what identify the cause of conflict in the class write down four ways of resolving that conflict
Answers
Answer:
We’ve outlined four effective conflict resolutions for the classroom. Try one (or all) of these strategies to see what works best. But first, something to note about conflict.
A big conflict can begin small
A paper co-authored by Donna Crawford, Director of the National Center for Conflict Resolution Education (NCCRE) and Richard Bodine, NCCRE’s Training Director, details some interesting research about how conflict begins—and that the largest number of conflicts that result in violence often start as relatively minor incidences.
Actions like a student using another student’s property without permission or unprovoked contact, for example, can actually lead to major conflict. This indicates that few initial contacts are predatory, but conflict escalates rapidly.
Their report also followed with the fact that most incidents occurred at home or at school, and the majority occurred between individuals who knew each other.
Finally, Crawford and Bodine elaborate on the premise that the common goal of violent acts involve retribution. What is interesting is that the research indicates violent acts are not the result of absence of values, but according to the authors, are from a value system that accepts violence. Keep this in mind as you explore the conflict resolution strategies below.
Role playing
Role playing can bring a level of levity to conflict resolution. When students are placed in opposing roles than what they may play in a real life situation, it teaches them empathy and forces them to look at actions from another point of view.
Role playing also provides insight into where the conflict started. Rather than having conflicts rise with statements like “Well, how would you like it if I did this to you?” your students can look at conflict from a more objective standpoint by acting it out.
This is a very effective method of helping your students manage conflict, and should be something to consider trying in your own classroom. Not only will your students learn how to solve whatever conflict they’re in, but they’ll learn how to be more empathetic toward others.
Tracking
As an assignment, have students observe and track various conflicts that they either witness or are involved in over a period of time. These can be tracked in a journal and written without specifically identifying other students. The identities are not as important as the activity they witness and the reaction of those involved.
Encourage students to be on the lookout for situations where conflict resolution can help. This will also set a baseline for how severe a problem may be.
At some point, students should voluntarily share their observations in their journals and discuss the positives and negatives of the involved students’ reactions. This allows students to discuss specific incidents, without “outing” offenders.
This activity can be completed multiple times over the school year, ensuring that your students are paying attention to their surroundings. This will also give you a better idea of what’s going on in your classroom and how you can help and better implement conflict resolution strategies.
Listening
Many conflicts start because of misunderstandings and miscommunication. Teaching students good listening habits can be an important tool.
Start with a classroom discussion about recent student conflicts. You are likely to hear things like “He wouldn’t listen” or “They didn’t understand what I was saying.”
This is a good opportunity to let students realize the power of listening. It also lends itself to teaching “how” to listen.
Teach them to:
Look directly at the speaker and make eye contact.
Let the speaker talk without interruption.
Ask questions.
Do not give advice or offer suggestions.
Give the speaker positive reinforcement by nodding or smiling.
Repeat what you have heard in your own words
hope it will help you
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Answer:
Being able to manage differences of opinion and conflict effectively is important for us all. This section introduces the idea of conflict as it might be experienced within:
the family in the home;
the school and the classroom;
the wider community.
We identify some causes of conflict and explore ways to manage it, as well as thinking about ways to avoid conflict in the first place.
As conflict in the class can have a negative effect on learning, you need to develop strategies to reduce conflict in the classroom and maintain an environment that is supportive of all your pupils.
1. Using pairs and groups to discuss conflict
It is possible that your pupils will come across conflict within their families. They may have had disagreements with their brothers or sisters, or arguments with their parents. They may have witnessed arguments between other members of their family, including between their mother and father, and these may also be more than just arguments and have a physical aspect to them.
They may not be involved directly, but if pupils encounter conflict within the home, it can affect their schooling in several ways. It can damage their confidence and self-esteem, stop them from concentrating on their work and make them unhappy and depressed.
It is important for you to recognise this and offer support to your pupils. It might not always be appropriate for you to get involved in a family situation but, as their teacher, there are several things you can do to help the pupil cope in the classroom.
Firstly, you can make your classroom a conflict-free environment where pupils feel secure and confident. By establishing rules of behaviour to minimise conflict, pupils will feel happy and safe.
Secondly, you can provide emotional support to those pupils who come across conflict at home. This involves you being sensitive to their feelings and making sure they are surrounded by friends.
Thirdly, you can provide pupils with the skills to avoid conflict with each other, and to negotiate and stop conflicts between others. This can be a challenging task, but it is one that will help them in later life.
Case Study 1: Discussing family conflict
Mr Okitiki in South Africa decided to discuss the issue of family conflict with his pupils. He told a story similar to the one in Resource 1: A family conflict. He asked his pupils to think about this story and identify what was the cause of the argument. He asked them to discuss, in groups, how the argument was resolved. After a few minutes, they talked about it in class. The pupils said the causes were:
the habit of lending money being a problem;
that Dad didn’t have enough money;
that Mum wouldn’t listen to him;
that they were not communicating well with each other.
They decided that the solutions were found through:
the children mediating between the parents;
Mum listening to Dad and hearing his explanations;
Dad listening to Mum and hearing her concerns;
both hearing and understanding the other point of view.
After this, Mr Okitiki organised the children into groups of three to role-play negotiating in conflict situations. He was pleased with their role plays when each group presented them over the next week. Each role play was discussed by the class, and they learned a lot about ways to resolve conflicts.