For teachers: Engaging kids in group settings and circle time
Keys for planning and implementing group times so that more kids (and teachers) are able to enjoy them.
I know not all of these are possible in all classrooms! Skim for what resonates.
What to know:
All of the kids in our circle or group time are already trying as hard as they can to meet our expectations. If they are struggling, disrupting, fidgeting, running away, or calling out, it’s because something is making it hard, usually that they are overwhelmed, over-tasked, or under-supported in some way. This is good news: it means we can figure it out and address it (and make circle time better for all of us).
If 3-4 kids are struggling visibly, it’s likely 3-4 more are struggling but coping. The same things are hard, but they’re not so overwhelmed or they have better self-regulation or masking skills. Those kids are still using up energy they’ll need later.
When a significant percentage of the kids are struggling, the problem is structural, not behavioural. The whole group experience needs to change.
What to try
Keep your eye on the purpose of the gathering. Is it community building? Giving them the information of what’s going to happen that day? A literacy lesson? It can’t serve 8 purposes and have preschoolers sit through it.
Make it shorter. Ask what elements could be done outside story, in other routines. Can they note the weather on the way into class? Greet each other on the way to Circle Time? Count their classmates as they sit down?)
Picture the whole thing from a child’s point of view. What will she be DOING during each part of circle time? The goal is a variety of action verbs, not something like, “Sit still and listen, listen, watch the teacher do something on the whiteboard, listen, wait her turn, answer a question (yay!), listen, sing.”
Make sure you have what you need and are organized beforehand, so you avoid engagement-draining gaps that happen when you’re not. We have all been there, with the kids actually ready and engaged, but we’re like, “Okay, now – (rustles in the box to try to find the thing) – we are going to – where is the counter? – talk about – hang on, let me get it – (tries to jump up quickly)”, and then the pointer falls and makes a weird noise, and everything falls apart.
Slow down, but keep your energy up. Use many fewer words. Give kids lots of time to answer, or lots of time to plan their answer before you call on them. Avoid filler words, addressing other adults in the room, interrupting yourself. Say, “The name of our story is,” then (keeping your face excited) hold up the book and read the title slowly so they can join in if they know it. Not “Okay everyone, now our book today is something I know a lot of you – Jonathan stop knocking your chair – have read with your mommies and daddies.”
Present the information in several different ways. The idea is to help kids who might not learn or engage best by listening, and to have a reminder, particularly for any directions. Use visuals, gestures, props, demonstrations.
Direct your attention to the whole group and each member in it. If you are going around the circle greeting, have all the kids say the greeting with you, even as you’re focused on each one. If you have kids who need extra attention, “catch” them doing well with some eye contact or a smile or nod, even as you address the whole group. Fill your story time with small routines and accommodations for specific kids. Make sure you have a plan for that kid who always X, so the whole group isn't waiting while you manage something extraneous.
Make it participatory, and define participation individually. Make participation an expectable routine, so even the kids who might have trouble following can join in. Define success according to each child’s capacity. If a child can only sit at Music listening, but they are singing the songs and making the motions at home, that might be success. If they answer questions with gestures or pointing instead of words, amazing.
Make it active, preferably in a whole body way. Except: if getting them into their spots is a challenge every day, maybe place “everyone get up and jump wildly” activities at the end.
Consider the sensory environment. Not too loud, too hot, too visually cluttered. Make sure they can hear you, but the mic isn't making your voice difficult for kids with sound sensitivities. Make sure kids have seating that works for them, any fidgets they need, the quiet in the room to pay attention. A little stomping, a little jumping, and then a deep breath to land in their seats can help kids arrive more ready to regulate.
If you are not enjoying it, the kids won’t either. I don’t mean you have to love every minute. But if every day you think, “Ughgh, circle time” or feel like you have to approach it like you’re going into battle, it’s okay to change it so that it doesn’t drain all YOUR energy. Some of that might be helping the kids engage more, so you’re not spending all of group time managing behaviour. But some of it might be having rules or routines that you choose to add in or shelve because that’s what you need. Teaching is hard enough, and it’s far more important for you to have the energy to do the amazing work you do.