Quality Circle Time in the Secondary School

Mosley, J.; Tew, Marilyn

doi:10.4324/9781315068510

Cited by 6 publications

(5 citation statements)

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“…Circle time requires children to respond only when holding a particular object (Miller & Moran, ; Mosley, ) (here, a “magic stone”). The Mosley Model of circle time has introductory, middle and closing phases (citing Mosley, , pp. 99–102).…”

Section: Methodsmentioning

confidence: 99%

Young pupils', their teacher's and classroom assistants' experiences of iPads in a Northern Ireland school: “Four and five years old, who would have thought they could do that?”

Clarke¹,

Abbott²

2015

Brit J Educational Tech

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This paper describes an iPad project in a Northern Ireland primary school. It evaluates how the technology impacted on learning in literacy, numeracy and in pupil skills. The youngest pupils were asked about their iPad experiences using small-group interviews based on the circle time approach. Their teacher and two classroom assistants were interviewed about organisational, pedagogical and pupil skill patterns. The teacher reported improvements and greater readiness in pupils' ability to grasp initial key concepts in literacy and numeracy, including lower ability and special needs children. Motivation, concentration and confidence grew, as did spontaneous peer collaboration and the early stages of peer assessment. Classroom assistants had an innovative role in supporting iPad use and noted improved pupil communication, listening and fine motor skills. The children said that iPads helped them with writing, counting and drawing. They understood the purpose of specific apps, how to navigate them and what learning occurred.

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Section: Methodsmentioning

confidence: 99%

Young pupils', their teacher's and classroom assistants' experiences of iPads in a Northern Ireland school: “Four and five years old, who would have thought they could do that?”

Clarke¹,

Abbott²

2015

Brit J Educational Tech

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“…Although the focus of talking circles has often been acts of crime or disorder, this approach could also be used for addressing social harm and discussing school practices. Indeed, there is already a precedent for such engagement in UK and US schools in the form of 'circle time', which involves whole group communication, where everybody has a chance to speak and a 'talking piece' is utilised (Mosley and Tew 1999). More research in this area is required and it would seem sensible to first empirically assess the impact of a small number of talking circles focusing upon harmful issues in schools before advocating a wider adoption of this approach.…”

Section: Zemiological Solutionsmentioning

confidence: 96%

The shackled school internet: zemiological solutions to the problem of over-blocking

Hope

2012

Learning, Media and Technology

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Despite widespread internet provision in UK schools, there is little evidence to suggest resultant, sustained educational benefit. Drawing upon the notion of over-blocking, this paper explores how narrow notions of digital learning and over-zealous responses to internet risks limit students' educational experience. It is argued that this undermines digital literacy, raises questions about the future role of schools, exacerbates information poverty and limits the potential for democratic engagement. Adopting a zemiological approach privileging social harm may provide a solution to such problems insofar as it focuses on resolution not blame, existing issues rather than future ones and the facilitation of open, democratic discussion.

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“…For example, Circle Time (Mosley, 1996), Circle of Friends (Pearpoint & Forest, 1992;Newton, Taylor, & Wilson, 1996), Sharing Circles (Palomares, Schuster, & Watkins, 1992), Circle of Adults (CoA, Wilson, & Newton, 2006) and Solution Circles (SCs, Forest, & Pearpoint, 1996). The authors of these approaches draw on a range of theoretical models to explain the psychological processes involved in their problem-solving frameworks, such as social constructivism (Kukla, 2000), narrative approaches (Morgan, 2000), Rogerian principles (Rogers, 1951), psychodynamic insights (Hanko, 1999), hermeneutics (Palmer, 1969) and social interactionist theory.…”

Section: Introductionmentioning

confidence: 97%

“…Mosley (1996) described the circle as a symbol of unity, healing and power, with a strong cultural history. She noted that many cultures utilised the problem-solving potential of the symbolic circle, including North American Indians and Anglo-Saxon Monks.…”

Section: Introductionmentioning

confidence: 98%

Solving problems through circles

Grahamslaw

Henson

2015

Educational Psychology in Practice

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Several problem-solving interventions that utilise a "circle" approach have been applied within the field of educational psychology, for example, Circle Time, Circle of Friends, Sharing Circles, Circle of Adults and Solution Circles. This research explored two interventions, Solution Circles and Circle of Adults, and used thematic analysis of questionnaire data to investigate the views of school staff that had taken part in these interventions. 62 participants were involved in a Solution Circle and 31 participants were involved in a Circle of Adults. Findings highlighted key features of these circle interventions which corresponded to those identified from relevant literature. Participants who had taken part in a Solution Circle described the applicability of solutions to other aspects of their work and a greater amount of strategies and solutions generated as a result of the group process. Participants who had been involved in a Circle of Adults session described having a greater understanding of a problem situation and empathy towards the focus pupil and the role of the educational psychologists in facilitating the process. Recommendations were made for educational psychology practice and for further research in this area.

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Quality Circle Time in the Secondary School

Cited by 6 publications

References 0 publications

Young pupils', their teacher's and classroom assistants' experiences of iPads in a Northern Ireland school: “Four and five years old, who would have thought they could do that?”

Young pupils', their teacher's and classroom assistants' experiences of iPads in a Northern Ireland school: “Four and five years old, who would have thought they could do that?”

The shackled school internet: zemiological solutions to the problem of over-blocking

Solving problems through circles

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