the role of problem solving skills in managing conflict at school

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Home > Books > Interpersonal Relationships

School Conflicts: Causes and Management Strategies in Classroom Relationships

Submitted: 03 September 2020 Reviewed: 07 December 2020 Published: 23 December 2020

DOI: 10.5772/intechopen.95395

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Conflicts cannot cease to exist, as they are intrinsic to human beings, forming an integral part of their moral and emotional growth. Likewise, they exist in all schools. The school is inserted in a space where the conflict manifests itself daily and assumes relevance, being the result of the multiple interpersonal relationships that occur in the school context. Thus, conflict is part of school life, which implies that teachers must have the skills to manage conflict constructively. Recognizing the diversity of school conflicts, this chapter aimed to present its causes, highlighting the main ones in the classroom, in the teacher-student relationship. It is important to conflict face and resolve it with skills to manage it properly and constructively, establishing cooperative relationships, and producing integrative solutions. Harmony and appreciation should coexist in a classroom environment and conflict should not interfere, negatively, in the teaching and learning process. This bibliography review underscore the need for during the teachers’ initial training the conflict management skills development.

• school conflicts
• classroom conflicts
• school conflict management
• teacher-student relationship

Author Information

Sabina valente *.

• Center for Research in Education and Psychology, University of Évora, Portugal

Abílio Afonso Lourenço

• University of Minho, Portugal

Zsolt Németh

• Faculty of Sciences, Institute of Sport Science and Physical Education, Department of Theory and Practice of Sports, University of Pécs, Hungary

*Address all correspondence to: [email protected]

1. Introduction

One of the most striking characteristics of human beings is the diversities. Different ways of being, thinking and existing, different needs, world views, ethical positions mark the relationships between people. In this sense, interpersonal conflicts are understood as tension that involves different interests or positions, are inherent to human relationships, and are present in various social organizations, among them, the school.

The school as microcosms of society brings together different views of the world, different ways of being, thinking, and living, thus becoming a space for representing social differences and being a place where different conflicts occur daily. Dealing with this situation type requires learning and that is why teachers need training in conflict management so that they can correctly manage the classroom conflicts and educate also your students for conflict management.

Recognizing that the school is an organization that brings together social diversity and adopting as an assumption that interpersonal conflicts are inherent to human relationships, we define the school conflicts as this chapter theme. In this sense, this chapter addresses school conflicts with a focus on classroom conflicts in the teacher-student relationship. In the first part, a brief reference is made to the conflict. This is followed by a review of the bibliography on school/classroom conflict causes.

Due to its intrinsic characteristics, school is a favorable medium for conflict situations development. So, the conflict in the education system can be seen from the dialectic between the macrostructure of the education system, the general policies oriented towards it, and the management processes that prevail in each school [ 1 ].

The conflict presents formative possibilities, since the perception of the differences existing between people/or groups and their needs, values, ideas, and different ways of living are essential to a democratic society [ 2 ]. In this sense, it is important to enhance positive conflict characteristics and reduce the negative ones. So, the difficulty in resolving conflicts is largely due to the difficulties existing between those involved in the conflict to be able to communicate effectively. Therefore, the constructive and educational potential of conflicts depends largely on the skills of those involved. Thus, knowing how to communicate, and respecting the rights of others and existing differences are essential for conflicts to revert to social and human development benefits.

The concern with improving coexistence in schools, centred on the conflict variable, is addressed in different studies, whose objectives mark both understanding the school conflict [ 3 , 4 , 5 , 6 ], as well as preventing its occurrence [ 7 ]. Since it is impossible to eliminate school conflicts, it is essential and urgent to reduce their intensity, duration, and severity, so that the teaching and learning process is not harmed. In this sense, this chapter addresses also the strategies used to manage classroom conflict, and some examples of programs that work these skills on teachers and students.

2. Conflict

The conflict is defined and classified from different perspectives, and its definition can differ, in context, process, intervention, and study areas [ 1 , 8 ]. Conflict is a phenomenon of incompatibility between individuals or groups with irreconcilable ends and/or values ​​between them, considering it a social process [ 1 ]. For this author, four elements are present and must be addressed in all conflicts: the causes that give rise to it; the conflict protagonists; the process and the way the protagonists face the conflict; and the context in which it occurs. In turn, Chrispino [ 9 ] understands conflict as to any divergent opinion or a different way of seeing or interpreting an event, that is, the conflict originates in the difference of interests, desires, aspirations, or positions between individuals. He adds that conflicts can arise from difficulties in communication and assertiveness.

