The Talking Circle for Improved Self Governance

Robin Kornfield

University of Alaska Southeast

Department of Education

J. Kevin Spink, Ph.D.

December 7, 2023

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 Abstract

This study addresses academic and behavior challenges of 15 students in a 5/6

combination class in a remote rural Alaska village. The school is in the Northwest Arctic

Borough School District, which according to an Anchorage Daily News article (Berman, 2023)

experiences the highest rate of school absenteeism in the nation. The students have been in the

same class since pre-school and participated in the school closures and attempts at school-from-

home during the COVID pandemic years. In the previous year the assigned teacher was absent

much of the time leaving the students with unqualified substitute teachers. Student behavior,

which includes bullying, teasing, fighting, swearing and chronic absenteeism, made it difficult to

find a teacher interested in serving this multi-level class.

This action research study uses a qualitative approach and involves 15 students, a school

counselor, and a classroom teacher. Together, they seek to correct behaviors that have held these

students back for several years. Despite the challenges, there are several students who

successfully perform at grade level, but their academic progress is affected by the negative

behaviors of disruptive classmates. Data gathered for the study included surveys of the students,

field notes from observations of self-governance training and talking circles, and observations of

a behavior incentive program. The data shows support of the Talking Circle among the students,

however, is inconclusive about long-term behavior change and improved academic performance.

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 Introduction

Classroom management and the lack of socialization among students who have spent

extended periods of time out of school or “home schooled” by unqualified parents and guardians

during the COVID pandemic, appears to be a challenge that will follow affected students

throughout their education.

As a first-year teacher of fifteen 5th and 6th graders in a remote location I found myself

dealing with a group of students who have been together since pre-school. The sixth graders, I

realized after a few weeks, were the same ones I had observed in my classroom management

practicum when they were fourth graders. Already at that time, which was in the Fall of 2021

during the COVID pandemic, the students had begun to fall behind and several students never

did learn to read beyond a primary level or to write legibly. Parental, school, and community

guidance, apparently missing, left the students with behavior that was out of control with

incessant bullying, teasing, fighting, destruction of property and inappropriate language. The

students appear to have learned how to behave from one another rather than from trusted and

mature adults. Academically, even after COVID, the students continued to struggle because their

5th grade teacher was absent while dealing with health issues. The 5 th grade year was primarily

taught by a series of substitute teachers. Other teachers refused to take this class on due to the

academic and behavior-related problems, leaving the class to the new and least experienced

teacher.

Having participated in a school where each day began with a positive and nurturing

Talking Circle, I decided to bring the Talking Circle to my classroom and to conduct a study to

determine if the socialization of the students could be improved through a morning greeting, the

development of listening skills, positive discussion, a fun game, a relevant story, community

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problem solving, and by reinforcing lessons in self-governance. It seemed to me that the

behavior challenges needed to be addressed first before it would be possible to deal with

academics.

I was not the only one troubled by the behavior of these students. The school counselor

decided to focus on self-governance and to explicitly teach the students how to behave in relation

to the teachers, parents, and other adults in their lives. “These students have no other people in

their lives to correct misbehavior and to teach them how to behave,” said the counselor. The

students also received instruction in Iñupiaq culture and values that include respect, hard work,

cooperation, learning and resilience. The school counselor and I carried out parallel roles, with

her conducting half-hour sessions five times over the course of the study on the practices of self-

governance which include learning how to be calm, follow directions, to accept consequences,

and to take no for an answer. The Talking Circle offers the time to reinforce the teachings and to

encourage the students to learn how to resolve conflict, to look for the positive in one another,

and to practice cooperation.

The study is qualitative with information gathered primarily through field notes of both

counseling and Talking Circle sessions. Students were also surveyed for their perspectives about

the role of school in their life, whether their classmates bullied, teased, or were kind. Most

students agreed that they participated in un-kind behaviors, and several expressed that they did

not know how to change.

While the Talking Circle and instruction in self-governance take significant time,

especially considering the importance of the standard curriculum, finding ways to improve the

behavior of these students is critical. Learning about and practicing the skills of self-governance

can be instrumental in making good choices in school and life. The possibility that a calm and

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welcoming community of learners can lead to a more successful academic outcome for this

particular group of scholars will require a longer-term study.

Talking Circles: A Thematic Review

The practice of communication through talking circles, also called peace circles, morning

meetings or just circle time, began among Native Americans of the plains and eastern United

States. The tribes formed a circle where tribal leaders could communicate with equality and

respect. Traditionally, the circle was used to resolve problems within and between tribes. Today,

the practice takes place in many settings including spiritual gatherings, business meetings, health

care settings, and in schools. What all talking circles have in common is a procedure in which all

participants are equals around a circle, only one person speaks at a time, all others listen

respectfully, and often a meaningful object called a talking stick is passed from one person to the

next to indicate whose turn it is to speak.

This thematic review has been developed through the analysis of literature around the

topic of talking circles and their use for social education in schools, sometimes in cooperation

with counseling and psychological departments. I also explored how talking circles are used to

help indigenous people as they work through issues related to the colonization of Native people

and the resulting trauma. Talking circles have increasingly become part of restorative dialogue

designed to replace suspensions and other punitive practices in schools. The use of talking, or

healing circles in primary medical care explores the value both in dollars and effectiveness, of

self-healing through safe communication. A final area of review concerns the practice of

organizing and facilitating communication and classes through circles, and the traditional use of

the “talking stick” which is passed from one participant to the next during the time in the circle.

