The Picture of a Class without the Learning Circle

Before commencing on the new module on ‘motion’, the physics aspect of the science

subject, a period and a half was used to review the mid-term examinations. The transmission method was used; students sat in rows and the class was not participatory. The teacher was the only one talking, writing on the board, asking if the students had questions. There were none and many students were engaged in other things. Some asked permission to go out, either for a snack or to use the washroom. Others were talking, playing with phones, and a few were looking at the board. When he turned back and saw those students playing with their phones then made a

comment: “I know the exercise looked a little boring but it is necessary for you to note” and told me also after the class he said that it was boring (FN. p. 25, 26). He was so exhausted with doing all the talking. I was thinking he could have used the circle to engage the students, maybe I would have told him to divide the students to smaller group for the revision then ask them to come up with unresolved questions for general class discussion but I was a bit careful not to be too forward. The transmissive method of teaching is neither the best for the teacher or for the students. He later gave permission for discussion and they were glad to do so. The discussion made a lot of difference, breaking the long silence of the student. This was instructive that teachers need to be sensitive to the needs of the students and try other ways of teaching that will keep the students engaged.

We eventually had the meeting that Mr. Patrick called for after the first class of introduction of the LC. At the meeting we deliberated on how our different missions as intern and researcher could be incorporated into the teaching of the new module on motion starting in the next class. Since we were all aware of the topic beforehand, he asked for our plans. We both had different plans, Stanley wanted to learn the methodology for teaching the curriculum and I wanted see how a LC would affect a classroom teacher and students. I showed them my plan, which was to open the class with a check-in focusing on significant figure. I ask them to pick a figure (1-10) that best describes their preparedness for the class. Then I cross-check the answers they have provided on the worksheet which they already have on the topic as a way of checking their understanding. However, Mr. Patrick said: “Based on their inability to answer the question I asked them in the previous class, it is better to teach them the basics before such cross-checking can work” (FN. p. 32). I agreed with his opinion and we moved on to Stanley who said he would continue from where he stopped on the topic in the last class and Mr. Patrick told him: “There is

a need for you to show some examples as explanation for the basics before starting the worksheet” (FN. p. 32). Stanley later told us he will also introduce certain games (grouping) for

Physics calculation on the worksheet and I suggested that a circle can be used for an activity on distance and time, as a check-in/out. The planning was enlightening as we were able to learn from one another what will work for the class. Although physics is not my area of expertise, I am convinced that it can be used for introducing the topic, follow up, feedback, and review. It was difficult to convince them. I know that a circle can be used for physics calculations but they have their preferences. I am still exploring, I will watch for other opportunity to still use the LC for calculations- Physics and Mathematics. It is all a matter of knowledge and skill.

Despite the concrete plans made to continue to integrate the LC for the new topic, motion (the physics aspect of the science), not much could be done because this was not my area of expertise, so I became an observer, patiently watching for an opportunity to intervene while thinking of how to discuss with experts in the field for advice. During this period the preferred methods were mainly transmission and demonstration with an occasional check-in/up. I observed gender imbalance in the use of fun and the demonstration method. Mr. Patrick usually makes use of males more than females, disadvantaging the girls. I think this should have been a thing of concern that should have made him try a pedagogy that is gender friendly. There is something special about the circle in a LC. It can easily complement other methodologies with the use of the framework question for reflection to accommodate the sharing real life examples to support curriculum content. There was such a scenario within the circle arrangement when Mr. Patrick asked a male student to step forward a in certain direction during the discussion on scalar and vector, and others were asked how they would locate the young/boy. This brought many suggestions from the students because it was a real life example. After this, another male student

was asked to smell his sock in order to explain the difference between qualitative and quantitative. That class was the liveliest class that I experienced because the students’ opinion

was invited and it was really engaging, with different ideas relating to their context apart from those in the textbook emerging. Also, I observed a change in the classroom atmosphere. As more students participated, there was active listening and the level of interaction between the teacher and the students increased. Although the teacher did not see all that took place as a LC, I called it circle demonstration activity, or an energizer in the language of the restorative justice circle, because it took place in the circle. It would have taken the same format if the teacher had addressed it as a LC because the class would have been more organized to give all chance instead the of few that actively participated. This way, the teacher was working with students by involving them in the demonstration to get them talking and it worked like magic. I made a comment on this experience and I noted the response that I got from the science teacher, Mr. Patrick.

Me: It made it to be real, describing qualitative and quantitative, with that experience, they should be able to remember without memorizing, I love it.

Teacher: Yeah, making it real, “like that wasn't a physical circle, but I think it had the spirit.”

The spirit of the circle in a traditional setting where the demonstration took place was insightful. The spirit of the circle indeed, that reminds me of Black Eld’s quote cited in Chapter 1. There is a power that connects in the circle. The circle sitting arrangement has its impact in a traditional classroom. I think this is evidence that the LC can be used for any part of the curriculum; it is a matter of skill and experience.