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In the video “Restorative Justice in Oakland Schools: Tier One. Community Building Circle”, students at MetWest High School, an Oakland public school in Oakland, California facilitate a community building circle in their classroom. What stood out the most was the way students in the circle shared freely among themselves as peers without it turning into arguments or fights.

This example served as a paradigm shift for me as my attention before rested on a punitive approach rather than a restorative approach for dealing with behavior in the classroom.

Studies discovered that students in restorative circles gain enhanced ability to understand peers, manage emotions, greater empathy, improve home environment, and maintain positive relationships with peers. I believe that the peer sharing and meeting process exemplifies a process for communities to discuss and solve problems, reflect on successes, share ideas, opinions and experiences, to learn from and with others to have ways of managing difference and conflict. Thus students would learn social life skills, and sustainable conflict management skills.

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For one that video almost made me cry at the end. But what stood out to me the most was what the students were saying about having these Circles. That the advisory that made up the circles were like family to them, and they feel like the circles "opened up" their feelings and emotions. It signified " a place where people can talk" and that everyone is there to listen and understand you. I love the open communication and the positive vibes the students had, even if their stories were depressing, its like the circle holds all these moments and keep everyone connected.

In my own classroom, I may just use this type of strategy, where after school or in the morning students can come to my room and we can have our own circle time before we start our day. Some students need that period of time to just let loose, talk it out, and have people listen to them, and even if that circle is made of two people, it is still a connection the student has that they may not have anywhere else. It seems rare to have high school students talk about their deep emotions, but sometimes maybe its the best medicine.

I also liked how one girl commented that she wished "every student had their own mentor" when they become a teenager. And not just for school ,but for life. Becoming a teenager is weird, challenging, and interesting time in ones life and people go through soooo many changes, that maybe just having that option of a mentor could help some students out with their lives, especially if home life is not okay or they do not see to connect with their peers in the classroom.

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The things that stood out the most to me during the video was both the success of the circle shown in the video, as well as the closing ceremony. Closing out a circle with an event like the closing ceremony where you mention the appreciations that you have for one another is an excellent activity for multiple reasons. It uses positive reinforcement, shows desired behavior, and builds social interactions between peers. Ultimately, it creates a much safer environment in the classroom.
The circle itself is used masterfully in the video. The class embraced it to the point where one of the students says that more learning should be interactive like the circle because it is helping him so much in this circumstance.

This is a process that I could implement in my classroom either when I have finished a lesson rather early or that I can plan in once a week, probably on a Friday so it sticks with them over the weekend. Though it may sacrifice class time that may be used to further curriculum, the value of having your students buy in will allow them to learn better when you do teach curriculum so therefore it would be worth it to use this activity with some regularity as a building exercise, and as a way to introduce each other at the beginning of the year.

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The closing ceremony is what stood out to me the most while watching this video.  Throughout the video, I was very impressed with how open and honest these students could be about themselves.  They all showed a great amount of courage being able to open up in such a way.  But the last piece of the video, when they picked a name out of the basket and said what they appreciated about that person was the part that grabbed me.  The look on the student’s face who was receiving the appreciation was incredible.  To end a circle session on such a supportive note definitely gives that student a boost heading into the school day.

We have thirty minutes of homeroom to start each day at the school in which I work.  This could be implemented in the last ten or fifteen minutes of the homeroom period once the students have settled in and prepared themselves for the day.  I think the impact would be immensely positive, although perhaps not at first.  I was very impressed with the students in the video and their ability and willingness to express themselves.  Such an environment might take some time to cultivate, but I see it ultimately being a great peace building exercise.

