Reconciling Conflict in the Classroom

Conflict appears in many guises and it is important for students to have the tools to resolve it and rise above behaviours that escalate or make a situation worse. Louisa Weinstein offers her 7 Principles of Conflict Resolution for use in the classroom.

Teacher tries to resolve conflict between two young pupils

Conflict Resolution Skills enable us to work through conflict and find solutions to it. When we teach these skills, we enable pupils to be more confident, empathetic and resilient. My book, The 7 Principles of Conflict Resolution, sets out a simple but comprehensive approach to conflict which is as effective for young people as it is for adults. This approach can be summarised as follows:

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      string(4626) "reinforce or reward bad behaviour. Thisjust makes it worse for the future.Merv: So the problem is that if you engage withdysfunctional behaviour too much, this rewardsthe disruptive learner, but sometimes that learnerjust needs more attention or understanding.When in that situation personally, I try to speakto the individuals and find out what is going onfor them. What are their issues, why are they notinterested in the topic? What would help? Couldthey teach the topic to a small group themselves?…But what if none of that works?Dom: I think we need ground rules, but also it’s theteacher’s preparation, the lesson’s activities– these are crucial for how students are goingto engage with the material.Merv: But presumably it’s also going to be the teachers’stance and control, their ‘presence’ in the class,their interactions, the rewards they offer?Dom: The reward mustn’t reinforce inappropriatebehaviour. It’s got to be more attractive thanthe pleasures of ‘messing around.’……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………76Preparing teachers for disruptive or challenging students ■■■■■Merv: That’s the intrinsic motivation of studentsenjoying class activities. Then there’s also thedeferred pleasure of achievement. Many studentsfind this difficult to visualise.Dom: You could always bring in students from otherclasses who have previously achieved on thecourse to meet your students.Merv: I always come back to the trainee teacher’s senseof self or ‘presence’ in the class.Dom: Yes, tutors have got to understand their ownbehaviour and actions.Merv: How they are or how they hold themselvesis really important. I see this as their sense ofcomfort in their own bodies and this can becrucial for generating confidence and feelings ofconnection between tutor and student. Tutors’authentic interest in students is also critical.Dom: Yes, but much of what we do is unconscious,such as driving a car or walking. These actionsare instinctive and intuitive and much of ourteaching, although planned, is also intuitive. Wemust teach our trainees to consciously reflecton their actions in order to make better choices.Awareness, for example, of the fight or flightresponse is also critical. Human beings have anintuitive response to conflict that is shared withother animals. The sympathetic nervous systemis activated by conflict. The body prepares itselffor fight or flight. A conflict situation withinthe classroom could activate this response andteacher awareness that this is a possibility leadsto better management of self and others.Merv: So again it’s the teacher’s sense of self in theclass, not only how they are, but how theyare continually interacting with their students.They have to hone their inner responses so thatthey can take disruption with equanimity as aninteractive process.77……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………ReferenceReferences: Pupil behaviour in schools in England, Department for Education. Available here: www.gov.uk/government/publications/pupil-behaviour-in-schools-in-england (Accessed 01/11/2013). ■ Coaching and mentoring: Practical methods to improve learning, Eric Parsloeand Monika Jamieson Wray. ■ Self theories: Their role in motivation, personality and development, Carol Dweck. ■ Teaching today: Apractical guide, Geoff Petty. ■ On becoming a person: A therapist’s view of psychotherapy, Carl Rogers. ■ TA today: A new introduction totransactional analysis, Ian Stewart and Vann Joines. ■ How to manage behaviour in further education, Dave Vizard. ■ Meeting the needsof disaffected students, Dave Vizard.Knowledge trails1) Manager’s Briefcase: The government’s guide to behaviour – Documents and resources to help you develop and implement your school’sbehaviour policy. library.teachingtimes.com/articles/slt345managersbriefcase.htm2) Top tips for trainee teachers: Use your body language to control the"
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Special Needs