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Social Education

Several authors present the point of view that the acquisition of social skills in the past

was a shared responsibility between the family, school, and the community (Rashid, 2010; Allen-

Hughes, 2013; Edwards & Mullis, 2003). In today’s world, the community and parents are not

delivering the necessary guidance required for life in the 21st century which requires greater

problem solving and critical thinking according to Lily Allen-Hugues who observed in her study,

The Social Benefits of the Morning Meeting, that instruction has pushed towards academics,

standardized tests, and rote memorization while students lack manners and do not seem to know

how to be kind, respectful or responsible (Allen-Hughes, 2013). Her study of morning meetings

among 3rd and 4th graders indicated beneficial results in both communication and academics.

Researcher Tallat Rashid defines the social skills required today as the ability to accept criticism,

respect for others, problem solving, acceptance of responsibility, and tolerance for differences

among people (Rashid, 2010). Concerns about the poor quality of relationships which included

rejection, teasing, and arguments on the playground, led to another study of circle time where a

calm and productive learning environment was promoted through a series of circle meetings

(Moss & Wilson 1998). The qualitative findings show a reduction in negative playground

incidents and greater respect indicated between students.

Collaboration with counselors who led classroom meetings proved effective in a study

exploring the effectiveness of creating a safe place to discuss and practice conflict resolution

(Edwards & Mullis, 2003). The schools, according to Edwards and Mullins, often present an

atmosphere of competition and alienation while expecting the students to work cooperatively.

School counselors have a role when they use meeting techniques themselves, but more

importantly when they train the teachers in the use of meetings (Edwards & Mullis, 2003).

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Decolonizing Education

Talking circles have been used for centuries, yet it is important that those who facilitate

are trained in best practices for calling a circle and conducting one. Barkaskas and Gladwin,

who are indigenous and non-indigenous researchers, seek to decolonize education through novel

approaches including talking circles, which they say can rewrite the normal European-based

approach to education and promote diversity and non-cognitive qualities such as somatic or

emotional intelligence. The authors provide explicit direction on the use of talking circles

(Barkaskas & Gladwin, 2021).

Restorative Dialogue

Talking circles have been used effectively in classroom settings where students are taught

how to communicate and respond to conflict. Restorative dialogue is a way to positively resolve

conflict and to encourage democratic behaviors (Parker & Bickmore, 2020). Adolescent girls in

an urban high school participated in a talking circle program with the objective of building

friendships and emotional literacy skills. The use of the talking circle is explored as a means of

creating connection, which according to the author is a critical need among humans, and

especially women (Schumacher, 2014).

Medical Care

A three-year study tested the hypothesis that the Native American talking circle practice

would contribute favorable outcomes when used as a tool to help patients (Meal-Madrona &

Mainguy, 2014). Asking whether health care costs would be reduced if patients who participated

in talking circles improved the quality of life on their own, the authors concluded that the circles

had a favorable result and showed that people could help one another without reliance on

professional expertise. Also, in the medical arena, the use of the circle offered an opportunity for

student social workers from diverse backgrounds to share their struggles with ethnicity in a safe

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and open setting. Participants provided a written reflection on their experience and several

commented that they felt safe and respected in an atmosphere of empathy and compassion

(Jennings & Gandarilla, 2015).

Practice of Talking Circles

The perspective that it is important to understand how to properly conduct a talking circle
is reflected in a conference presentation by Jeff Lewis. His report shares the procedures for

developing circles, the physical structure of a circle, which includes focal point items in the

center of the circle, and the purpose of a “talking piece,” which is passed from one participant to

the next. The circle, he says brings an ancient process, the circle, and balances it with access to

new technology (Lewis, 2002).

Theoretical Framework

Introduction

One of my favorite short stories is The Bad Kangaroo by Arnold Lobel (1980). The bad

kangaroo got into trouble at school when he threw spitballs and put tacks on the teacher’s chair.

He put glue on the school’s doorknobs and set off firecrackers in the bathroom. The principal

was fed up and decided to visit the bad kangaroo’s parents. When he arrived and sat down, he

was poked by a thumbtack on his chair. Mr. Kangaroo said, “I enjoy putting thumbtack in

chairs.” Mrs. Kangaroo threw spitballs at the principal, and a firecracker exploded in the

bathroom. The principal paid a very short visit and quickly ran off. The moral of the story is, “A

child’s conduct will reflect the ways of his parents.”

There are many days when I deal with several bad kangaroos in my classroom. The

behavior of a few affects the whole class. Their actions would be as humorous as those of the

Kangaroo family if they weren’t also so frustrating as I struggle to spend time on academics

rather than behavior problems. One of my students has did put glue and water on the chairs of

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other students, I am learning strategies for separating students who are fighting, and the special

rewards for following rules and helpful behavior were stolen from a locked cabinet.

I am becoming better acquainted with my students’ parents, and the social challenges that

exist in this small village. I imagine the teasing and bullying I observe may reflect on the lack of

socialization among many adult residents. The daily language several of my students hear both at

home and in the media is what comes out of their mouths. That said, at my request several

parents, grandparents and even a sister, have come in to spend several hours in our classroom. I

believe their involvement demonstrate recognition of the importance of education for these

students.

Several of my annotated biography authors reference the sources of socialization in the

past as the parents, community, and schools. If the people who surround my students do not

practice social skills themselves, and the role of the parents and community has fallen off,

(Rashid, 2010), it is the schools that today’s society relies upon to teach how to follow directions,

be kind, responsible, tolerant, and ready for the communication skills that are required in the 21 st

century.