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1. After watching the video, and self-reflecting on the description of informal non-sequential classroom circles as described in Chapter 4, I was particularly impressed by the extremely organized and internalized aspect of such restorative practice. It appears almost as a routine exercice that students not only have mastered by ninth grade, but also have come to see as a definite and distinctive element of classroom experience. It starts with an opening ceremony and the lightening of a candle as a major symbolic aperture. It is clearly centered around community building and shared values among students. The ice breaker help to ensure that all students can have a way to express themselves in their own way, but following a predetermined prompt. The routine practice of the circle ends with a closing ceremony that allows for important shoot outs and and praises, determined through a random drawing of names. It certainly plays a vital role in strengthening the friendship and support system amongst students who may be facing difficult socio-economical and socio-emotional challenges. The words of Kaliyah, the 9th grade co-facilitator of the circle, are extremely powerful and sums up astonishingly what it represents for participating students: "circles create a space where people can talk about their feelings and how they do at home". The circle is ultimately a safe space where students can express their true feelings about themselves and others as well as mentioning events happening outside the classroom setting but have a profound impact on classroom environment.
2. I have never personally incorporated such a practice in my classroom but I have participated in circles organized by other teachers.Interestingly, it could be noted that reproducing the circle practice amongst teachers could be very beneficial to the entire faculty as a collaborative team. My lack of personal experience and proficiency with such restorative practice would make me feel a bit nervous about time management and students management in the implementation of the process at the beginning. Students might not feel comfortable expressing their feelings to others, or might not possess already the required self-control mechanisms to prevent negative emotions taking over too strongly. But, as I have witnessed it myself, with time, students learn how to appropriately use the space open to them to exchange with and support each other.

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While watching this video, the thing that stood out the most to me was how successful the circle was in the school where the students were extremely tough.  When you have a school that consists of students with a variety of backgrounds and upbringings, you are not likely to see a successful or functioning expression of feelings.  The manner in which the students conducted the circle and provide emotional support for one another was impressive to say the least, and it was just awesome to watch students trust each other enough to share their feelings and be open to other people’s opinions on their feelings.

I can use this in my classroom by making sure, as the teacher, the proper tone is set for the circle.  A circle is meaningless if students are not willing to share their true feelings and be open to honesty, and it is on me as the teacher to help my students understand that.  These circles which I would use would help the class grow closer together as a unit as well as help each individual student in the class grow as well. In doing so, would result in the classroom being a more safe and positive environment for students to learn.

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Watching the video “Restorative Justice in Oakland Schools: Tier one. Community Building Circle” was truly inspiring. Something that stood out to me from the video was hearing the teacher share her own personal struggles with her students. She mentions that in order for them to open up, she needs to also be open about her life. This is an admiring act on her part, which speaks about how great of a teacher she is. She is not only teaching these kids life lessons, but she is also teaching them how to trust an adult. Unfortunately, these kids may come from broken homes or have difficult personal relationships where the adult figure is not always trustworthy. It is incredibly beneficial for them to find in their teacher a shoulder they can lean on. This makes school a positive community that students are more willing to become a part of. In addition, they are building trusting relationships with one another, serving as a guide for future social interactions with other people.

I can begin incorporating restorative circles in my classroom by having a 15-minute segment on Fridays, at the end of class, where we reflect on our week. Just like the video, I would have a different student lead the circle every week. The video states that there should be an alternating tone of happy and sad in the circle, in order to avoid creating a sad atmosphere. Therefore, I would have students come together to discuss the obstacles they encountered during the week as well as the things that made them happy or optimistic. Although the circle will be student-led, I would also like to be a part of it, so that students would be more willing to share their emotions. I think restorative circles are a great source of preventive intervention, creating positive classroom culture, and in turn strong relationships with the students.

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The video “Restorative Justice in Oakland Schools: Tier one. Community Building Circle” follows a class and its students as they partake in a community circle with an emphasis on building relationships. What stood out to me the most was how safe of an environment the circle was. At first, I imagined that students would hold back from sharing some deeply personal thoughts, however, it was evident from the video that this teacher had successfully built the circle in such a way that all students felt safe to speak their mind no matter what the subject area. The teacher was successful at this because of a variety of relationship building techniques that she implemented throughout the activity. To begin, students made opening comments and review the class values. This is an important step to ensure the effectiveness of the circle, as participants should understand that the circle is representative of a respectful and loving community. Later activities focused on asking questions to stimulate the students to reflect about what gives them hope, what is hard about growing up, what they would change about being teenager, etc. These reflective exercises allowed for students to express how they truly feel. I was moved by the fact the teacher was so engaged in the circle. She was not only a facilitator, but also was a participant. Like the students, the teacher was reflective of her own experiences and feelings, and it was obvious that her participation helped create an environment that made students feel comfortable sharing as well. An important detail I noticed about the circle is that the tone cycled from fun and laughs, to serious and reflective. This constant change in tone ensured that the circle never became too dark yet was reflective enough to be taken seriously. My favorite part of the video was the closing remarks, when students built up relationships with one in another by stating reasons for appreciating each other. I thought this was important because it provided further assurance that each member in the circle can count on each other.

