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BACKGROUND

The aim of primary school education is to meet basic learning needs as well as to protect the children’s emotional, intellectual and physical integrity and well-being; and to support children to know and realize themselves; and to become individuals who are open to learn and change; and contributing to their society, humanity and life. Based on this approach, it is necessary to create learning environment concerning on holistic development of children and to support children’s social and emotional development beside academic skills.

PROJECT GOALS

• Preparing the content of circle practices that can be implemented in preschool and primary schools, and converting them into materials that can be expanded after pilot applications in 21 teachers in Köyceğiz,
• Establishing 'In-School Collaborative Decision-Making Mechanism' and 'In-School Conflict Resolution Mechanism' in cooperation with teachers and suitable for their own schools to support the school climate and converting them into materials that can be expanded,
• Developing the 'Learning Partnership Model' based on peer learning as an alternative 'in-service training' model,
• Organizing workshops with wide participation in Muğla,
• Implementing 15-day long training called ‘Beginning Program’ on children's rights, nonviolent communication, conflict resolution and democratic schools with the participation of teachers selected from all around Turkey,
• Implementing and reporting of the project’s impact-assessment study.

PROJECT RESULTS

• Weekly circle flows were prepared on a periodic basis for preschool and primary school classroom teachers to implement the circle activities in their classes and experienced in classrooms. Applications were monitored in the classroom and feedback was collected from teachers. As a result of this work, a Circle Guide was prepared for teachers and presented to the Ministry of National Education for dissemination.
• A Community Hour Guide, a suitable version for use in online education of the Circle Guide, was created.
• In cooperation with teachers, "’In-School Collaborative Decision-Making Mechanism"’ and "’In-School Dispute Resolution Mechanism"’ suitable for their schools were documented and prepared as a part of the Circle Guide. One poster was prepared for each of the two mechanisms to facilitate its dissemination.
• Within the scope of the development of the “’Learning Partnership Model”’, 58 teachers matched with each other and experienced peer-to-peer mentoring. Worksheets and videos were prepared to make the application widespread.
• With the participation of 24 new teachers, the Beginning Program was completed with the first session face-to-face and the next sessions online.
• With participating teachers, focus group discussions and individual interviews were held to prepare an impact assessment report.

“Everyone in the circle is egalitarian. We used to either address the entire class or do individual activities. As everyone sees each other, the circle requires everyone to observe others’ energy even when no one speaks. The physical structure of the circle suffices to make some contribution. It aims for and requires finding a middle ground. It means you can meet in the middle.”  An Elementary School Teacher who attended the Project Activities

“We share our feelings and thoughts in the circle. We tell what we have done at the weekend. We tell it when an event has occurred. Then, we find a solution to it. The circle has taught us to express ourselves better.”  A Student who attended the Circle Practice