Circle of Courage
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Descriptions, definitions, synonyms, organizer terms, types of
The Circle of Courage method of classroom management is based on the Native American child-rearing practices that emphasizes the importance of youth education and development. It is presented in the form of the medicine wheel which has four parts: north, south, east, and west. The number four is sacred to the culture because Native Americans see a person as standing in the middle of a circle with four directions from which to choose. The model, Circle of Courage, was coined by Larry Brendtro, Martin Brokenleg, and Steve Van Bockern and takes these beliefs and practices and make note of how it fits into the four categories of self-esteem defined by child psychologist Stanley Coopersmith: significance, competence, power, and virtue. The combination of these four components of Native American child-rearing into a model for classroom management has Brendtro, Brokenleg, and Bockern regarding the Circle of Courage as “perhaps the most effective system of Positive Discipline ever developed." (1990, p.35).
The first part addressed in the Circle of Courage is the Spirit of Belonging. Within Native American culture it is considered the job of all adults, not just the parents, to teach the younger generation and create a sense of community. It is seen that, within this one large community, that “the ultimate test of kinship was behavior…you belonged if you acted like you belonged�? (Brendtro et al., 1990, p. 37).
The Spirit of Mastery is a belief that a child must feel competent in what they are asked in order to feel the motivation (see SKEP Motivation) to achieve anything further. This competency focuses on four levels: physical, cognitive, social, and spiritually (Brendtro et al., 1990, p. 39). Some of the first competencies developed by children are self control and self restraint when in the company of adults since wisdom is gained through listening to and observing elders. To achieve mastery it is also important to acknowledge achievement of others and accept praise without developing an air of arrogance.
The Spirit of Independence is considered finding the delicate balance between a child being pushed into independence too soon and depriving a child of autonomy for too long. Native American culture sees danger in both of the extremes and so finding the middle is vital to developmental practices (Brendtro et al., 1990, p. 41).
Finally, the Spirit of Generosity incorporates the idea that children begin at early age learning about giving to others with stories from elders that present it as the highest level of integrity. This comes from a view that things are less important than people and so if giving to someone helps the person, then it was well worth the loss of the material good (Brendtro et al., 1990, p. 44).
Application in classrooms and similar settings
Within the classroom, the Circle of Courage is used by schools to create an atmosphere that puts students’ needs first. Reclaiming Youth at Risk (1990) claims that behavior problems stem from a broken circle, which means that one or more of the four components have not been appropriately met. It says that without allowing for feelings of belonging, mastery, independence, and generosity, teachers are not allowing the students to have courage, but, instead are causing discouragement. It states that, “Discouraged children show their conflict and despair in obvious ways, or they disguise their real feelings with acts of pseudo-courage�? (p. 46). A healthy classroom cannot exist when the circle is broken, so it is vital to bring all four aspects into the classroom.
Bringing the Spirit of Belonging into the classroom replaces the need for “artificial belongings�? that, according to Dr. Karl Menninger, are sought after due to the lack of community in schools and the surrounding neighborhoods. Thus, the sense of true belonging that is created by the Circle of Courage can restore this community inside the classroom, which helps avoid behavior problems since “living and loving other human beings who return that love is the most strengthening and salubrious emotional experience in the world�? (p. 38). So each student feels like they belong and are welcomed within the classroom which diffuses behavior problems from students looking for negative ways to fulfill this need.
When teachers acknowledge and fill the students’ need for the Spirit of Mastery, Brendtro, Brokenleg and Bockern (1990) feel that the students’ drive to succeed will flourish because of increased intrinsic motivation (see SKEP Motivation). Also, emphasizing the importance of acknowledging others success and taking praise without arrogance helps students see that it is good to succeed as well as good to ask from help from those that can aid them in succeeding.
The Spirit of Independence within the classroom is an especially important one, as not allowing a student independence when they are ready for it can lead to a lack of intrinsic motivation and control which leads into them searching for their own methods of control through substance abuse and Street gangs (Brendtro et al., 1990). On the other hand, children who are rushed into independence before they are ready, as some feel white culture does, do not realize the importance of listening to and respecting elders in the community for their wisdom and advice. Instead, children feel like they can do it all on their own which leaves teachers in the classroom dealing with issues of disrespect and refusal to comply with school rules. Thus, Brendtro, Brokenleg and Bockern (1990) believe bringing the Spirit of Independence into the classroom brings the balance of students’ autonomy and dependence to have a healthy Classroom Climate of student confidence without rebellion or Aggression.