I think it is very important to incorporate restorative practices, and in particular, establish a building circle in my classroom. I believe that by incorporating a time period to consistently meet as a community and reflect, it will help the students trust each other which could positively impact their academic, social, and emotional states. Also, as the teacher, I think such circles could provide me opportunities to better connect with the students. This would help the students feel comfortable trusting me with their dilemmas and would put me in a better position to be able to help them. I plan on incorporating some of the teacher’s activities where the students share reasons they appreciate other students. This activity could have a tremendous impact on classroom climate by instilling feelings of love, respect, and hope into the classroom.

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I found this video to be very interesting. My biggest take away from the video was how much the students were able to feel comfortable and open up in the classroom discussion due to being in a circle. They discussed their thoughts, never feeling shy or ashamed of what they wanted to share. Another takeaway was the levels of student’s participation. Which was amazing. Being in a circle made the students feel like a community. I also liked how much the teacher shared with her students, which the students seemed to respect a lot. I know being a teenager is difficult at times teens sometimes don’t know how to express their feelings without aggression and or anger. However, in this video the students were able to share their thoughts and feelings positively, while supporting each other as well.

I would incorporate this in my practice by starting the class with a small icebreaker. A great icebreaker that I have used in the past is, have a roll of toilet paper and tell the students ‘”take as much as u think you will need”, after all the students take as much toilet paper that they think they will need. Tell them now to count how many sheets of toilet paper you have. For every sheet say something about yourself. This is a fun ice breaker that I have noticed many teens like. This breaks the ice for the first day of class and it’s also away for the students and the teacher to learn more about the student.

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What stood out to me mostly was when the teacher expressed her gratitude on how open and expressive the students were as teenagers, when the biggest thing teenagers do is hide emotionally. I would be interested to know how she built their confidence enough in order for them to feel comfortable in their vulnerability.
I would incorporate this in my classroom possibly in the middle of the week as a 10 minute warm up (depending on class size). I would ask the kids to bring something important to them to share, or speak on a topic thats important to them. My hope would be the strengthening of the class community and a greater bond being established so that students see how much our interest and passions as human beings overlap.

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The video was very interesting to watch and I enjoyed it a lot.  Something that stood out to me the most while watching the video is the participation of the students and their willingness to help one another.  I believe that the students felt empowered by one another and rejoicing the “circle of life” by feeding off of each other’s positivity.  Each and every student discussed why they think being a teenager is difficult and shared light of the positivity they found within the group.  It is clear that the impact of the circle has really made a difference to all of the participants in the video.  This is certainly a positive activity that more educators should implement into their instruction in order for students to understand where their classmates come from.

I would very much want to incorporate this positive activity into my own classroom. Firstly, I would incorporate it in September where students are getting to know their peers and a way to open up to one another to build new friendships.  This can be an on-going activity that I can implement throughout the year for students to communicate and respect their classmates. I believe this impact would greatly effect the students because it is something different and it doesn’t rely on CCLS or the content.  This positive activity encourages all students to be accepting and understanding of the diversity of the classroom.

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What I found most interesting in the video was the level of comfort the students had with one another inside the circle. They share their stories, their emotions, they are open with one another. By the teacher talking deeply about something personal about her, It gives the students a chance to open up to someone. In the video, Kiare, one of the 9th graders, states before the circle she used to not care about school; she was the class clown and didn't really care when she got a call home. After Kiare started attending the circle, she treats people better as she sees them for who they are and how they feel when they are mistreated.

I would incorporate this practice into the classroom in a way to connect with my students. Like the teacher in the video, she opened up herself so her students can see that she is like them. By opening herself up, the students would be more inclined to let her in and they themselves feel more at ease with the teacher. They would get that sense of familiarity with their fellow classmates and incorporate themselves more in the classroom.

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In the video "Restorative Justice In Oakland Schools." 9th graders were able to talk to each other in a circle. I found this to be a really great tool for many different reasons. Everyone has a role and the students are very respectful to each other. I noticed that the students were able to express themselves freely, and no one judged them. The students were able to talk about teenage issues they are all going through. One major thing I noticed was the respect they all had for each other when they were talking. I would think a practice like this would take sometime to teach students. But the system seems to work pretty well.  

