enable teachers to sustain this approach within their SEAL syllabus, tutorial time, subject teaching, or as part of their work with pupils with special educational needs. Then you can start reading Kindle books on your smartphone, tablet, or computer - no Kindle device required. http://tennis-samara.ru/img/customer-service-manual-training.xml quality circle time in the secondary school a handbook of good practice 2nd edition. Register a free business account Marilyn Tew is the director of Marilyn Tew and Partners Ltd, and works as an independent consultant in group processes and the social and emotional components of learning. Full content visible, double tap to read brief content. Videos Help others learn more about this product by uploading a video. Upload video To calculate the overall star rating and percentage breakdown by star, we don’t use a simple average. Instead, our system considers things like how recent a review is and if the reviewer bought the item on Amazon. It also analyzes reviews to verify trustworthiness. We'll e-mail you with an estimated delivery date as soon as we have more information. Your account will only be charged when we ship the item. Our payment security system encrypts your information during transmission. We don’t share your credit card details with third-party sellers, and we don’t sell your information to others. Please try again.Please try again.Please try again. Then you can start reading Kindle books on your smartphone, tablet, or computer - no Kindle device required. Register a free business account Full content visible, double tap to read brief content. It also analyzes reviews to verify trustworthiness. Please try again later. Jane Connor 2.0 out of 5 stars It comes from the UK and does not represent (what I think of as) the mainstream American and International perspectives on restorative justice in schools with which I am familiar and comfortable. In particular, there is too much emphasis on consequences, rules and authority for my tastes rather than mutual understanding, the power of empathic connection, collaborative problem solving, understanding that even violent actions are attempts to meet life-serving needs, etc. This may also reflect the age of this book, first published in 2000, when restorative practices were less familiar and less well understood or clearly articulated. http://www.monclair.com.br/userfiles/customer-service-manual-navy.xml For those interested in circles in secondary schools I would recommend Circle in the Square by Nancy Riestenberg or Restorative Circles in Schools available through the International Institute for Restorative Practices. Breadcrumbs Section. Click here to navigate to respective pages. Book Book Quality Circle Time in the Secondary School DOI link for Quality Circle Time in the Secondary School Quality Circle Time in the Secondary School book A handbook of good practice Quality Circle Time in the Secondary School DOI link for Quality Circle Time in the Secondary School Quality Circle Time in the Secondary School book A handbook of good practice By Jenny Mosley, Marilyn Tew Edition 2nd Edition First Published 2013 eBook Published 21 November 2013 Pub.Fully revised and updated, the authors offer over 100 activities and practical strategies to help build teachers' confidence and circle time skills. The book aims to enable teachers to sustain this approach within their SEAL syllabus, tutorial time, subject teaching, or as part of their work with pupils with special educational needs. As a basis for teaching relationship skills, enhancing self-esteem and building a positive behaviour management and anti-bullying policy, circle time should not only increase confidence and “emotional intelligence” in pupils, but should also contribute towards a positive whole-school ethos. Fully revised and updated, the authors offer over 100 activities and practical strategies to help build teachers' confidence and circle time skills. The book aims to enable teachers to sustain this approach within their SEAL syllabus, tutorial time, subject teaching, or as part of their work with pupils with special educational needs. http://superbia.lgbt/flotaganis/1653093941 As a basis for teaching relationship skills, enhancing self-esteem and building a positive behaviour management and anti-bullying policy, circle time should not only increase confidence and “emotional intelligence” in pupils, but should also contribute towards a positive whole-school ethos. Fully revised and updated, the authors offer over 100 activities and practical strategies to help build teachers’ confidence and circle time skills. The book aims to enable teachers to sustain this approach within their SEAL syllabus, tutorial time, subject teaching, or as part of their work with pupils with special educational needs. She has been featured in numerous publications and BBC Radio Suffolk during the shows playground games discussion. She is a sought after consultant and advisor to schools and teachers on aspects of behaviour management, along with the social and emotional needs of children and teens.We'll assume you're ok with this, but you can opt-out if you wish.Out of these cookies, the cookies that are categorized as necessary are stored on your browser as they are essential for the working of basic functionalities of the website. We also use third-party cookies that help us analyze and understand how you use this website. These cookies will be stored in your browser only with