Circles
Duration
20min
Age Group
11 - 12
13 - 14
15 - 16
13 - 14
15 - 16
Objectives
Promotion of EU citizenship, EU and democratic values and human rights
Enhancement of empathy outside school (friends, family, strangers
Development of empathic behavior at school
Enhancement of empathy outside school (friends, family, strangers
Development of empathic behavior at school
Needed material
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Emotional Intelligence Areas
Self-awareness
Description
The goal of the activity is to prepare participants to discuss issues they do not have in advance prepared answers to, and begin to be aware of the “filters” operating in our head.
The activity is a presentation of society its communication and communication noise. At the same time, the questions during the activity are asked in a way that we don’t have in advance prepared answers to these questions. Participants can perceive individual prejudices that others have about a particular group of people, and those who are more sensitive
they may even feel and recognize their own prejudices that they may not have had been aware of. Facilitator of the activity has to recognize the prejudices or stereotyping that might occur during the workshop and address it immediately in order not to perpetuate them.
The traditional way on how to use this method is described below (lesson plan). If you would like to strengthen the empathy and emotional intelligence elements in the activity, we suggest to add some questions (discussion) that are connected to the happenings during the activity, the dynamics between the participants.
The activity is a presentation of society its communication and communication noise. At the same time, the questions during the activity are asked in a way that we don’t have in advance prepared answers to these questions. Participants can perceive individual prejudices that others have about a particular group of people, and those who are more sensitive
they may even feel and recognize their own prejudices that they may not have had been aware of. Facilitator of the activity has to recognize the prejudices or stereotyping that might occur during the workshop and address it immediately in order not to perpetuate them.
The traditional way on how to use this method is described below (lesson plan). If you would like to strengthen the empathy and emotional intelligence elements in the activity, we suggest to add some questions (discussion) that are connected to the happenings during the activity, the dynamics between the participants.
Lesson Plan
STEP 1
Ask participants to split into two groups. The first group should form the inner circle so that the participants show their backs to each other and the other group should stand around the first by standing opposite to the participants from the first group. If the number of participants is odd, place a “volunteer” in the middle of the inner circle (or ask to call him or herself). He or she will be a "joker" who only listens and observes what is happening.
STEP 2
Then assign the task to the inner circle, which should only actively listen and not give comments, while the outer circle talks for 2 minutes about the question you are asking.
Suggestions for questions (you may adjust them to the group):
- Did you have any experience with religion different to your own? What were your first thoughts about it? How do you see it now?
- Have you ever been a bystander to bullying? What was your first reaction? How would you react now when looking back? How would you like people to react in case you would be a victim of bullying?
- How do you feel when someone calls you Balkaner, Spaniard, Italian…? (adjust to the group)
- What role models did you have from other cultures?
- Do you feel that you need to change your behaviour when you meet a person that belongs to specific marginalized group (you may give an example of specific marginalised group but pay attention you do not discriminate anyone in the classroom). If yes, how do you change your behaviour?
STEP 3
After two minutes of speaking, ask participants from the outer circle to move
one person to the right by standing opposite the other person as before. Now they switch roles: the inner circle should speak and the outer circle should listen (and so alternately further, depending on the number of questions). Also replace the joker in the middle.
STEP 4
Discussion:
Discuss the exercise in plenary. Suggestions for discussion questions:
- How did you feel when you suddenly had to discuss the questions?
- Did the questions have anything in common?
- What was it like to just listen? And just talk? What was more difficult?
- Have you ever run out of words?
- Did you feel any filters in your head (did you feel you had to be a "PC" -
politically correct)? That you didn’t want to reveal everything to the one who listened to you?
- Ask the joker how s_he felt and how many of the individual monologues s_he heard?
- What can concentric circles experienced during the workshop illustrate?
Ask participants to split into two groups. The first group should form the inner circle so that the participants show their backs to each other and the other group should stand around the first by standing opposite to the participants from the first group. If the number of participants is odd, place a “volunteer” in the middle of the inner circle (or ask to call him or herself). He or she will be a "joker" who only listens and observes what is happening.
STEP 2
Then assign the task to the inner circle, which should only actively listen and not give comments, while the outer circle talks for 2 minutes about the question you are asking.
Suggestions for questions (you may adjust them to the group):
- Did you have any experience with religion different to your own? What were your first thoughts about it? How do you see it now?
- Have you ever been a bystander to bullying? What was your first reaction? How would you react now when looking back? How would you like people to react in case you would be a victim of bullying?
- How do you feel when someone calls you Balkaner, Spaniard, Italian…? (adjust to the group)
- What role models did you have from other cultures?
- Do you feel that you need to change your behaviour when you meet a person that belongs to specific marginalized group (you may give an example of specific marginalised group but pay attention you do not discriminate anyone in the classroom). If yes, how do you change your behaviour?
STEP 3
After two minutes of speaking, ask participants from the outer circle to move
one person to the right by standing opposite the other person as before. Now they switch roles: the inner circle should speak and the outer circle should listen (and so alternately further, depending on the number of questions). Also replace the joker in the middle.
STEP 4
Discussion:
Discuss the exercise in plenary. Suggestions for discussion questions:
- How did you feel when you suddenly had to discuss the questions?
- Did the questions have anything in common?
- What was it like to just listen? And just talk? What was more difficult?
- Have you ever run out of words?
- Did you feel any filters in your head (did you feel you had to be a "PC" -
politically correct)? That you didn’t want to reveal everything to the one who listened to you?
- Ask the joker how s_he felt and how many of the individual monologues s_he heard?
- What can concentric circles experienced during the workshop illustrate?
Assessment
The skills and competencies acquired could be assessed during the discussion (STEP 4). If there is enough time facilitator could prepare before and after questions to evaluate the skills and competences acquired.
Links for further information
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TESTING AND ASSESSMENT1. Circles.pdf