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In the video "Restorative Justice In Oakland Schools." 9th graders were able to talk to each other in a circle. I found this to be a really great tool for many different reasons. Everyone has a role and the students are very respectful to each other. I noticed that the students were able to express themselves freely, and no one judged them. The students were able to talk about teenage issues they are all going through. One major thing I noticed was the respect they all had for each other when they were talking. I would think a practice like this would take sometime to teach students. But the system seems to work pretty well.  

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I would like to incorporate this in my practice, by starting off with some thing small. Like an Ice breaker activity. So that I can use this activity to get more of a classroom culture. I believe circles are a great way to create a positive learning environment especially for 9th graders.

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While watching “Restorative Justice in Oakland Schools:Tier One. Community Building Circle” I was touched that when invited students will open up. As a teenager many people feel alone and as though people do not understand what they are going through. I got the impression that these students had really developed an understanding of one another and felt comfort in their community. At the end when they passed around the basket and had to say something they love about their classmates showed how much they really pay attention to each other and how much they care about their community. They commented on one-another’s best qualities and commended them for overcoming obstacles. It is amazing how much compassion circulated in that discussion. I love that this is not just an opportunity for the students to relate to one another but for the teacher to also make an impression and connect. Showing students that it is ok to be vulnerable and to let people in.

In my own classroom I am so excited to implement this practice. Since its first mention in prior readings I have been trying to think of ways to use this method of community building and seeing it in action was inspiring. When implementing this in my classroom I think I would like to begin and end the week with a community circle. For the first couple of weeks I may take the reins as far as facilitating the discussion, but once I feel like my students have found their voice and have developed their comfort opening up, I would love to pass that responsibility onto my students. Each week allowing a different student or pair of students to lead and guide the discussion. I think allowing students to bring forth their own ideas and topics will be helpful for me to know what is important to them and to watch them grow as leaders and as a community.

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Something that stood out to me the most in the videos was when they were talking about what they love and hate about being a teenager. Now that I am an adult I can reflect on how horrible being a teenager was, I was always angry and it seemed like for no reason. For these kids to be so self-reflective and open to each other is something so refreshing to see. The closing ceremony where they say one thing nice about each other is also amazing because it is sometimes hard for people to give AND receive a complement but they do it and it builds up their community and appreciation for each other.

I would incorporate the same practice as the teacher in the video where she made herself the model they needed to see. She was open with her students and vulnerable which allowed them to be vulnerable too. Working with 1st graders it is easy to build those relationships because they want to love you however the older they get the more you have to earn their love and that is something I am not familiar with. I hope to learn how to build those relationships when I transition to teaching older students and I hope we can build a community as open as the one in this video.

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I really enjoyed watching the video about community circles at the Oakland school. The way the students shared their feelings and created a community is very inspiring. I was impressed by Kaliya, the student who organizes the circles. I love how she spoke about what the community building circles mean to her and the other students. They are able to create a space where they can really listen to each other and feel supported. The very personal stories they were sharing stood out to me, and this shows how community building circles create a safe space where students learn to have empathy for their fellow classmates. This activity builds a strong community of students and teachers who feel like their voices are heard and people really care about them as individuals.

At my school, we have a period called “advisory” three days a week, where students break into groups of 15 with one teacher. I think it has been a great way to build a smaller community in our school, but I don’t think we have given our students enough opportunities to really share deeper feelings and ideas. I appreciate how the teacher said that she starts off by sharing deeply herself. This coming year, I would like to make my advisory into more of a community building circle, where students feel more comfortable talking about deeper issues.