Preparing teachers for disruptive or challenging students

16 Apr 2018

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      string(4637) "behaviour. Thisjust makes it worse for the future.Merv: So the problem is that if you engage withdysfunctional behaviour too much, this rewardsthe disruptive learner, but sometimes that learnerjust needs more attention or understanding.When in that situation personally, I try to speakto the individuals and find out what is going onfor them. What are their issues, why are they notinterested in the topic? What would help? Couldthey teach the topic to a small group themselves?…But what if none of that works?Dom: I think we need ground rules, but also it’s theteacher’s preparation, the lesson’s activities– these are crucial for how students are goingto engage with the material.Merv: But presumably it’s also going to be the teachers’stance and control, their ‘presence’ in the class,their interactions, the rewards they offer?Dom: The reward mustn’t reinforce inappropriatebehaviour. It’s got to be more attractive thanthe pleasures of ‘messing around.’……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………76Preparing teachers for disruptive or challenging students ■■■■■Merv: That’s the intrinsic motivation of studentsenjoying class activities. Then there’s also thedeferred pleasure of achievement. Many studentsfind this difficult to visualise.Dom: You could always bring in students from otherclasses who have previously achieved on thecourse to meet your students.Merv: I always come back to the trainee teacher’s senseof self or ‘presence’ in the class.Dom: Yes, tutors have got to understand their ownbehaviour and actions.Merv: How they are or how they hold themselvesis really important. I see this as their sense ofcomfort in their own bodies and this can becrucial for generating confidence and feelings ofconnection between tutor and student. Tutors’authentic interest in students is also critical.Dom: Yes, but much of what we do is unconscious,such as driving a car or walking. These actionsare instinctive and intuitive and much of ourteaching, although planned, is also intuitive. Wemust teach our trainees to consciously reflecton their actions in order to make better choices.Awareness, for example, of the fight or flightresponse is also critical. Human beings have anintuitive response to conflict that is shared withother animals. The sympathetic nervous systemis activated by conflict. The body prepares itselffor fight or flight. A conflict situation withinthe classroom could activate this response andteacher awareness that this is a possibility leadsto better management of self and others.Merv: So again it’s the teacher’s sense of self in theclass, not only how they are, but how theyare continually interacting with their students.They have to hone their inner responses so thatthey can take disruption with equanimity as aninteractive process.77……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………ReferenceReferences: Pupil behaviour in schools in England, Department for Education. Available here: www.gov.uk/government/publications/pupil-behaviour-in-schools-in-england (Accessed 01/11/2013). ■ Coaching and mentoring: Practical methods to improve learning, Eric Parsloeand Monika Jamieson Wray. ■ Self theories: Their role in motivation, personality and development, Carol Dweck. ■ Teaching today: Apractical guide, Geoff Petty. ■ On becoming a person: A therapist’s view of psychotherapy, Carl Rogers. ■ TA today: A new introduction totransactional analysis, Ian Stewart and Vann Joines. ■ How to manage behaviour in further education, Dave Vizard. ■ Meeting the needsof disaffected students, Dave Vizard.Knowledge trails1) Manager’s Briefcase: The government’s guide to behaviour – Documents and resources to help you develop and implement your school’sbehaviour policy. library.teachingtimes.com/articles/slt345managersbriefcase.htm2) Top tips for trainee teachers: Use your body language to control the classroom – Flora Milne"
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Professional Development

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9 Apr 2014

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      string(4615) "piecesAutumn/Winter200431……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………“One of the realbenefits of usingfocus group activitiesas a means ofidentifying trainingand developmentneeds is thespontaneity of theresponse ”Identifying training and development needs usinginterviews and focus groups delivers different typesof information which can be equally relevant,although the information gathered through thesemeans is often less structured and more wide-rangingthan that which is gathered in audits and surveys.The various forms of interviews are useful, but allinterviewers need to take care neither to impose theirown views on respondents, nor to record only theresponses which fit in with anyassumptions on which they havebuilt the interview process.Interviews can be:■ structured – dealing with a setof pre-defined questions whichthe interviewer asks;■ semi-structured – dealing withboth pre-defined questions andgiving the opportunity for theinterviewer to follow up issueswhich arise through supplementary questioning;■ free-ranging – where the interviewee takes thediscussion topic where he or she thinks it shouldgo. In this case the interviewer often needs towork hard to keep the discussion on track.In the CPD context, however, interviews are verycostly in terms of time. Coordinators will need tothink carefully about:■ if they can afford the time to conduct a series ofinterviews;■ how to justify the costs of such an approach;■ what value interviews add to existing appraisal,professional review or performance managementdiscussions.Focus group activities, or group investigations,may be of more interest to CPD coordinators andthey are often more cost-effective. They need to beled by a skilled interviewer who can manage thegroup activity, record findings, make sure thediscussion stays on the subject and ensure thateveryone has adequate opportunity to participate.If the interviewer has difficulty with any of theseissues, then results can be skewed.However, one of the real benefits of using focusgroup activities as a means of identifying trainingand development needs is the spontaneity of theresponse. CPD coordinators who conduct effectivefocus group activities will find out what people’scurrent concerns are and how they think they shouldbe addressed – and a whole lotmore.Training and development needsidentification themes suited tofocus group activities include thosewhich deal with the needs ofparticular groups:■ senior managers■ heads of department/faculty■ learning support assistantsor which deal with key development themes forgroups:■ identifying the communications developmentneeds of senior managers■ identifying the development needs of seniormanagers who deal with external agencies,including the press■ identifying the development needs of allmanagers to enable them to deal more effectivelywith conflict (in the classroom and amongst staff)■ identifying the development needs of allmanagers to enable them to deal with constantlyshifting priorities■ identifying the development needs of learningsupport assistants to enable them to recognisehazards which may endanger children■ identifying the development needs of learningsupport assistants to enable them to supportchildren working on practical tasks. (e.g. cooking)■■■ How to get worthwhile resultsThe task of getting worthwhile results from needsAutumn/Winter2004Identifying training and development needs in your school ■■■■■32……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………identification activities is primarily one of gettingpeople to participate in investigations. If valid resultsare to be produced from investigations, then goodresponse rates are needed. This will only happen ifparticipants believe that the investigation isworthwhile and relevant.CPD coordinators should decide at the outset whatis an acceptable response rate, consider how they aregoing to achieve those response"
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Professional Development