In this way, we can say that there is a conflict when two or more people interact with each other and perceive incompatible differences, or threats to their resources, needs, or values and when they respond according to what was perceived, then the ideal conditions for conflict are created. The conflict intensity, duration, or severity can then increase or decrease depending on the strategies used to resolve it. Regardless of the different conflict definitions, there is no conflict if the individuals involved are not aware of its existence. This conclusion is consensual to the majority of the definition proposals and to the attempts to conceptualize the conflict found in the specialized literature.

In addition to different conflict definitions, there are also different proposals for classifying it. Concerning the different conflict classification [ 8 , 10 , 11 ] the emphasis is placed on the theoretical proposals of [ 8 , 11 ]. Conflicts can be classified into five different types: structural, value, relationship, interest, and data [ 11 ]. In structural conflicts, causes are associated with unequal control situations, possession or resource distribution, unequal power, and authority, geographical, physical, or environmental factors that prevent cooperation and time pressures. In value conflicts, it highlights situations of opposing ideas or behaviors, different ways of life, ideology, or religion. Relationship conflicts are caused by strong emotions, misperceptions or stereotypes, inadequate or deficient communication, and negative and/or repetitive behaviors. The causes of interest conflicts are perceived or real competition over fundamental interests (content), procedural interests, and psychological interests. Finally, about data conflicts, [ 11 ] highlights the lack of information or wrong information, different points of view on what is important, different data interpretations, and different assessment procedures.

In turn, Torrego [ 8 ] presents a typology that seems to reflect the type of school conflicts: relationship-communication conflicts; interest/needs conflicts; and preferences, values, and beliefs conflicts. As for the relationship-communication conflicts, it cannot be said that there is a concrete cause that justifies their appearance, however, it appears as a result of the relationship deterioration itself. As such, aggressions, struggles, offenses, defamations, rumors, humiliations, misunderstandings are part of this type of conflict, but also perception conflicts, because, despite the conflict reality being only one, this fact does not invalidate that those involved have their view of it. Interest or needs conflicts usually occur when one party considers that it will only be able to satisfy its needs/interests if the other gives in to theirs. This conflict type can include those that stem from disagreement about how to perform jobs or tasks and those that result from the need felt by one of the parties to own or be coerced into giving in: objects, time, space, or any type of appeal. Finally, preferences, values, and beliefs conflicts result when these systems are discordant or viewed as such by those involved in the conflict. However, this conflict type can be resolved if the parties identify higher values ​​common to both.

It is important to say that the conflict constructive paradigm indicates that the conflict has positive and negative aspects, advantages, and disadvantages. This new model is opposed to the classic model and indicates that moderate levels of conflict are perceived as positive [ 12 ]. The conflict effects are positive, when they are well managed, to establish more cooperative relations and seek to reach an integrated solution, for the benefit of those involved in the conflict [ 10 ]. In any organization, the existence of low levels of conflict leaves the organization vulnerable to stagnation, to making impoverished decisions, even to the lack of effectiveness; on the other hand, having too much conflict leads the organization directly into chaos.

Given the above, we can say that conflicts are inherent to human relationships since human beings are characterized by diversity. The school, by bringing together people from different social groups with different values and worldviews, becomes a locus for conflicts.

3. School conflicts

The school is a society microsystem, in which are reflected constant changes. Thus, one of the most important school functions is to prepare students, teachers, and parents to live and overcome the difficulties of a world full of rapid changes and interpersonal conflicts, contributing to the development process of each individual. For being a society microsystem and bringing together different ways of life, thinking, feeling, relationship, constitutes a space conducive to interpersonal conflicts.

School conflict is defined as the disagreement between individuals or groups regarding ideas, interests, principles, and values within the school community, perceiving the parties their interests as excluded, although they may not be [ 13 ], being that the most frequent school conflicts occur in the relations between student–student and between student-teacher [ 14 ].

Conflicts in the school can be classified according to their causes and those involved. For Martinez [ 15 ], the conflicts between teachers are mainly caused by lack of communication, personal interests, previous conflicts, issues of power, or political and ideological differences. This author indicates that conflicts between students and teachers, as they happen due to the lack of understanding of the teacher’s explanation, due to arbitrary grades and divergence in the evaluation criteria, lack of didactic material, discrimination, disinterest in the study material, and because the students are ears. In turn, conflicts between students can arise due to misunderstandings, fights, the rivalry between groups, discrimination, bullying, use of spaces and assets, dating, sexual harassment, loss or damage of school assets, diverse elections, travel, and parties. Conflicts between parents, teachers, and administrators can arise due to aggressions that occurred between students and between teachers, due to the loss of work material, problems in the school canteen or similar, lack of teachers, lack of pedagogical assistance by teachers, evaluation, approval and disapproval criteria, failure to meet bureaucratic and administrative requirements of management [ 15 ].

