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PROGRAM PLANNING AND DEVELOPMENT * 2 HOURS * LEVEL 2

Building Community Through Circle Time
Guiding Circle Time

Page 12
Circle time must be guided by a teacher, volunteer, or helper. The lead teacher typically steps into this role, but that does not have to be the case. Whomever is guiding circle time must take care to be a positive member of the classroom community and use activities, rhymes, songs, movement and more to strengthen the bonds and community elements that are already in place. ​
At the beginning of the school year, or whenever a new student is enrolled in the classroom, the classroom expectations should be a part of every morning circle.
Do not present it in a negative or threatening manner. Discuss how the children in your classroom care about each other and the materials they are given to use. This should take only a minute or two as you read the three expectations for the class that day: I keep myself safe, I keep others safe, and I keep the things around me safe. If there is a question about a situation that is happening in the classroom, instead of jumping in to mediate begin by asking the children the three questions: “Becky are you safe? Poppy is your friend safe? Are the things you are using safe?” Then move in and use conflict resolution techniques. Classroom expectations are best accomplished and understood when they are relevant to a situation at hand.
How many children are you working with at one time? It is very difficult to hold the attention and interact with too many children in the circle. Early Childhood Guidelines have addressed adult to child ratios. If your class is large consider splitting the class in two and having two circle times back to back. One group can go outside while the other is in the circle and then switch. Having the non-circle group in the classroom playing during your presentation might be too big of a distraction for those in the circle.
When presenting your material move it along, but without rushing. Try not to engage or speak to children who may be slightly distracting. If you stop to address a child’s behavior the children will follow your lead and disconnect from the lesson. Your smile is a great tool when keeping children engaged. Smile at the children who are engaged and following directions. As soon as the disruptive child does anything close to engaging and getting back on task make sure your smile is ready. 
​Have an assistant or another teacher with you and let that teacher quietly redirect the child in question. Redirection accomplished silently is less distracting. As soon as the other teacher speaks or reprimands the child out loud all eyes and attention will follow their conversation and not you. It is amazing how a gentle touch or shake of the head can influence a child struggling to stay focused and engaged.
​If you have a child in your class that regularly exhibits disruptive behavior, first make sure that you have not observed any red flags that need to be addressed. Professional early intervention is very important and can sometimes reduce or eliminate some behavior issues. You can have the child sit next to you, and gently encourage their participation. Maybe give that child a job to do such as hold the book or other materials for the lesson. Have an assistant sit next to the child in the event he or she needs help. We do not tell the child this, however. “Johnny I have to sit by you so you will listen” is not appropriate. We must stay positive in our approach to redirecting disruptive behavior.
Optional Resources for Further Study