One of the main challenges groups face when working in a classroom or workplace are misunderstandings and misinterpretations or values, needs and expectations. How a person defines “respect” can be radically different from what can lead to unmet expectations and conflicts. For this reason, community agreements and value exploration circles are such an important tool for your classroom or team. These circles take a deep look at what your group is trying to accomplish, what you have brought together to work on or consider certain values and needs that exist in the group. Participants can then share what they need from each other or explore how to define specific values and needs in the context of what your team or students are doing together. This process of building empathy clarifies misunderstandings and creates a foundation that helps people reach agreements on needs or identify specific needs and values that may need to be addressed in more depth with future circular practices. During this training, you will learn how to design an online community agreement and evaluate exploration circles by obtaining a framework and examples of activities that simplify the planning and direction process. This training will also provide more specific problem-solving strategies to facilitate these online practices. You`ll find examples of community agreement circles and resources to design a variety of you to meet your classroom or employment needs. Go through the steps of the circle project to design your own agreement or value exploration circle using our new relationship building design guide for online circles and keeping them for all your future circles! For more advanced students, the teacher may request an oral or written summary of the discussions. The teacher reads the first statement and gives students a few moments of reflection and decision whether or not they agree with the testimony. Cracks between teams caused by differences in culture, values, beliefs and work styles Option 2: The teacher opens spaces of temporal break with the duration of time, which depends on the level of performance of the students, and sends several students to each space for a brief exchange or discussion.
Students may or may not end up with group members who have chosen the same position as them. This allows students to share and hear different perspectives. For lower-level students, the teacher can provide sentence starters, question launchers, or answer launchers for students. The teacher can also provide grids for students to note the opinions of others that are accepted and disagree. Students who agree or strongly agree move within the circle, while those who disagree or strongly oppose it stop in the original circle. The teacher prepares a number of statements on the subject to be treated. Statements should allow students to approve or not approve of the ideas presented. Students who were moving within the circle (indicating that they agreed with the testimony) turn around and face their colleagues who stayed in the initial circle (accusing that they disagreed with the testimony) and then form mixed groups, small groups with some students who agree and some who disagree. . . .