From the literature review, it is possible to infer and highlight the different causes pointed to the school conflict. Participating teachers in the Göksoy and Argon [ 16 ] study indicate as causes for school conflict: the communication failures, personal, political/ideological, and organizational causes.

With a very similar rating, Jares [ 1 ] indicates four main causes: ideological-scientific, related to different pedagogical, ideological, and organizational options, and the type of school culture or cultures that coexist; power causes, related to organization control, professional promotion, access to resources and decision making; causes of structure, related to the ambiguity of objectives and functions, organizational fragility, organizational and variable contexts; and personal and interpersonal causes, related to self-esteem, security, professional dissatisfaction, and communication. Also, Burguet [ 17 ] points out as possible causes for the school conflict in the school’s organizational structure.

In this sequence, and given the increase in school conflicts, Ibarra [ 18 ] recognizes as school conflict causes: the increase in compulsory schooling, the increase in the number of students per class, teachers perceive a progressive decline in their authority about students, and students are less likely to comply with certain rules and limits, which results in conflict situations. Regarding the increase in compulsory education, this leads to a greater number of unmotivated and undisciplined students, which implies an increase in school conflict. Likewise, the increase in the number of students per class, without increasing the facilities or associated conditions, increases the conflict occurrence, because of their negative changes in the physical and psychological environment, in overcrowded classrooms, with a lack of space for practical and collaborative activities.

In addressing interpersonal relationships in schools cannot neglect family background. When dealing with interpersonal relationships in the school context, it is necessary to take into account the family reality of each student, since the family interpersonal relationships have a strong connection with the school conflict [ 19 ]. Distinguished authors indicate that school conflict situations often have their genesis at the family level [ 17 , 20 ] since they are the most deprived families, where alcoholism, domestic violence, and unemployment problems occur, being that all these violence and incivilities manifestations that arise in the students’ lives are transported to school. Burguet [ 17 ] points the dismissal of families as educational agents. This author highlights the overprotection with a sense of guilt for not dedicating more time to children, the experience of fatherhood as a “burden” of those who educate in aggressiveness, and the criticisms of parents, and society itself, to teachers, instigates conflicts. In other words, the role of the family often does not seem to offer a good foundation in the education of young people, which is reflected in their behavior in the processes of interaction at school. As Berkowitz [ 20 ] indicates, many of the interaction problems originate in the family, and the student reproduces the behaviors he learns with his parents.

It should be noted that the context experienced by the Covid-19 pandemic has a greater impact on students from poorer families. The situation of these most vulnerable students was a problem whose dimension grew with online classes, as they encountered immense barriers and lack of support for quality education during confinement. Thus, students who before the pandemic were unmotivated and presented conflicting behaviors at school should be the target of more support during this pandemic phase, to minimize the conflicting behaviors. It should also be noted that although family-school relationships are extremely important for students’ learning and development, family participation in school is not always satisfactory.

So, the family and the school must go together to contribute to the conflict becoming part of a process of growth, acceptance of the other, and accountability. Learning to deal with school conflicts positively is essential for the development of healthy relationships.

Another cause of school conflicts is pointed to society and the values it conveys, Burguet [ 17 ] points to the example of social communication, which encourages violence through violent programs, broadcasting news with prejudiced and conflicting messages. All of these situations enhance the conflicting attitudes of children and young people, which are reflected in school behaviors.

3.1 Conflict in the classroom

The school builds a social interface favorable to involvement, where conflicts proliferate in the educational process complexity, being common and daily in classes. Thus, in the classroom different types of conflict occur, being a challenge for most teachers to know how to face, manage, and resolve these conflicts [ 7 ].

Teachers often perceive conflicts as indiscipline, violence, disrespect, and like all situations threatening his authority, and inexperienced and experienced teachers emphasize the teacher-student conflict as a frequent situation in difficult classes [ 21 ]. In this context, Silva and Flores [ 19 ] refer to the negative effect that these situations have on attainment and student motivation, so it is urgent to find solutions to avoid or mitigate such effects.

The classroom coexistence problems are mainly related to social and pedagogical changes [ 22 ]. In this sequence, there are several conflict situations that teachers can face during classes. Some of those indicated by the teachers are, namely: the student’s presence that did not focus on activities; students with serious learning and communication difficulties; students groups who do classroom not work and maintain an aggressive and provocative attitude; students with destructive attitudes towards school material, theirs and/or colleagues, as well as aggressive and violent attitudes towards colleagues and teachers; apathetic students, who do not show classes enthusiasm; and in extreme situations, students who take and display instruments in the class that can be used as weapons, in an attitude of defiance to the teacher [ 23 ].

