Object Sharing Circle

1. Explain the purpose of the activity. The activity is to help give everyone (students and the teacher) insight into everyone’s individual identities and interests.
2. Give instructions. The activity will begin with a sharing circle, where each student presents their object and explains why it is significant.  Afterwards, there will be a scavenger hunt.  Students should pay close attention so they can complete the scavenger hunt once the sharing circle is over. Don’t distribute the scavenger hunt checklist before the sharing circle or students will likely be distracted from what their classmates are saying and sharing.
3. Give students a few minutes to prepare. This will allow them to collect their thoughts, plan what they might say, and, for those who forgot to prepare for the activity, this will give them time to figure out what they might be able to share. If students forget to bring an object or are far from home and objects with sentimental value, tell them they may share images on their phone or something they are wearing or have in their bag.
4. Invite students to sit in a circle and explain how and why you are leading a circle. Here are some points you may wish to make:
   • The shape of a circle allows eye contact between all participants, promoting active listening and a more supportive environment for sharing.
   • The circle is a shape with no hierarchy: every voice is equally important; every voice is needed to complete the circle.
   • Every member of the circle is equidistant from the center, so there is a sense of equal footing.
   • The sharing circle is also a means of decolonizing pedagogy since it is based on the Indigenous practice of the sacred sharing circle.
   • No harmful comments or asides will be tolerated. We are all here to listen and begin to build connections in the classroom community.
   • The teacher will monitor the amount of time each student speaks to keep momentum and not let any student monopolize.
5. Model the activity. The professor should begin the object sharing exercise by showing the object they brought and explaining its significance.
6. Invite students to share their names, objects, and object-related stories.
7. Distribute the scavenger hunt checklist and invite students to complete the activity by moving around the room and finding students whose object meets the various criteria of the checklist.
8. Reward students with either bonus marks or small prizes as motivation to complete the scavenger hunt checklist quickly.

The main goal of the assignment is to connect with students, and that can’t happen if students don’t feel safe or comfortable. It is important to be transparent about expectations and specify that there is no obligation to share anything personal and that there will be no repercussions if they opt to say very little. Again, remind students that this exercise is simply to allow them to share whatever they wish to about themselves and to start connecting the class as a community.

Make sure you engage with each students’ object in a personal and kind manner. Again, be careful not to cross boundaries, but do make it clear that each student feels heard and valued.  Here are some examples of professor comments:  

• “Thank you for sharing that story, Charlie; I can understand why this object holds such meaning for you.” 
• “I absolutely relate to what you said, Ahmed; I feel the same way about soccer.” 
• “How great that you are engaged in outdoor activities and nature studies, Margo; I bet you will find some lessons in the course really connect with your outside interests.”   

• Using Circle Practice in the Classroom by Edutopia
• Talking Circle Fact Sheet by Learn Alberta – Talking Together