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I found the video about the restorative justice community building circles in a MetWest high school 9 th grade classroom to be incredibly moving and inspirational. What really stood out for me was how vested and engaged all the students seem to be in the circle process and rituals, as well as how comfortable they seemed to be sharing personal experiences with each other. It seemed like they really valued being a part of their community in that moment. I was most impressed by Kaliyah, The student co facilitator, who came across as very wise, mature and empowered by her role as a student co facilitator. I currently run a 7th and 8 th grade advisory where we use community building circles on a weekly basis. Our circles are teacher facilitated and follow a specific restorative practices curriculum. Each week has a specific theme and community building exercises which are geared towards building interpersonal relationships and conflict resolution. Most of the kids hate advisory and find the exercises as dictated by our curriculum as pointless and boring. It’s like pulling teeth to get them to participate. What I would love to do next year if it was allowed, would be to have student facilitators help run the meetings with me each week. Instead of following the scripted curriculum every week, have a student suggested, but teacher approved topic of discussion every other week. I think we if start making the students an integral part of running the circles and having a say about what feels important to them to want to share, we may get them to start seeing the value of advisory, and be more open to participating in the required curriculum. I am definitely going to borrow the name basket and everyone giving out an appreciation to close out the circle at the end of class.

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After watching today's, answer the following questions:
1. What stood out to you the most while watching the video?

2. How might you incorporate a practice like this in your own classroom? What impact do you think it would have?

**Respond to at least two of your colleagues!**

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I found the video very inspiring, and insightful. What stood out to me the most was all the students were so emotionally involved in the exercise. All of these students come from different paths, and backgrounds but came together and were able to share their own experiences. I especially enjoyed how the young girl who said she was a class clown became so involved in a school oriented activity. It was nice to see she was owning up to her faults, but was still willing to work on them, and give this her all.

I would love to incorporate this in a classroom in the beginning and end of the year. In September students can write down what they want to share with one another, for their classmates to get to know them. Then, at the end of the year we revisit the activity, and we can see how their personalities changed, or what life impacts occurred, but you can also see the amount of personal information you were willing to share in September compared to the information you're sharing in June. This will allow students to be honest with one another, and build friendships with some people they may have never interacted with if this activity was not facilitated.

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What stood out to me the most while watching this video was success of the circle within a school where the students have rough backgrounds. It is not common for a school with students with such diverse backgrounds to be able to express their feelings. I was impressed by the way the students ran the circle and were able to support their peers. The students were able to feel comfortable to express their feeling and their peers were able to give feedback. I think it is important for students to have a support system.

I can incorporate this in my classroom by as the teacher said "share something deep" let the students know that you are being honest and trusting of them. It is important for the teacher to set the tone of the circle in the beginning. One of the students said "teenagers should have mentors" these circles is a great way for teachers to mentor their students. I feel the impact it would have on students is that students would feel more connected to their peers. The school environment would be more positive and safe. In addition, the students talk about what it is like to be a teenager and what schools can do to help. This is a great way for teachers to be able to understand what students want in their school system and how teachers can help them.

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What stood out to me most when watching this video was the students’ enthusiastic participation in the circle.  It was obvious that they had experience with circles and viewed them as a positive activity.  The way they were able to connect and be vulnerable with each other was really beautiful.  I appreciated how the teacher said that she models how to share deeply within a circle in order to encourage students to share more deeply as well.

In my classroom we use circles on a weekly basis.  My students really enjoy them for the same reasons that these students do.  It’s a chance for them to connect with each other and talk about things that are important to them.  This video prompted me to reflect on my own practice with circles and there are a few things I’d like to incorporate this coming year.  I like the idea of having an icebreaker before beginning the circle.  I think this will loosen up some of my shyer students and encourage their participation.  I also love the idea of students facilitating the circle.  This year, my co-teacher and I facilitated the circles but I think that towards the middle and end of the year there were several students that would have been capable of facilitating.  I want to push my students and help them develop their leadership skills, this is one way I could do that.

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1. Circle really make a big difference in the classroom, and not just for the teacher, but also for the students. One student, Kaliyah, mentions that most of the time, students are just focused on the work and stress from home, but circles "let us focus on each other" and "create a space where we can talk". Honestly, I didn't put much stock into circles since it's hard to get work done in that way,  but after watching the video, it's clear that it allows a more communicative environment for students.

2. Giving students the ability to open up about what's going on in their lives and how they are feeling. Some schools have even incorporated talking circles into discipline measures instead of punishment. Maybe this is something I can include in my classroom. Weekly have a talking circle that gives the students the ability to talk about problems, issues, concerns, or even positive things that they are experiencing. I think this would give the students a positive and real world connection that is positive and constructive. They are excited and proud to be a part of something that takes their thoughts seriously.