your consent. You also have the option to opt-out of these cookies. But opting out of some of these cookies may have an effect on your browsing experience. This category only includes cookies that ensures basic functionalities and security features of the website. These cookies do not store any personal information. It is mandatory to procure user consent prior to running these cookies on your website. Groups Discussions Quotes Ask the Author This classic text provides a rationale, framework and whole-school model for quality circle time specifically for secondary schools and further education colleges. http://www.amagato.com/images/carrier-chillers-service-manuals.pdf The book aims to enable teachers to sustain this approach within their SEAL syllabus, tutorial time, subject teaching, or as part of their work with pupils with special educational needs. To see what your friends thought of this book,This book is not yet featured on Listopia.There are no discussion topics on this book yet. Save up to 80 by choosing the eTextbook option for ISBN: 9781317962403, 1317962400. The print version of this textbook is ISBN: 9780415820264, 041582026X.Save up to 80 by choosing the eTextbook option for ISBN: 9781317962403, 1317962400. The print version of this textbook is ISBN: 9780415820264, 041582026X. You may improve this article, discuss the issue on the talk page, or create a new article, as appropriate. ( March 2016 ) ( Learn how and when to remove this template message ) In Scotland many primary schools use the method regularly and it is starting to be introduced into secondary schools. It is a special time to share fingerplays, chants and rhymes, songs, play rhythm instruments, read a story, and participate in movement games and relaxation activities. Circle time provides a time for listening, developing attention span, promoting oral communication, and learning new concepts and skills. It is a time for auditory memory, sensory experiences, socialization, and a time for fun. Circle time can be a complex, dynamic interaction among adults, children, and resources used. Teachers have the power to make group time more effective and enjoyable for all involved. It also has roots in social group work and in solution focused therapeutic approaches.Circle times may start with an analysis of the weather and a correlation between the type of clothing that the children are wearing.The talking object can be anything (a stuffed toy, a cushion or a decorated piece of wood or plastic). This talking object is then passed around the circle and only the person who has the talking object is allowed to speak. This helps to signal that what is happening is a special kind of classroom activity in which the teacher is a facilitator rather than a director. The teacher has a special responsibility to make sure that structured rules of the Circle Time are kept, that everyone's emotions are protected and that suitable activities are prepared. The teacher must also be ready to draw a session to a close if students are persistently breaking the rules.This is one of the first activities that should take place. The three basic rules which should be discussed are: Students learn and understand the consequences of their behaviour and begin to take on responsibility for themselves and their immediate and wider community. This has been shown to gradually shift responsibility for discipline from the teacher to the children themselves.The circle meetings aim to encourage the development of positive relationships, self-discipline, conflict resolution, assertive communication and democratic group processes alongside the skills of speaking, listening, observing, thinking and concentrating.A speaking object such as a conch can be used to enable a focus on the speaker and indicate that all others must listen. It is this section of Circle Time where scripted sentences are often used. I was pleased with myself when. In addition to positive assessment by OFSTED, various studies have evaluated the impacts of the model, e.g. A report on the use of Circle Time in Wiltshire Primary Schools and A report on the use of Jenny Mosley's Whole School Quality Circle Time Model in Primary Schools in the UK (1999) commissioned by All Round Success CharityThey also emphasise the importance of the adult who conducts Circle Time. Without adequate training, the process can become diluted and ineffectual. In untrained or inexperienced hands, Circle Time can be disappointing or even destructive. At its worst, it can be misused by teachers to try and shame children publicly and coerce them into 'behaving'. Or, it can be simply mediocre, where it can become boring and repetitive.If this is so obviously apparent children can become demoralised and lose faith in the moral values. In many cases the school fails to act on the listening, i.e. they fail to incorporate many of the management issues raised by children into their subsequent action plans. Children can then become cynical and apathetic towards the process, detecting a divide between values and action and may come to see it as little more than another control mechanism.Measures include:Demonstration circle time sessions involving a specialist and a group of children is often included as part of the INSET Please help to improve this article by introducing more precise citations. ( December 2012 ) ( Learn how and when to remove this template message ) David Fulton Publishers: London Moray House Publications: Edinburgh By