Social Learning Theory

Psychologist Albert Bandura wrote that social learning occurs through observation and

that students can be taught through modeling (Bandura, 1977). An example is when a student

can observe the P.E. teacher do a push-up and do it himself without any further instruction.

Students can also learn vicariously through observation of the consequences of other people’s

behaviors. When the teacher shows appreciation for those students who are quietly and

industriously focused on their work, other students fall in line. Positive reinforcement encourages

the student to take on the role of the better students and the leaders in the group. Punishment may

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be effective if the outcome meets the student’s needs, but if the student is seeing the notoriety

that comes with negative behavior, she may choose a negative model (Slavin, 2009).

In my classroom, when I model a way to solve a problem, write an essay, or to do an

experiment the student is motivated to imitate the model, perhaps to learn the task, but also to

receive positive attention, to get a good grade, or to simply please the teacher.

Stages of Psychosocial Development

Erik Erikson describes social development in terms of stages. Erikson’s theories are

called psychosocial theories because the stages people go through are both psychological and

social. Stage IV, from age 6 through 12, is the timeframe of my grade-5 and 6 class. In this

stage, Erickson believes school and teachers take on an increased role, while the influence of

parents may decrease. Those students who are industrious and exhibit hard work are rewarded

and those who produce inferior work sometimes develop a negative self-image. The inferior

student does not receive the positive reinforcement that the more successful students receive.

My students are not quite full adolescents, but they are quickly heading toward the stage when

their greatest influencers will be their peers. There is a group of five boys who are inseparable in

my class, linking arms in the hallway, piling together when they watch a video, and playing

together after school and on weekends. Stage IV takes place at the end of elementary school and

the strong relationships among students offer the teacher opportunities to engage the students in

cooperative projects and to work on life skills that will prove useful as they move on to early

adulthood.

Self-Regulated Learning

A self-regulated learner as modeled by Meichenbaum results in a decrease in classroom

disruption by students who do not raise their hands and call out responses. Students are taught to

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think about their own thinking. They learn to ask themselves, “What is my problem? What is my

plan.” How did I do.” (Slavin, 2009 p. 149).

I wish to help my students become more reflective, to look more closely at their own

behaviors, to develop interests they can pursue in school and in their future as they become

industrious and self-regulated learners.

Research Question

The purpose of this study is to explore the social benefits of conducting Talking Circles

that reinforce the social governance teachings of the counselor. The objective is to create a

community of respectful and productive learners. The study goals will also be to reduce incidents

of name calling, bullying, fighting and poor attendance through daily Talking Circle topics such

as following directions, self-discipline, and bullying.

The question I ask is, “Can a Talking Circle in cooperation with school counseling in a

5th and 6th grade class help create a positive and supportive community of learners who look

forward to their time at school while reducing incidents of name calling, bullying, physical

violence and truancy?”

Research Design and Methodology

The purpose of this study is to explore ways of improving the academic success and

socialization of the classroom community by reducing disruptive classroom behaviors, name

calling and bullying. Methods will draw upon positive reinforcement as researched by

Psychologist Albert Bandura who wrote that social learning occurs through observation and that

students can be taught through modeling (Bandura, 1977). The study is a collaboration between

the teachings of a school counselor and a morning meeting conducted by a teacher.

The question we ask is, “Can a Talking Circle in cooperation with school counseling in a

5th and 6th grade class help create a positive and supportive community of learners who look

11
forward to their time at school while reducing incidents of name calling, bullying, physical

violence and truancy?”

Research Design

This action research study uses a qualitative approach and involves 15 students, a school

counselor, and a classroom teacher. Together, they seek to correct behaviors that have held these

students back for several years. Despite the challenges, there are several students who

successfully perform at grade level, but their academic progress is affected by the negative

behaviors of disruptive classmates. Information will be collected through preliminary and post-

surveys and field studies collected during direct instruction and during a Talking Circle.

Participants and Procedures

The study participants are a fifth and sixth grade combination classroom with three fifth

grade students and 12 sixth grade students in Kiana, a remote village in northwest Alaska. These

students have been together in class since pre-school. While many consider themselves friends,

unkind behavior and bullying often causes students to stay home. One student is encouraged by

his father to fight back when he is bullied, which has resulted both in suspensions and voluntary

time away from school.

Intervention procedures undertaken in my classroom involve direct instruction about how

to successfully work together in a classroom, a Talking Circle in which improved communication

methods are introduced and where the skills presented in counseling sessions are reinforced, and

a behavior award program.

Pre- and Post-Survey

Students will respond to a short survey of approximately 10 questions about how they

feel about school, their favorite subjects, if they have friends in school, and any problems that

make it difficult to learn. They will be asked if they consider themselves a bully or whether they

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contribute to stopping bullying behaviors. They will be asked to make suggestions for helping

improve the classroom environment.

Talking Circle

The class meets in a circle at the front of the room at least twice a week to touch base and

to reinforce the counseling session discussions. For this study the class will meet for five weeks

from October 18, 2023, until November 27, 2023. Field notes will record progress or lack of

progress towards reducing incidents of disruptive and bullying behaviors.

Talking Circle Procedure

The meeting begins by passing a talking stick to the left, the direction of the sun.