Creating an environment that follows the beliefs of the Spirit of Generosity, according to Brendtro, Brokenleg, and Bockern (1990), creates caring and empathic students which lowers discipline problems due to selfish and antisocial behaviors. Within American schools there has been a move to try and incorporate more community service into the educational program. Researchers such as Brendtro, Ness, Elkund, and Hans Selye have found results that giving to the community has been shown to increase self-worth, self-esteem, and help students cope with their own problems (Brendtro et al., 1990, p. 45).
There are several examples of schools that currently employ this philosophy of classroom management. One such school is Calgary Board of Education’s Alternative High School, which serves 152 students and uses the Circle of Courage framework to fulfill the schools mission to “create a caring community providing academic and personal support�? (Calgary Board of Education, 2005). Orchard Elementary School in Vermont also uses the Circle of Courage as the framework for their guidance program to help students solve problems and find direction. Outside of the school systems, Cunningham Children’s Home in Urbana, IL also employs the model of the Circle of Courage because they feel that it helps them meet the “Kid’s Needs First�? philosophy they find ideal (Cunningham Children’s Home, n.d.).
Evidence of effectiveness
There is not much information dealing with the effectiveness of the Circle of Courage model and it does not appear that there have been any notable studies on its use in the classroom. What little information there is, however, has shown it to be effective in helping students make healthy choices. In 2001 a survey was given to Vermont students in grades 8-12 and it showed that the more students reported the feelings of belonging, mastery, independence, and generosity, the less likely the were to participate in risk behaviors such as smoking, fighting, and drinking. It was also shown that healthy behaviors such as wearing a helmet, exercising, and wearing a seat belt increased (Assets in Action, 2001). To see the survey given, click here.
Critics and their rationale
No documented critcism could be found at this point.
Alternative explanations due to Diversity considerations
The way in which certain components, especially independence, are brought into the classroom may need to vary depending on the array of different cultures in the classroom. In some cultures the elders are the focus of the community, not the children, as in this philosophy. Thus, students may not agree with the amount of independence granted in the classroom or may not be able to adjust to it.
Signed "life experiences", testimonies and stories
This method sounds very much like a method (perhaps the same one) that I heard about that was used at Cunningham Children's Home in Urbana, IL. A woman from their staff came and spoke at our church during the sermon one Sunday (our church gives support to Cunningham). The woman referred to the wholistic approach the Home takes with the kids (up to age 18). This wholistic approach was represented as a circle, and took into account the whole child, not just academic, or physical, or mental. It also included a spiritual element. The ultimate goal was healing for the child. The children who come to the home have been tossed around in the foster care system, and this is their last chance. During her presentation, the presenter told the story of a teen who was found as a baby in a dumpster. He was talking with her about this one day, and the circle seemed to give him some hope, if I am remembering the story correctly. -Elaine
Through a literature class, I read "Touching Spirit Bear" by Ben Mikaelsen. This is a story of a troubled teen that is taken to a deserted island and left alone with assignments to complete on a daily basis. It was developed through a 'Circle of Courage' program. A very powerful book. --Merna Youngblood
We have a program at my school called C.H.A.T. - Classroom Harmony Achieved Today. This program is designed to teach character development and conflict resolution. When an incident happens in the classroom where there is a conflict, a C.H.A.T. circle allows the participants to talk about the incident, identify solutions and make amends. I have had several chat sessions in my classroom that has allowed for the classroom community to make decisions based on the best interests of everyone involved. This program allows students to establish caring relationships for one another and put feelings first. - Marcy Flessner
Please share your experiences with this method here!
References and other links of interest
References:
Assets in Action. (2001). Retrieved November 21, 2005 from http://www.ahs.state.vt.us/connections/assetsinaction.cfm
Brendtro, L. K., Brokenleg, M., Bockern, S. V. (1990). Reclaiming youth at risk: Our hope for the future. Bloomington, IN: National Educational Service.
Calgary Board of Education. (2005). Calagary board of education - Schools and areas. Retrieved November 30, 2005 from http://www.cbe.ab.ca/schools/view.asp?id=133.
Circle of courage. (2003). Retrieved November 20, 2005 from http://orchard.sbschools.net/guidance/circleofcourage.htm.
Cunningham Children's Home. (n.d.). Circle of courage. Retrieved November 20, 2005 from http://www.cunninghamhome.org/about/circle.htm.
Links of Interest:
Outdoor Theraputic Activites Based on the Circle of Courage model