using this site, you agree to the Terms of Use and Privacy Policy. By using our website you agree to our use of cookies. This classic text provides a rationale, framework and whole-school model for quality circle time specifically for secondary schools and further education colleges. The book aims to enable teachers to sustain this approach within their SEAL syllabus, tutorial time, subject teaching, or as part of their work with pupils with special educational needs. show more The containment stage or how do we cope when nothing works. Some theoretical background to Circle Time show more Marilyn Tew is the director of Marilyn Tew and Partners Ltd, and works as an independent consultant in group processes and the social and emotional components of learning. show more. If you continue without changing your settings, we'll assume that you are happy to receive all cookies on the Helen Arkell website. However, if you would like to, you can change your cookie settings at any time. It offers over 100 activities and practical strategies to help build teachers' confidence and Cirlce Time skills, and will enable them to sustain this very successful approach with their PSE syllabus, tutorial time, subject teaching, or as part of their work with pupils with special educational needs. Please sign up below to receive emails from us. The book aims to enable teachers to sustain this approach within their SEAL syllabus, tutorial time, subject teaching, or as part of their work with pupils with special educational needs. We publish thousands of books and journals each year, serving scholars, instructors, and professional communities worldwide. Our current publishing programme encompasses groundbreaking textbooks and premier, peer-reviewed research in the Social Sciences, Humanities, and Built Environment. We have partnered with many of the most influential societies and academic bodies to publish their journals and book series. Readers can access tens of thousands of print and e-books from our extensive catalogue of titles. The book aims to enable teachers to sustain this approach within their SEAL syllabus, tutorial time, subject teaching, or as part of their work with pupils with special educational needs. Sammen med vores kunder og UNICEF gor vi en indsats for, at alle verdens born skal l?re at l?se. Vi vil gore det sa nemt som muligt for dig at l?se, lytte til og udgive boger i alle afskygninger - fra forfatteren fa?r sin forste ide? til du som l?ser vender den sidste side. L?s Lyt Lev. Du kan altid afmelde dig nyhedsbrevet. Vi behandler dine person- og pr?ferenceoplysninger for at kunne sende dig nyhedsbrevet. L?s mere i persondatapolitikken. Du bestemmer selv, og vores kundeservice sidder altid klar med hj?lp. Medlemskabet fornyes automatisk, og du kan altid opsige det. Much of Jenny’s work has evolved up over the years by Jenny working in schools with hard-working headteachers, deputy headteachers, teachers, assistants and midday supervisors. Publication details are: Jessica Kingsley Publishers, London N1 9JB www.jkp.com In one recent study, three secondary schools who made promising developments in emotional literacy also reported improvements in areas like learning, academic standards, attendance, behaviour, relationships and improved staff well-being and retention (Lee 2006). In a recent review of studies on socio-emotional competence, the development of children’s social, emotional and behavioural skills have been linked to greater educational success, improvements in behaviour, increased inclusion, improved learning, greater social cohesion, and improvements in mental health (Weare and Gray 2003). Though the idea of holding meetings in community circles is almost as old as civilisation itself, in more recent times there have been several pioneers in the field. Ballard and Zimmerman from the USA expanded the idea of circle time in the 1970s and 1980s. White (1999), an exponent on self-esteem and circle time, is well-published in this area, while Robinson and Maines have published various books on areas of emotional literacy including circle time (Bliss, Robinson and Maines 1995); Robinson and Maines 1998). A variable number of individuals can participate in a circle, which helps everyone to be of equal status and encourages all to participate. It lends itself efficiently to practicing skills such as speaking, listening, turn-taking, problem-solving, and enjoying and appreciating each other’s company. Some of these skills are key elements of socio-emotional effectiveness. By planning structured and appropriate circle time sessions within a safe and supportive setting, children can participate in stage-appropriate tasks, games and discussions to help develop their self-esteem, self-confidence, emotional literacy and social skills, thereby impacting upon their overall level of socio-emotional competence. Nurture groups (Bennathan and Boxall 1998) are an effective small-group intervention, providing a place and time within school for children to grow socially and emotionally. Usually taking place for part of the school day and in a separate and homely space, groups of up to 12 children undertake an enjoyable and nurturing programme of actrivities assisted by two adults. The intervention uses small-group sessions to give one specific child positive attention to help them interpret and respond to their environment and social situations with understanding. This chapter focuses on two approaches I have developed to