Each student can share how they are feeling or any experience they have had since the previous

meeting. The facilitator/teacher introduces a topic either by telling or reading a short story or by

suggesting a discussion prompt. Sometimes games are played followed by a question such as,

“Is it better if the objective is to keep the game in play or to call someone out?” The students

may discuss the pros and cons of each approach.

Students are prompted to discuss one of the counselor’s recommendations about how to

behave in class, such as a procedure she teaches for following directions, maintaining a calm

face and body, asking permission, accepting a no answer, and practicing saying yes when asked

to begin a task. The facilitator later makes a record of the day’s communications.

Counseling

Students are learning about self-regulation through a half-hour presentation to the class

twice each week. The counselor uses songs, videos, models, and discussion to help students

understand and practice behaviors that can lead to success in school and adult life.

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Counseling Discussions

Topics discussed during the counseling trainings include the following:

▪ Regulation of negative emotions such as anger, embarrassment.

▪ How to calm down when something upsetting or exciting happens.

▪ How to do what the teacher asks.

▪ How to follow classroom rules including the Iñupiaq Values.

▪ How to take direction from adults including learning to accept a no answer.

▪ How to make the right choices.

Methods

Corrective practices

The teacher will record field notes at the end of each day, documenting improvements, or

lack of improvements in communications between students, teacher, and other adults at school.

The teacher will implement an award system to recognize students who engage in

positive communication and behaviors with the other students, teacher, and adults. The award

system of a ticket for each student who makes it through a full day without being called out for

breaking rules, talking out of turn, or showing disrespect will be recorded throughout the study.

Records will also be kept of any change in behavior management actions such as sending

students to sit in the office that may occur because of student behavior change over the course of

the study.

Talking Circle/Self Governance Study Results

The question asked in this study is: Can a Talking Circle in cooperation with school

counseling in a 5th and 6th grade class help create a positive and supportive community of

learners who look forward to their time at school while reducing incidences of name calling,

bullying, physical violence, and truancy?

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 Data gathered was triangulated from three sources, a pre- and post-survey of the students

involved in the study, field notes taken during 16 classroom and Talking Circle sessions, and

observations of a behavior incentive program. An analysis of the data, observations, and field

notes is presented in this paper.

The students observed were a class of 15 grade 5 and 6 students, age 10 to 12, at Kiana

School, located in a remote village in northwest Alaska. There are three fifth grade students, one

girl and two boys, and twelve sixth grade students with a make-up of six girls and six boys. The

students have been together throughout all their schooling. This class has a reputation of being a

difficult group based on both behavior and academics with MAP test results for eight students in

the low percentiles of 5% and less for both math and language arts. One student in the group

works with special education staff on speech and three others have been recommended for

special education testing but were not accepted.

I had a previous encounter with most of the same students, now sixth graders, when they

were in the fourth grade. The teacher at that time was struggling with several students who had

not advanced past kindergarten in reading. One student wandered around the classroom and

even rolled on the floor, making it very difficult to conduct lessons. The teacher conducted drills

to help the students learn how to form a line, put their equipment away, and other daily tasks.

Several students were regularly sent to the principal’s office. My notes from teacher observations

at that time were not positive, yet in my own classroom I found myself experiencing the same

struggles she experienced. I was encouraged by the principal and other teachers to conduct drills

to reteach the same practices required to quietly walk in the hall, visit the bathroom, and put

away laptop computers. I remembered the previous teacher’s comment, “I keep asking for help,

15
but all I get is another book to read,” and I have shared her frustration, because no amount of

drilling or lecturing has resulted in the quiet, well-behaved students of my dreams.

Having had a positive experience with Talking Circles in a prior classroom at the Alaska

Native Cultural Charter School in Anchorage, Alaska, I decided to set a goal of forming a

productive community of learners by dealing with negative behaviors before prioritizing

academic improvement. The school counselor had also decided to focus on behaviors, with an

emphasis self-governance, following directions and learning self-control. I was able to reinforce

her teachings in the talking circle. Data gathered for the study included surveys of the students,

field notes and observations of a behavior incentive program.

Surveys

The study began with a short survey of the students to learn their opinion about the

behaviors of peers. The questions asked concerned teasing, bullying and the incessantly negative

banter that I had witnessed. Not all students responded to all questions on the questionnaire as

most skipped over any questions that required a short sentence answer, so on my results I do not

include those questions. On the results tables I have also combined the “yes” answer and a

“sometimes” answer, which I offered in the questionnaire because it seemed that “sometimes”

would allow for those students who didn’t think they always participated in a particular behavior,

whether positive or negative, to honestly answer the question. “Sometimes,” is included in the

“yes” column of Table #1 and Table #2.

The same questions about behaviors were asked in a second survey at the end of the study

on November 27, 2023. I was wondering if the students saw a need for a change in behaviors and

asked, “Would you like your classmates to be more kind?” The second survey also asked five

questions to determine how well accepted the Talking Circle has been.

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Student Survey Results

Table 1: Getting Along Survey #1 Yes No

1. Are students nice to one another in your class? 2 7
2. Do some students tease and bully one another in your class? 8 1
3. Are you always nice to your classmates? 5 5
4. Have you ever teased a classmate? 5 4
5. Are there classmates whom you do not play with? 12 0

Table 2: Getting Along Survey #2

1. Are students nice to one another in your class? 8 3
2. Do some students tease and bully one another in your class? 9 2
3. Are you always nice to your classmates? 9 2
4. Have you ever teased a classmate? 9 2
5. Would you like your classmates to be more kind? 8 2
The two Getting Along Surveys asked four of the same questions. The surveys, taken four weeks apart
were similar except for question #1, which asks if students are nice to one another. The second survey
shows an improvement with 8 students thinking students are nice.
Some students might have been a little more honest by the time of the second survey, admitting that they
were among those who teased and bullied. The final question asked, “Would you like your classmates to
be more kind? received a strong yes response.