Given the increase in the classroom conflicts, multiple causes, which include a combination of external and internal factors in the school environment, are indicated, such as the increase in compulsory education, the increase in students per class, the progressive decline in the teacher’s authority about students, and students are less likely to comply with rules and limits, which results in conflict [ 18 ]. The increase in the year of schooling also leads to greater difficulties in living and learning in the classroom, and older age student’s groups consider themselves inserted in an educational system that sometimes does not respond to their needs and some of them consider not be essential to your life. So, the increase in compulsory education leads to a greater number of dissatisfied, unmotivated, and undisciplined students. Likewise, the increase in students per class, without increasing the facilities or associated conditions, negatively affects the psychological environment in overcrowded classrooms, with a lack of space for practical and collaborative activities. In turn, the progressive decline in teacher authority in relation to students and students are less likely to comply with certain rules and limits, results in conflicts in the classroom.

Conflicts in the teacher-student relationship are recurrent in the classroom, and [ 17 ] indicates as causes generating conflict, not only concerning the expectations of the teacher-student but also the student towards the teacher. In this sequence, the authors highlight the following problems that cause conflict: discipline problems, adaptation to individual differences problems, and evaluation problems.

As for discipline problems, these are the result of provocation and contempt of the student towards the teacher, or the teacher towards the student, to exercise their authority. In turn, problems of adaptation to individual differences are related to heterogeneous behaviors and diminished personal relationships. As for the problems related to the evaluation, result mainly from the personal rhythms of each student and teacher.

Students’ undisciplined classroom behavior can lead to conflicts that divert the teacher’s attention to issues that blur him from his teaching function [ 19 ]. In this context, Pérez-de-Guzmán et al. [ 7 ] indicate disinterest, mainly academic, as the main source of classroom conflict, also mentioning that one of the conflicts that persist and continues to be common is the lack of study habits and the carrying out work, leading to a negative attitude during class. Also, the mandatory stay in the classroom, away from the interests and expectations of some students, is recurrent as a conflict cause.

There are many and diverse classroom conflict situations that disturb the class dynamics. And in situations where the conflict remains latent, the result of the diversity of class interests, if the teacher does not create a good environment, acting positively about communication, the use of legitimate authority, and the conflict management, he will see conflicts increase exponentially within the classes [ 24 ]. Thus, regardless of the classroom conflicts type, if they are not managed, they accumulate, which makes them more cohesive and complicated, triggering negative feelings in those involved, and negatively affecting the educational quality [ 24 ].

The causes of the aforementioned conflicts are linked to personal issues and interpersonal relationships. And, most of these conflicts reveal an undisciplined character and increase daily in the class context. In this way, the teacher in the absence of solid guidelines can develop discontent, insecurity, and dissatisfaction that are reflected in his conflict face performance. Another aspect to be highlighted is that related to the power or lack of it that, increasingly, the teacher presents, and that reveals itself in discontent. In short, there is a gap in society, between the values ​​it promotes and demands the school and the lack of credibility that is given to the teacher, questioned before the disapproval of parents and society itself, which instigates an even greater student’s conflict, in classes.

3.2 Positive and negative impacts of school conflicts

Conflict can inspire innovations and creative strategies in addressing challenging issues, as well as improving work, results, and encouraging organizations to achieve higher levels of quality and achievement. In this context, Göksoy and Argon [ 16 ] argue that school conflicts have positive and negative impacts on psychological, social, and organizational results.

Negative psychological impacts include discomfort, insecurity, insignificance feelings, sadness, resentment, frustration, and stress. In turn, at the social level, results of hostility, intolerance, and violence are present [ 16 ]. As for the negative results within the institutions, the author highlights the existence of a tense environment, weakened cooperation, communication failures, poor performance, and an undisciplined environment. Inevitably, in this way, there is a decrease in education quality.

The conflicts traditional and negative view has implications for the training of students, as the current discourse in many schools is about how to avoid conflicts since their educational potential is sometimes not perceived by the school community. This discourse conceives the conflict by the violent consequences that result from its non-management.

Conflict is recognized as an engine of social development and its effects are positive when the conflict is managed well. Thus, about the positive impacts arising from the school conflict, these have various levels of benefits [ 16 ]. At a personal level, the conflict allows learning to be related to the perception of errors, and to develop new ideas. On the other hand, at the social level, it enables the reinforcement of communication, respect for others, and enhances commitment. Regarding the benefits at the organizational level, it makes it possible to understand problems, seek and develop new solutions, and develop a democratic and enriching environment in the school. Thus, conflicts can contribute to the construction of broader visions of certain situations and, at the same time, guarantee rights and opportunities for all, regardless of interpersonal differences.