promote socio-emotional competencies amongst children, namely Quality Circle Time and the smaller circles of support, and the following sections describe how these two approaches may be used in schools for the promotion of healthy social and emotional development in children. The QCT model is theoretically underpinned by the approaches listed under the traditional circle time and circles of support sessions above, and it promotes two types of circle time sessions: mainstream QCT sessions (Mosley 1996 and 1998) and circles of support to provide extra help for children with additional emotional or behavioural needs (Mosley and Niwano, 2007a). They are dynamic and focused circle times that follow a carefully structured Five-Step model on a regular weekly basis. The sessions are built around the five skills of listening, speaking, looking, thinking and concentrating. In 2005 the Department for Education and Skills (DfES) in England released their Social and Emotional Aspects of Learning (SEAL) toolkit for schools (DfES, 2005), highlighting Mosley’s QCT model as a highly effective approach for the delivery of the SEAL programme; This describes a democratic and practical school management system which addresses social, emotional and behavioural issues through a systemic approach. Its features reflect closely the philosophy, guidance and practice embodied in the SEAL curriculum resource. This model helps schools create the ethos advocated in the resource, by supporting them to create an environment in which social, emotional and behavioural skills can be developed. (DfES, 2005, p.54) QCT sessions provide an ideal opportunity for all our intelligences to be stretched and challenged. Children are not only specifically taught the skills they need for personal and social development, but they also learn self-awareness and how to recognise and monitor their own feelings. In addition, they are taught strategies to handle their’s and others’ feelings in a respectful and sensitive way. QCT places great importance on the need for empathy, for understanding another’s world and helps the children to explore and discover successful ways of interacting with others. The flexibility of circle time means that the session can also be used to enhance the teaching of language skills and other academic subjects. The sessions are always designed with the following in mind: Children know that every circle time meeting is different. The theme of the meeting will be apparent in each step but will be handled differently at each stage. Games often involve mixing the children up, providing opportunities for new friendships, creating a supportive atmosphere. Raising their hands to take turns, children practice specific skills such as listening or speaking in turn and problem-solving. Children can be encouraged to ask the group for help with something. Through metaphor children can open up about their feelings without having the spotlight put on them. This step celebrates the group’s successes and strengths and gives children the opportunity to praise one another or cheer everyone up by giving individual children the chance to teach everyone new skills and games to help everyone feel more competent, happy and positive. It may involve a calm game, a song or a guided visualisation. The children learn through this that they can have quiet times safely and calm down, even when they are in a group. Guidelines are introduced to the circle time sessions which are then negotiated and agreed by the children and adults. Teachers may want to agree practical routines, such as punctuality and tidying the room. It is useful to discuss with the children what should happen if someone breaks a rule and what incentives can be used for keeping the rules. The children chosen will be those finding it difficult to access the main class systems of support and behaviour management. All staff working with the children, and parents, are informed. Children are interviewed before attending by the facilitators. Up to another four children are chosen to join the circle, children who could benefit from attending and who have good social skills. Two facilitators run the sessions so that they can plan activities, liaise with all concerned and share the running of the sessions. Regular reviews take place between the facilitators, children and class teachers to discuss progress. A series of sessions usually lasts a term, although some children may need a longer. If children are not be seen to be improving, professional support should be sought. Summative assessment, however, reports on absolute achievements and scores for evaluative or accountability purposes. For this type of assessment, a standardised, reliable measuring tool is required. Much early research on the effects of QCT programmes was not robust enough for statistical examination, although the results of such programmes can be seen in action now as schools are openly functioning effectively with these systems in place. QCT programmes are frequently passionately upheld by both children and teachers. Some of the research referred to is formal, some is from dissertations and some from reports that are informal or unpublished. Further, larger scale research into the socio-emotional benefits of circle time for children is clearly needed. Dawson and McNess (1997) reported that, in a survey on the use of circle time in primary schools in Wiltshire and Swindon, 88 of the headteachers who replied, stated that they used circle time in their schools. 