Table 3: Talking Circle Survey Yes No

1. Do you like meeting in a circle? 7 4
2. Do you like hearing other people’s stories? 9 2
3. Do you like telling your own stories? 6 4
4. Do you like having your turn with the talking stick? 6 4
5. Do you think the talking circle helps the people get along 5 3
better?
The Talking Circle Survey indicates general support for the Circle, telling and listening to stories, and a
somewhat positive response about the possibility that the talking circle might help people get along better.

Ethnographic Field Research

Field notes were collected from October 18 through November 27, 2023. During this

period there were five counseling sessions, one Iñupiaq culture session, and talking circles

recorded at least two times per week. A total of 16 sessions were recorded. I was able to take

notes during the full counseling sessions, positioning myself at the back of the room and only

occasionally being involved in the counselor’s lesson or in redirecting students. Talking circle

field notes were more difficult because I was the facilitator and could not simultaneously keeps

17
notes, so I recorded observations at the end of each day. I color coded the notes based upon

corrective behavior, student sharing, self-governance, engagement, student negative comments,

positive facilitator remarks and the daily topic. Coded notes were reduced to a table which is

attached as an Appendix.

Behavior Incentive Program

A third source of data was an award system which recognized students when they were

helpful, engaged in positive communication, or practiced positive communication behaviors with

other students, teachers, and adults. Psychologist Albert Bandura wrote that the teacher shows

appreciation for those students who are quietly and industriously focused on their work, other

students fall in line. Positive reinforcement encourages the student to take on the role of the

better students and the leaders in the group (Bandura, 1977). In this system the teacher gives out

tickets whenever she spots good behavior. Students put their name on the ticket and become

eligible for a weekly drawing for a small candy prize and periodic grand prizes which are on

display in the classroom.

Analysis

Behaviors

The preliminary survey of the students indicated consensus that students were not nice to

one another. While students claimed to be nice to classmates, they also admitted that they

participated in teasing and that there are some students they do not play with. The follow up

survey with the same questions showed even higher numbers of agreement that students were not

kind to one another. The additional question, “Would you like your classmates to be more kind?”

generated positive responses.

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Talking Circles

When asked if talking circles helped students get along better there was not a resounding

consensus that the circle helped people get along, but there were more positive responses than

negative about the value of the circle. This suggests to me that continuing the talking circle

would be accepted and that it can continue to be a venue through which the counselor and I can

reinforce the social emotional counseling that has become engrained in our program. The

students also meet with an Iñupiaq Culture teacher each day and it would be helpful if she would

emphasize the Iñupiaq values that reinforce cooperation and positive behaviors. The session she

conducted around the topic of respect was very well done.

The field notes for both the Talking Circle and counseling sessions point out the times the

students exhibit low energy by putting their heads down on their desks, slouching in their chairs,

or preferring to sit on the floor. When asked how they are feeling in an initial check of each

student, the responses often are related to being tired from staying up too late. Several students

talk about how much time they spend on video games or just hanging out late at night.

Counseling

In addition to reinforcing the training about how to follow directions, keep calm and

accept consequences as delivered by our counselor, we recently have been discussing the topics

of gratitude and self-discipline in the circle. We have read picture books that are aligned with

these topics and the students have been asked to respond to prompts about times when they have

been grateful and occasions when they have exhibited self-discipline in their lives. At least five

of the students do not read and write above the first or second grade level, so we been answering

those questions together while I record the responses on the whiteboard, and they record what I

write in their journal. Those students who can compose their own journal responses have done a

good job.

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Sharing

Sharing is an important part of most Talking Circles, although it is not mandatory that

each person speak. I realized in reviewing the field notes that I was thinking few people were

sharing and it annoyed me when most students would somewhat disrespectfully pass the talking

stick on to the next person. I felt it was a breakthrough though when after weeks of little

discussion in the circle the role of the sharing facilitator was transferred to the students. A girl

took the first lead and shared that she and her father had seen a fox on the road the night before.

Her sharing opened the gates and in the past few meetings there have been several meaningful

exchanges at each talking circle session. I am hoping that empowering the students to have some

control of the sessions will lead to more stories about wildlife and family activities.

Upon re-reading the field notes I also realized that I need to accept stories about sports

drinks, video games, playing outside, and excitement about kid-sized snowmobiles that several

students drive around after school. These are the topics of interest for this age group in this

remote village. There is little conversation about movies, books, television or sports, but they do

talk about TikTok, and they are amazed when I don’t know the names of the celebrities they

admire. Students here all play basketball, but they are not involved in urban activities like soccer,

swim or ski teams, and activities like piano lessons, dance class, gymnastics are foreign to them.

The students practice on-going put-down banters of one another making it very difficult for the

students to trust one another with the more personal topics that I observed when reviewing the

Talking Circle practices at other schools.