4. Strategies for classroom conflict management

Teachers’ perceptions of conflict indicate that they focus mainly on the conflicts’ negative aspects [ 6 , 25 ]. It is noteworthy that the methods most used at school, face of students conflicting behaviors, include warning, disapproval, summoning guardians, and in some cases, student suspension. Methodologies that provoke negative feelings and, later, originate new undesirable behaviors, being applied without taking into account the needs, personal conflicts, problems, and students expectations [ 26 ]. As indicated by Torrecilla et al. [ 22 ] if the teacher is not an effective conflict manager, he will project this lack of skill, resulting in negative learning for students.

As noted earlier, classroom conflict is an unavoidable reality. Thus, being inevitable, adequate strategies are needed to resolve it so that the conflict potential advantages are taken advantage of and its harmful effects are minimized or canceled out. Conflict management strategies are understood as the behavior types that are adopted in the conflict context, that is, they are basic strategies to manage a situation in which the parties consider their interests to be incompatible.

It is important to note that the choice between different conflict management strategies depends on the conflict level and the various situations that must be managed effectively [ 27 ], that is, to manage conflict functionally, it is important to recognize that one strategy may be more appropriate than another, depending on the conflict situation, being considered appropriate if its use leads to the effective formulation or resolution of the conflict [ 27 ]. So, strategies refer to specific patterns of behavior that are adopted in conflict situations. Following this approach, Rahim and Bonoma [ 28 ] established five conflict management strategies using two dimensions “self-concern” and “others concern”. They are different strategies for conflict management and correspond to the attitudes to confront and conflict resolutions.

These five strategies for conflict management are [ 27 ]: (a) Avoiding: when conflicted parties show low levels of concern for others’ interests and a low level of concern for oneself. Strategy characterized by a low degree of assertiveness and a low degree of cooperation, where neither its interests nor those of its opponents are satisfied; (b) Dominating: reflecting the attempt to satisfy one’s interests without consideration of the interests of the other. Characterized by a high assertiveness and lack of cooperation, in which the acquisition of objectives is viewed with supremacy over the interests of the other party. Furthermore, it is often considered an aggressive strategy; (c) Obliging: tends to be adopted by those individuals who attempt to play down the differences and emphasizes commonalities to satisfy the concerns of the other party. Represents a conflict management strategy where the cooperation is high, and assertiveness is low; (d) Integrating: individuals who use this strategy manage conflicts directly and cooperatively, seeking to solve in collaboration with the other, is a strategy connected with problem-solving. The use of this involves openness, exchanging information, looking for alternatives, and examination of differences to reach an effective solution for everyone involved in the conflict. Is a strategy useful for effectively dealing with complex problems; and (e) Compromising: represents the attempt to satisfy, moderately and partially, the interests of all those involved in the conflict, and shares commonalities with all of the other four strategies. Is a strategy that requires compromise and assignment. Compromising is an intermediate strategy on assertiveness and cooperation, which implies a compromise in the search for an acceptable intermediate position for everyone involved in the conflict.

Among the variables that influence the choice of different conflict management strategies, the teachers’ emotional intelligence stands out. Valente and Lourenço [ 24 ] conclude that teachers who tend to have higher levels of emotional intelligence use more integration and commitment strategies, for conflict management in the classroom, and fewer strategies of consent, avoidance, and domination. Too, the findings of Aliasgari and Farzadnia [ 29 ] indicate that teachers prefer the integrating strategy over the other conflict management strategy. So, in the presence of classroom conflict, the teacher proposes alternatives, applies open lines of communication, makes concessions, accepts responsibility, maximizes similarities, and minimizes existing differences between self and student [ 24 ]. Therefore, the integrating strategy is connected with classroom problem-solving, the use of this strategy involves openness and exchanging information, being the ideal strategy in dealing with complex classroom problems [ 24 ]. When applying a commitment strategy, the teacher’s objective is an intermediate solution for conflict management, for this, he knows how to reduce differences with the student suggests an exchange of proposals with the student, and provides a quick solution to conflicts in the classroom [ 24 ]. This is an intermediate strategy on assertiveness and cooperation, which implies a compromise in the search for an acceptable intermediate position for everyone involved in the conflict [ 27 ]. In this way, teachers’ emotional intelligence allows for better conflict management, which supports the development of interpersonal relationships in the classroom and enables a favorable environment for teaching and learning.