71 said that circle time raises self-esteem, 79 said that it increases social skills, 85 stated that it improves communication and 69 stated that it helps children to take responsibility for their own actions. These benefits can all be naturally linked to an improved level of socio-emotional competence.After a series of PSE sessions, the circle time group was more familiar with personal information about pupils in the group and was easily able to make positive comments about other people in their group (Tew, 1998). Teachers involved with the programme at the school also made positive comments relating to pupils’ self confidence, attitude and learning about each other. The evaluations have been qualitatively examined. This is an interesting study, still in its infancy, giving a voice to what the students themselves had to say about their experience of circle time. The vast majority of children’s comments fell into the following broad categories, most of which are relevant to specific aspects of socio-emotional development (Mosley and Niwano 2007b). We learned to co-operate.” It is very nice.” In 1991, a school establishing peer support groups in response to the Elton Report found they helped Year 9 and 10 pupils with behavioural and adjustment problems (Shaw, 1991). Another study saw young women, referred for low levels of self-esteem, perceiving themselves as being more competent and confident as a result of circle work (Morris, 1998). Franks (2001) looked at cycles of negative attitude and behaviour. Working in a circle of support with eight mostly Year six boys with emotional and behavioural disorders, the boys became more skilled in expressing their emotions, with indications of improvement in their behaviour. Another study found that Year seven pupils exhibited increased perception of their own social acceptance after ten-weeks of circles of support (Liberman, 2003). Circles of support were also used successfully in 2004 in the Compass for Life project in Stirling (Alcorn, 2004) where trainers, working with people aged between 14 and 25 years, used a multi-agency approach focusing upon employability through participative learning programmes. The participants became more self-aware and developed their thinking and understanding of the world. After a three-month programme, it was reported that the circle of support had helped them understand others better and to appreciate more what they had to say, and stopped the use of put downs in their social interactions. The experiences and opportunities offered during such sessions are designed to support children in developing their social, communication, emotional, problem-solving and learning skills. The evidence suggests that both circle time and circles of support contribute to the social and emotional effectiveness of those taking part in the programmes. Moreover, the many reports from educational practitioners and children themselves, as well as the ending popularity of circle time in schools and other contexts, also suggest that circle time and circles of support are found to be helpful and useful by many in the promotion of social and emotional competences in children and young people. Circle times and circles of support continue to be used successfully by enthusiastic practitioners in many different settings. The indication are that circle time and circles of support work and help to make a difference in the social and emotional development of children and young persons. However, more research is urgently needed to examine the impact of circle time and circles of support more thoroughly, extensively and rigorously and to determine the ways this approach works most effectively for children and young persons’ socio-emotional competence. London: Lucky Duck London: Longman London: Holt Saunders London: Routledge Unpublished. Unpublished M.Ed. Thesis, School of Education, University of Bristol, UK New York: Harpers and Collins Nottingham: National College for School Leadership Unpublished M.Ed. Thesis, School of Education, University of Bristol, UK. New York: Psychological Press. New York: Plenum Press Trowbridge: Wiltshire Local Education Authority Cambridge: LDA Cambridge: LDA Cambridge: LDA London: David Fulton Trowbridge: Jenny Mosley Consultancies Cambridge: LDA Unpublished. Boston: Houghton Mifflin Boston: Houghton Mifflin New York: Harper and Row London: David Fulton Educational and Child Psychology, 14, 45-50. Pastoral Care. September 1998, 24-26. Unpublished. DfES Research Report 456. Southampton: The Health Education Unit, Research and Graduate School of Education, Southampton London: Lucky Duck Unpublished dissertation, School of Education, University of Bristol, UK Her books and resources have received wide and enthusiastic acclaim. She leads a successful consultancy company that provides unique training for all educators. Her pioneering work was featured in 1991 on Just One Chance, BBC, and has received enormous interest from schools and parents. Jenny taught on the M-Ed programme at Bristol University for 15 years. Jenny wrote the circle time guidance for the UK’s DCFS Primary and Secondary National Strategy Social and Emotional Aspects of Learning toolkits (SEAL) and due to her commitment to purposeful play she is a member of the QCA Physical Education and School Sports (PESS) Steering Committee. Bookmark the permalink. By continuing to use our website, you agree to our terms and conditions. Read our Cookie Policy.