Behavior Incentive

The behavior incentive program is going well. Students are enjoy receiving their tickets

and immediately put their name on the back and return it to me to include in the drawing. The

main benefit I see so far is the tickets reinforce the counseling lessons about how to follow

directions, to accept a no answer, and to move on rather than to dwell on a disappointment. It has

not been easy to tie this program to specific behavior improvements, perhaps because this group

20
requires more time. Students do understand the value of having their name on lots of tickets in

the drawing. They know they will not receive tickets when they are the ones who continue to

have conflicts with one another, and when they break the school rules about fighting and leaving

campus. These activities have led to several suspensions and no tickets.

Discussion

The Talking Circles I learned about in my literature search show positive results in

improved communication. Having experienced what happens when the students themselves are

provided the opportunity to lead the discussion, I would like to continue my current procedures

while encouraging more self-reflection and lessons in socialization. I see many benefits from the

both the Talking Circle and the self-governance training including the possibility that both older

and younger students in the school, plus their teachers can all share the same training.

While the students accept and participate in the Talking Circle, I believe it is too early to

claim success in creating a productive and respectful classroom. In the final week of the study

two students were suspended for fighting. Consequence for students leaving the classroom,

disrespectful behavior and general disruption is time spent in the office. Consistency in

expectations and the continued use of the behavior incentive program I expect to gradually have

a positive result for my students.

One issue related to the small village environment is that it is normal practice among

Talking Circles that participants agree to keep whatever is shared within the circle and to not

speak about it elsewhere. I do not believe my students are mature enough to hold new

information they receive close. It is just too much a part of their life to gossip and share details

they have learned about one another. It is a bit of a source of power to have information. Most of

the students are related, two groups of three students have the same last names. It is very difficult

in a small village for one to not know everyone else’s business.

21
 Next Steps

Conducting the Talking Circle has been an interesting journey for me. I have not yet had

the chance to receive formal training, and I am not a psychologist or a person who has

participated in many social-emotional sessions. I intend to seek out training sessions where I can

learn techniques that encourage more discussion and open-hearted sharing. There is a tension I

feel as I prompt discussion and encourage students to share. I believe the students pick up on this

tension and do not trust either the students or teacher enough, so they just pass the talking stick

on. Just as my students frequently do not follow the rules that honor the holder of the talking

stick, I am also admonished by them for speaking out of turn. We continue to struggle with the

self-discipline that is required to be silent when it is another person’s turn to talk, and the

students cannot stop themselves from commenting or embellishing on the stories told by their

friends.

The talking circle and recording of field notes will continue through the remainder of this

school year and the focus on behavior correction will move to a greater emphasis on academics.

The school counselor is interested in implementing the self-governance training practiced in my

class schoolwide and we have discussed providing training for interested parents. The goal

would be to align the behavior correction and direction-following practices of families and

school.

While this class has been a very difficult introduction to the teaching profession, I go

home each day thinking about how to rise to the challenge of the next day. I believe the effort

required to help these students learn how to be civil members of society will be beneficial to the

students, the school and in their home life as they advance.

22
 References

Allen-Hughes, L. (2013). The social benefits of the Morning Meeting: Creating a space for social

and character education in the classroom. School of Education and Counseling

Psychology, Dominican University of California. pp 1-38.

Bandura, A. (1977). Social learning theory. Prentice Hall.

Barkaskas, P., & Gladwin, D. (2021). Pedagogical talking circles: Decolonizing education

through relational indigenous frameworks. Journal of Teaching and Learning Vol.15(1),

pp.20-38. https://doi.org/10.22329/Jill.v15i1.6519.

Berman, A. (2023, December 3). With nation’s highest rate of chronic absenteeism, Alaska

school districts explore causes — and solutions. Anchorage Daily News.

https://www.adn.com/alaska-news/education/23/12/02/with-nations-highest-rate-of-

chronic-absenteeism-alaska-school-districts-explore-causes-and-solutions

Edwards, D., &Mullis, F. (2003). Meetings: Encouraging a climate of cooperation. Professional

School Counseling, Vol. 7, No.1 pp. 20-28. https://www.jstor.ort/stable/42732531

Jennings, L., Gandarilla, M., & Tan, P.P. (2015). Using the Native American talking circle:

Experiential learning on ethnic and cultural diversity of Southern California. Groupwork.

Vol. 25(1), pp. 58-77. https://doi.org/10.1921/gawk.v23i1.842

Lewis, G. (2002). Teaching and learning in circle. The Third International Conference on

Conferencing.

Lobel, A. (1980). Fables. Harper & Row, Publishers.

Mcleod, S. (2023) Erik Erikson’s stages of psychosocial development. Simply Psychology.

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Meal-Madrona L., Mainguy B. (2014) Introducing healing Circles and talking circles into

primary care. The Permanente Journal, 18(2): pp. 4-9. https://doi:

10:7812/j.tate.2020.103129

Moss, H., Wilson, V. (1998) Circle time: Improving social interaction in a year 6 classroom.

Pastoral Care. https://research.ebsco.com/c/77a4d6

Parker, C., Bickmore, K. (2020). Classroom peace circles: Teachers’ professional learning and

implementation of restorative dialogue. Elesevier, Ltd. https://doi.org/10.1016

Peck, N., www.teachingselfgovernment.com

Rashid, T. (2010). Development of social skills among children at elementary level. Bulletin of

Education and Research, Vol. 32 No.1, pp. 69-78.

Schumacher, A. (2014). Talking circles for adolescent girls in an urban high school: A

restorative practices program for building friendships and developing emotional literacy

skills. Sage Open, 1-13, https://doi.org/10.1177/21582440014554204

Slavin, R. (2009). Educational psychology: Theory and practice. Pearson.