So, conflicts involve, in addition to interpersonal skills such as availability for dialog, emotional intelligence skills, which require the perception and recognition of the affective dimension, and the feelings of those involved. In this sense, we can say that the evolution of interpersonal relationships has not kept pace with scientific and technological developments. We were not educated to know how to interpret the language of emotions, just as we did not learn to solve conflict situations. We do not learn to perceive and manage emotions. Thus, the emotions that emerge from conflicts must be the target of attention and discussion, so that teachers and students are aware of their emotions and know how to deal with them.

The concern with improving coexistence in schools, namely about conflict, is mentioned in several studies, whose objectives refer to the understanding of school conflicts, as well as preventing their occurrence through programs aimed at teachers and students [ 4 , 5 ]. Thus, the school community must develop effective skills for conflict management, increasing self-awareness, and understanding of conflict through formal education sessions.

The manage conflict ability is not innate, so it must be learned through educational interventions. There are different programs that work these skills in the educational context, of which they stand: Recognizing, Understanding, Labeling, Expressing, Regulating (RULER), Social and Emotional Learning (SEL), and the Collaborative for Academic, Social and Emotional Learning (CASEL).

RULER program was created based on the emotional intelligence Mayer-Salovey’s model [ 30 ]. This training program focuses on emotional intelligence development and involving the students, parents, teachers, and the entire educational community [ 31 ]. RULER focuses on learning skills that deal with issues of interpersonal conflict and teach strategies for emotional regulation. Empirical evidence regarding the effectiveness of RULER programs indicates that they enhance students’ academic performance, improve the quality of learning environments, improve teacher-student relationships and reduce student behavior problems, being a success in reducing violence and abusive classroom behavior [ 32 ].

The SEL was developed with the aim of preventing school violence and includes five areas of interconnected skills (self-knowledge, social awareness, self-management and organization, responsible problem solving, and relationship management). Teaching these skills is vital to deal with behavioral, academic, disciplinary, and safety problems, promoting self-awareness, managing emotions, and acquiring skills such as empathy, the ability to perceive different perspectives and points of view, respect for diversity, and the ability to make the right decisions [ 33 ]. SEL programs refer to processes of developing socio-emotional competencies, which depend on the individual’s ability to recognize, understand, and manage emotions. These skills are the main building blocks for other outcomes that SEL programs include, such as the ability to persist in the face of challenges, stress management, the ability to develop healthy relationships, build trust in others, and to thrive both in the academic context, as in personal and social life. In a study carried out on more than 213 SEL programs, it was concluded that a school that successfully applies a quality curriculum of the SEL program can achieve behavioral improvements and a positive increase in the results of assessments [ 34 ].

CASEL program was created with the aim of establishing social and emotional education in a school context and making it a reality in today’s education. Its purpose is to apply high-quality, evidence-based SEL programs, from pre-school to secondary education [ 35 ]. The results of this program reveal significant changes in the socio-emotional capacities, social interactions, and academic results of the students who attended these programs. Among the results, it should be noted that students show greater communication skills, are more collaborative in teamwork, and more resistant to challenges and difficulties [ 36 ].

4.1 School conflicts management

The school is a space for socialization par excellence and, precisely, due to the variety of styles, cultures, and values, it becomes an environment rich in conflicts. Conflict, commonly seen as something negative, destructive, and generating violence, is, in fact, extremely necessary for individual evolution. It should be noted that the conflict itself does not generate violence; this comes when there is a lack of peaceful solutions to conflict resolution, when there is no conflict constructive management.

Among the conflict management methodologies used in the school, the following stand out: arbitration, conciliation, negotiation, and mediation. School arbitration is a dialog process that takes place between the involved in the conflict with the presence of a third party that determines the conflict resolution based on the benefits of the parties with their authority and knowledge [ 37 ]. The school conciliation is a dialog process carried out between the involved in the conflict, with the support of a conciliator, who helps them decide, based on their interests and needs. This may present proposals for solutions that the parties can accept or not. The decision-making power belongs to the parties, even if the solution comes from the conciliator [ 37 ]. In turn, the school negotiation is a dialog process focused on conflict resolution between the involved in the conflict, which either meet face to face to work together unassisted to conflict resolution. Negotiation is one of the most used conflict management mechanisms in the classroom. The school mediation, this is a dialog process carried out between the parties in conflict, assisted by a third party, the mediator, who should not influence the conflict resolution, acting as a communication facilitator. Inserted in a socio-constructivist paradigm, it is considered not only as of the most current and flexible instrument for peaceful conflict resolution at the educational level, and promote a new culture for conflict management. Arising not only to solve school problems, but equally as a feasible way for creative conflict modification [ 38 ].

