Discover how to use the classroom management tool “Circulate” effectively with scenario-based examples tailored for primary, middle, and senior years. Build positive relationships, foster engagement, and maximise student achievement through strategic movement.
Enhancing Classroom Engagement with Circulate: Scenario-Based Examples
Transcript
Hello Educators, welcome to this video.
In this video, we will be looking at a classroom management tool called Circulate. We will be exploring what it is, some examples of how the tool can be used, and how you could take it back into the classroom.
What is Circulate?
Circulate is a classroom management tool involving the act of moving strategically around the classroom. It is about being strategic and intentional in how you move and observe your classroom. When teachers circulate, students feel noticed and supported.
Moving strategically also helps break the plane of the classroom. Breaking the plane means moving past the imaginary barrier between students and teachers, stepping out to be amongst them. Doing so adds energy to your teaching and allows you to observe what your students are doing.
This classroom management tool helps build relationships with students, maximises engagement, and enhances achievement.
Examples of How to Use Circulate:
Simple Walk-By:
Walk by a student’s desk slowly enough to show that you are monitoring their work without needing to engage extensively.Brief Unspoken Interaction:
Touch a student’s desk to show you are glancing more closely at their work or use a quick non-verbal gesture such as a thumbs-up for good progress or a travelling gesture to encourage them to keep going.Basic Read:
Stop and review a student’s work, reading what they are doing and providing quick, real-time feedback.
How to Take Circulate Back to Your Classroom:
- Use this tool within the first five minutes of every class. Breaking the plane early helps build relationships with students, which is key to managing behavioural situations.
- By circulating, you can read, assess, and respond to students’ work in real time, showing genuine interest in their efforts.
- Offer dialogues like, “Try that once again” or “You haven’t shown me the third step yet” to encourage accountability.
- This approach helps set a tone of accountability and provides academic support to students.
Quick Review:
By strategically circulating and intentionally moving around the classroom, teachers can let students know they are genuinely interested in their work. This practice builds positive relationships, maximises engagement, and sets a tone of accountability in the classroom.
Thank you, Educators! Wish you the best!
How does it look in the classroom?
Primary Years (Grade 1):
During a drawing activity, you notice a child unsure about what to draw. You crouch beside them and ask, “What’s your favourite animal? Maybe start with that.” This personal attention sparks their creativity.
Primary Years (Grade 2):
During a group activity on identifying shapes, you walk to a group of students struggling to find a hexagon. You lean in and point to their worksheet, saying, “What about this shape? How many sides does it have?” Your presence encourages them to count aloud together, building understanding collaboratively.
Middle Years (Grade 6):
In a science lab, students are measuring liquid volumes. You notice a student hesitating with the pipette and pause to observe. Giving a thumbs-up, you say softly, “Great start, but double-check your measurement at eye level.” This builds confidence and ensures accuracy.
Middle Years (Grade 8):
In a history class debate preparation, you observe a group struggling with evidence. You lean in and say, “Think about what happened just before this event— does it support your argument?” This prompts deeper thinking.
Senior Years (Grade 11):
During a literature essay-writing session, you circulate to a student stuck on their thesis statement. You stop briefly, glance at their draft, and say, “This argument has potential. How can you make it connect more to the theme of identity?” This targeted feedback helps them move forward.
Senior Years (Grade 12):
While students work on a coding project, you stop by a team debugging their code. Glancing at their screen, you suggest, “Check how you’re defining that variable — it might solve the issue.” This immediate guidance boosts their problem-solving.
By tailoring your interactions to each scenario, you foster engagement, accountability, and a supportive learning environment.