24
 Appendix

Field Notes reduced from counselor presentation and Talking Circles.

Kiana School, grades 5 & 6
October 18-November 27, 2023

October 18, 2023

Counselor presentation for Kiana School grades 5/6.
# Topic: What I can Student Sharing Comment:
control. The class is split in half for another class,
12 ”You are giving your Students make a list so the counselor takes the groups one at a
power away if you let of what is out of time. The students needed to be corrected
others’ feelings affect their control, such as frequently for talking to one another,
you.” weather, what other lounging in their seats and for not paying
people do, seasons, attention. We journal later about keeping
school schedule, age, our own power and not giving control to
classroom. others.

October 19, 2023

Talking Circle. We begin with reminder about procedure. Only the person with the Talking
Stick speaks. All must join in circle.
# Topic: Self-control Student Sharing Comment:
11 We continue Not in my control: We begin this session with a beachball
yesterday’s topic in the “One time my dad toss. Students are asked to say, “Good
talking circle. was late coming job” when fellow students are successful.
back from Red Dog I have been hearing only negative talk—
Mine because of the calling one another loser when they miss
weather.” a catch etc.
Students are asked to use an individual
white board to write what they can not
control. Most write weather.

October 19, 2023

Counselor presentation for Kiana School grades 5/6.
# Topic: Your Future Students Comment:
Story

25
 12 Discussion: ”If you Talks about The counselor is explicitly teaching
don’t make it through possibilities after techniques from Self Government, by
high school your high school: Nickoleen Peck for effectively working
future will be planned airplane mechanic, with children.
for you.” pilot, work at Red Follow Directions
Dog, military, skill Look at adult in the eyes.
development Have a calm face, voice and body.
programs for Alaska Say OK to what you are told to do, or
Natives. respectfully disagree.
Do the assigned task.
Check back.

October 20, 2023

Talking Circle. We begin with reminder about procedure. Only the person with the Talking
Stick speaks. All must join in circle.
# Topic: Your Future Student Sharing Comment:
Story I am still waiting for a thoughtful sharing
10 Several minutes were What will you be and listening during Talking Circles.
required to quiet doing at age 25? Students continue to talk while other
everyone down before “I’m going to work students are sharing or they choose to not
getting started. at Red Dog.” participate. It is certainly worth
“I’m going to be a continuing, but I am surprised that I have
pot head.” (laughter) not been able to see a respectful and
meaningful exchange.

October 24, 2023

Talking Circle. We begin with reminder about procedure. I have added a breathing exercise of
four beats through the nose and four out through the mouth. The students have not engaged yet.
I am hoping they will so we can begin on a more calming note.
# Topic: Why we have Student Sharing Comment:
school. I invited the principal to join the Talking
13 The Talking Stick is A girl says she is Circle and talk about why we have
an Iñupiaq artifact of looking forward to school. Several members of this class
a bone sled runner. We going to math and refuse to participate in school lessons.
pass it around. science camp in They will sit all day, yet not be willing to
Facilitator says she Anchorage. work on any assignment. I do not have
had fried moose meat A boy ate tiktalik the skills required to engage them.
for dinner. Asks (lingcod) for dinner. Principal talks about how new generation
students to share their “Tired because I will take over. School is required until
previous evening. stayed up until age 17, 170 days each year.
11:00.”

October 25, 2023

26
Talking Circle. Reminder about procedure. Breathing exercise.
# Topic: We are Student Sharing Comment:
positive These students say negative things to
11 After check in, The students had a one another all day long. They make
facilitator invites the hard time thinking of comments like, “At least I have a
students to say anything positive to father.” Or, “At least I can afford to buy
something positive say and just passed shoes.” I believe they are so accustomed
about the person to the stick on. Students to the mean statements, that making a
their left such as, seem embarrassed positive one has thrown them off.
“The student to my about saying positive The students played a round of “Good
left is a good student, things. job” with the beachball before beginning
an artist, and a their day.
writer.”

October 27, 2023

Counselor presentation for Kiana School grades 5/6.
# Topic: The role of the Students Comment: This group of students
brain. struggle with focus. The counselor has
11 The counselor shows a A student replies to a presentation about the brain going
diagram of the pre- counselor, “Because and we have this exchange:
frontal cortex, he is responsible?” “Can we see that video again? The one
hippocampus and This is the only about respect?”
amygdala and discusses student response Counselor: “We’re talking about this so
how all three systems related to the you learn how you get that power.
of the brain work counselor’s We get it through self-government.
together. presentation. We get it by being calm.
“To keep your voice I think some of you think that what
calm. To think we’re talking about doesn’t apply to
respectful thoughts you?”
requires all parts of the Student says, “Did Bering Air flights
brain.” cancel?”
“Why do some students Counselor says, “That’s an example of
get to lack of self-governance. We are talking
walk to the office about other things now. “
unaccompanied and Counselor shows a movie. Narrator has
others are allowed?” an English accent.
Student says, “Its British.”

October 30, 2023

Talking Circle. Reminder about procedure. Breathing exercise.
# Topic: Upcoming Student Sharing Comment:
activities.

27
11 Facilitator says, “I think The first boy says Our counselor will be out of town for
I am hearing far fewer something about several weeks.
put downs recently than someone’s dead Three sixth grade girls test at grade
I did at the start of the father. He is asked to level and are usually helpful and
year. find something nice responsible. The have taken on the
I like how our class is to say next time. tasks associated with planning a
becoming closer and Halloween Party. Today we are
beginning to act like decorating the room.
friends.”