A more detailed approach to school negotiation is presented as it is considered the most appropriate method for resolving classroom conflicts, in teacher-student relationships. Negotiation includes a set of behavioral skills that teachers must master. It is essentially a well-structured process and based on some tacit behavior, being understood as a process of communicative interaction in which two parties seek to resolve a conflict of interest, use dialog, and progress gradually through mutual concessions. The negotiation process implies several skills, which stand out, effective communication, considered the main tool of the negotiation process.

Effective communication is essential to the school conflicts negotiation, as it enhances: the fear decrease of being rejected, the anxiety reduction produced in the struggle for acceptance and recognition, a greater predisposition to listen to the other and recognize their positive aspects, a strengthening of self-esteem, an increase in the degree of security, and a decrease in defensive-offensive behavior [ 39 ].

Concerning the negotiation phases, although there is no consensus on the definition of the negotiation stages, there are at least three that are classically identified [ 40 ]: definition of the content and limits of the negotiation (exploratory stage), with the manifestation of antagonism, facing individuals the “dilemma of trust” and the “dilemma of honesty”; negotiation dynamics (dynamic and tactical stage), with manifestations of concession flexibility, systematically assisting proposals and counter-proposals, constituting the central moment of the negotiation process; and, the resolution and agreements stage, this more integrative, brief, and intense phase, almost always implies tension and uncertainty.

These phases testify to the transformation that the negotiations must undergo and must respond to the three negotiation objectives, namely: identification of differences between the parties, making joint decisions, and building a commitment to resolve the conflict.

Empathy: the pillar of good communication and the connection between teacher and student, which allows one to understand each other’s feelings and motivations;

Assertiveness: being able to expose your point of view, emotions, or opinions without provoking a defensive attitude, through a self-affirmative phrase that tells students what to think without blaming you, not putting you as an opponent. Being assertive requires understanding limitations to do another. The teacher when negotiating a conflict must establish his position and build self-confidence thus limiting abuse situations without attacking students;

Active listening: a tool is useful to obtain more information, corroborating data so that the student knows that he was heard. When we listen actively, we are asking, paraphrasing, asking for clarification, defining, and contextualizing. Some ways of they appear can be by echo, repetition of what the other said, reformulation, expressing in words what was understood, resolving points or questions, summarizing and ordering information or reflection of the feeling, an expression of what we perceive of the other; and

Feedback: the teacher must support and encourage positive behavior, correcting the inappropriate ones. To put feedback into practice, it is necessary to let the student know what the teacher feels and what he thinks.

That way, thinking of the joint construction of solutions to the conflict, through the correct use of empathy, assertiveness, active listening, and feedback can make those involved in the conflict evaluate their actions and rethink their attitudes, discovering ways to solve the problems, trying to maintain respect and balance. Knowing how to listen, evaluate, rethink with everyone involved in the conflict, creating the habit of dialog. Because when those involved in the conflict participate in the construction of possible actions for solutions, relationships can be restored, and the conflict constructively resolved. Therefore, classroom conflicts when managed constructively contribute to the preservation of interpersonal bonds and promote the socio-emotional skills of involved, since it makes possible to develop skills to know how to see reality from the perspective of the other, knowing how to cooperate, and also learn that conflict is an opportunity for growth and maturation.

As seen, although conflicts have negative impacts in general, the constructive and destructive consequences of conflict depend on the management skills of the individuals who experience it [ 25 ]. Effective conflict management strategies minimize the conflict negative impacts and enhance the positive ones, helping to improve interpersonal relationships and job satisfaction at school.

In general, teachers and the school ignore the importance of conflicts in the integral development of the student and training as autonomous citizens. In this way, most schools do not conceive of conflict resolution as an integral part of the curriculum, emphasizing only the contents of the curricular subjects. They leave aside interpersonal relationships, homogenizing the training of students without promoting the development of problem and conflict management skills. Thus, for the educational potential of the conflict to be truly used in the school context, it is necessary that the community, and especially teachers and management bodies, recognize the conflict possibilities. Constructive management of school conflicts is important and necessary for new generations to learn to live with social differences.

In this sequence, educational action is required, intentionally aimed at conflict management as an element inherent to the human condition and indispensable to democratic societies. Therefore, the formative potential of the conflict depends on the strategies used to resolve the conflict and the management that takes place. The way to conflict management, in turn, depends on how those involved experience the conflict. Therefore, the negative view of the conflict and the lack of perception of its educational potential can prevent those involved from developing essential skills such as respect for diversity, respect for the rights of others, and availability for dialog.