Identifying training and development needs in your school

1 Jan 2005

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      string(5613) "resolution.www.teachingtimes.com n Vol 1.3Inclusion/careers Every Child Journal17The Restorative Mini-ConferenceScene 1The first scene shows a pupil being thrown out of class bythe teacher. The conflict continues in the corridor outside theclassroom.Scene 2The second scene is a meeting between the mediator and theteacher following the conflict. The teacher, Frank, is sceptical –showing the importance of achieving ‘buy in’ from all partiesbefore the restorative process starts.This scene looks at the language, approaches andtechniques head teachers need to use to get teachers’support.Scene 3Once ‘Frank’ has been persuaded, the final scene focuses onthe ‘mini conference’. This is a structured and formal meetingbetween the pupil, teacher and mediator to resolve theconflict. The scene demonstrates how the conference worksand the language and techniques used.The scene also demonstrates the positive outcome of therestorative process. Where a retributive process results in annnbreak down in relationships and disruption to the class,teachers can see how the restorative method has re-unitedthe teacher and pupil, restoring their relationship andbringing harmony back into the classroom. They can see thepositive impact of this not only on morale and wellbeing,but also on classroom performance.During the scene, the audience is again invited tocomment on the events as they unfold. They can rewindthe action and test different approaches. The outcomesare acted out in front of them. The audience is continuallyshaping the story as it goes along.It is important to point out that this scenario is notdesigned to instruct teachers as to the right or wrong wayof doing something. It is largely a learning platform. It is theteachers who come up with the solutions and the correctway to do things – after all they have the experience. 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Stories enable us to passon information, learn from past events and make sense ofcomplex situations.Stories also have the power to engage with our emotions– and this emotional response can affect our how perception.This is why drama is being used to change entrenchedopinions about restorative methods.Traditional methods promote learning throughinstruction – but drama enables us to engage with a situationbeing played out in front of us.Through this interactive approach, teachers are alsoable to test their restorative skills, and can see in real timethe consequences of their actions and decisions. Becausethis process takes place in a controlled ‘lab’ environment,teachers can feel safe making mistakes.Supported with discussions and focus groups, drama canbe a useful and effective skills workshop.Outcomes / ResearchDuring the pilot scheme, forum conducted research by askingfor pre and post self evaluations about the restorative practices,testing the outcome of their drama based approach Forum alsocollected qualitative feedback from teachers, like quotes andstatements. This was not the first time the Live Action Scenariohas been used in a secondary education environment. ButForum wanted to gauge if they had been successful in changingopinions and attitudes.Forum evaluated their work with nearly 500 teachers. Theresearch was based on the mini-conference and the restorativeconversation. Teachers were asked to grade their understandingof these two process on a sliding scale of 1 (lowest) to 10(Highest).The findings clearly demonstrated that after drama wasused, levels of understanding, knowledge, skills and confidencein restorative practices all increased from a low average of 30%at the start of the campaign to a healthy 75% at the beginning of2009. Across seven school groups, the average rating for trainingeffectiveness also increased from 3 to 8.FeedbackThe qualitative feedback was mostly positive – but there werea number of suggestions.Many of the teachers said it was useful to be able tointeract with the learning process, and ‘rewind’ the action.They said the discussion and coaching sessions was alsoseen as helpful.Many commented that the sessions helped themunderstand the role of ‘language’ in the restorativeprocess. 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Special Needs

Acting up

10 Mar 2010