October 30, 2023

Inupiaq Culture
# Topic: Respect Students Comment: The school has Iñupiaq
10 The Iñupiaq teacher “What does it Culture Day on Mondays.
asks what respect is mean, to respect?” The students have been attending a half
and gives students a She waits for a long hour daily Iñupiaq class since
long time to respond. time. Maybe 30 kindergarten and on Mondays they have a
The Inupiaq teacher seconds. longer session. I have the sense that
says teasing and A student says, “To maybe the attempt to socialize the
bullying are not listen and do what students has spread outside of my
respectful. an elder say.” classroom as I observe this Iñupiaq
session about respect.

November 9, 2023
Talking Circle. Reminder about procedure. Breathing exercise.
# Topic Student Sharing Comment:
11 The facilitator says The students begin This was a rushed session with no real
she is planning on to whisper during topic. The day began late because of a
having a good day the breathing. pep assembly. The Talking Circle session
especially following a Students were go up and down. Some are more
good evening in jostling one another respectful than others. This one, with
which she at some and not paying students repeatedly talking, was stressful.
caribou that she was attention.
given.

November 14, 2023

Talking Circle. Reminder about procedure. Breathing exercise.
# Topic: Gratitude Student Sharing Comment:
11 There is a new round Two students start We will be talking about Gratitude over
carpet in the center of kicking and causing the coming weeks.
the Talking Circle. the carpet to roll up. Students used a list of what they are
The facilitator says Response to grateful grateful for write on the feathers of a
how much she loves question: Girl: “My Thanksgiving turkey graphic. It continues

28
 the colors. The mom already to be difficult to elicit a thoughtful
facilitator brings up bought me response from the students.
the topic of gratitude presents.”
and asks if they could Boy: “My parents
be grateful if there get me what I
were no Christmas want.”
presents in a hard Girl: “I would still
year. feel grateful
because my parents
love me.”

November 16, 2023

Talking Circle. Reminder about procedure. Breathing exercise.
# Topic: Gratitude Student Sharing Comment:
11 Read the book, Too Two students in Just when I begin to think the students
Much Noise, by Ann sharing session talk are becoming more civil with one
McGovern about a man about how another another, an incident happens, and we are
who complains about student smells back to bullying and teasing. All
the noise until his funny. “He should students move their chair away when
house is so full of wash.” positioned next to one boy. I usually
noisemaking animals position the boy next to me and his sister
that when he sends on the other side.
them outside, the house I am using picture books aligned with
seems very quiet. the daily discussion topic. Writing
prompts are generated sometimes from
the books.

November 20, 2023

Talking Circle. Reminder about procedure. Breathing exercise.
# Topic: Gratitude Student Sharing Comment:
10 Most students have A girl offered to Today may have been a breakthrough.
recently received new lead, and she shared Handing the talking stick to the
shoes provided by the that she and her student seemed to open the floodgates
Migrant Education father had gone to of sharing.
program. Facilitator the dump. They saw
read a story, Those a fox and almost ran Students were prompted to write in their
Shoes, about how it over it. journal about how it feels to have such
feels to not have the Five of the students wonderful shoes. They are asked, “Would
cool shoes, and how it had stories to tell— you be able to share your shoes if you
feels to share with more than we have had two pair?”
someone less experienced
fortunate. throughout our entire
Offered the talking study!
stick to a student to
start the round.

29
November 21, 2023
Talking Circle. Reminder about procedure. Breathing exercise.
# Topic: Thanksgiving Student Sharing Comment:
9 Today is the day before A boy took the role Offering the opportunity to lead the
a five day break. Our of sharing facilitator sharing session was also successful
first go around the and started off with today, with six students contributing.
circle was to say one a story about his
word about what each exploits playing in
student enjoys about the snow last night.
Thanksgiving. A girl shared a
family get-together
and three others also
made brief
statements.

November 27, 2023

Talking Circle. Reminder about procedure. Breathing exercise.
# Topic: Self-Discipline Student Sharing Comment:
8 Facilitator shared cross There were few 8 students were present in today’s
country skiing under a references to talking circle. Two students have left the
full moon the previous Thanksgiving, but class and will be homeschooled. Two
night and asked students continued to students were suspended, one for five
students to share about share about playing days, for fighting at the pep-assembly
Thanksgiving break. outside, “dragging,” a the previous week.
Read a story, Owl game, which is Three students, two boys and one girl,
Moon, by Jane Yolen knocking on a door are frequently absent from school.
about looking for owls and running away, Occasionally they are sick, but it seems
under a full moon. called “door that more often they just decide not to
ditching.” come.

November 27, 2023

Counselor presentation for Kiana School grades 5/6.
# Topic: Following Student Sharing Comment:
Directions Students continue to be corrected for
8 When is it really Students were lying down on their desk, slouching,
important to follow engaged and getting up for water, requesting
directions? The understood that bathroom trips. Some remember
counselor showed leaving out previous lessons though.
examples of food ingredients will A student was asked to provide the
preparation, building cause the cake to following directions procedure. She was
homes etc. “When we “look funny,” and able to remember that the child needs to
learn about following that a house could look at the adult, be calm, say OK or

30
directions we learn fall down if the respectfully disagree and then do what
how to have power. plans are not she is told.
We are in control of followed.
ourselves.”

31