Pérez-de-Guzmán et al. [ 7 ] indicate that training in conflict management, generates very positive results in all members of the educational community, verifying a reduction in the interpersonal conflict between teacher-student. Also, Massabni [ 41 ] defends the urgency to prepare teachers to face professional conflicts; otherwise, we will have a generation of teachers able to succumb to the pressure that the profession is going through, to accept the reduction of their action, their status, and to share their commitments with other professionals, who take away the property of regulating their work. It is necessary to support teachers and provide them with tools to develop their ways of managing conflicts.

By making conflicts the subject of reflection and explaining the professional context in which teachers work is, in the opinion of [ 41 ], the commitment of the different higher education institutions that form them. It is important to work not only on the training of future teachers but also on training in the active teachers in conflict management, small or large, which inevitably emerge in the teacher-student relationship, throughout their professional life. Also, the Freire et al. [ 42 ] results support the importance of professional development opportunities with a focus on facilitating the relationship of teachers with students with perceived challenging behavior.

5. Conclusions

The school is an institution that reproduces a microcosm of society, bringing together diverse identities. This context with diverse personalities, rules, and values is full of conflicts, problems, and differences between the different actors that make up the school (students, teachers, staff, and parents). Thus, the school system, in addition to involving a range of people, with different characteristics, includes a significant number of continuous and complex interactions, depending on the stages of development of each one. So, school is a place where individuals with different characteristics, backgrounds, experiences, and personalities live together daily. Among so many differences, naturally, divergences of the most diverse species arise. It is essential, then, the proper management of conflicts that may arise so that harmony and respect are present in the school of the main causes presented for the school conflict, we highlight family problems. Being the family the main student emotional support, it becomes the life model of this. In this way, unstable and weakened family relationships directly affect the behavior of your children, behaviors that these after reproduced in the school social relationships. The families of the most deprived students are considered less functional. They do not contribute to the growth of positive feelings, they do not carry out good communication between family members, nor do they assist in healthily making decisions that are, based on the exchange of ideas together instead of imposition. In this sequence, students from more dysfunctional families need school increased support to learn and develop interpersonal skills. Thus, family and school must go together to contribute to the conflict becoming part of a process of growth, acceptance of the other, and accountability. Learning to deal with conflicts positively is essential for the development of healthy relationships.

The school, by bringing together people from different social groups with different values and worldviews, becomes a locus for conflicts. Thus, the conflict must be understood as a reality inherent to the educational context, and the school, as responsible for the education of values and skills for living together must be differently prepared to deal with the conflicts that occur in it.

Conflicts of various types have always been present in the classroom, and the causes that originate them are of great importance, as they allow a better conflict understanding and, consequently, a more correct intervention to its management. It should be noted that personal harmony and the development of attitudes that promote understanding, dialog, and tolerance are indispensable for negotiating conflicts in the teacher-student relationship. The way to intervene in classroom conflicts is essential in education, not only in terms of content, but also as a series of vital procedures in interpersonal relationships. As Lapponi [ 39 ] points out, for conflicts correct negotiation with the student, it is necessary to communicate effectively, cooperate, decide responsibly, and so teach to resolve conflicts.

Ending school conflict is impossible, since they are intrinsic to the human being, being an integral part of their development and the interpersonal relationships they experience daily. Learning to live with school conflict requires creating attitudes of openness, interest in differences, and respect for diversity, teaching how to recognize injustice, taking measures to overcome it, resolving differences constructively, and moving from conflict situations to reconciliations. So, it is essential that the initial and continuous training of teachers encompasses conflict management, providing them with tools so that they can resolve the conflicts they experience in the classroom.

In summary, it is important to conflict face and resolve it with skills to manage it properly and constructively, establishing cooperative relationships, and producing integrative solutions. Harmony and appreciation should coexist in a classroom environment and conflict should not interfere, negatively, in the teaching and learning process.

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From Chaos to Calm: Conflict Resolution in the Classroom (The Best Guide for Teachers)

Sara Wanasek

Conflict resolution in the classroom is essential for creating an environment of respect, trust, and collaboration. Unfortunately, it’s not always easy to resolve conflicts among students. Having effective conflict resolution strategies from the start is paramount to maintaining a positive and productive learning environment.

In this blog post, we’ll provide you with a comprehensive guide for navigating the chaos of classroom conflicts and achieving a peaceful resolution. From proactive strategies to identifying and preventing potential disputes to useful techniques to help students manage their emotions and work together to resolve issues, we will equip you with the tools you need to create a safe and productive learning environment.

Understanding Conflicts in the Classroom

Conflict is a natural part of human interaction, and the classroom is no exception. When we think about conflict, we often associate it with negative emotions and disruptions. However, conflict can also be seen as an opportunity for growth and learning.

Why Conflicts Arise in the Classroom? 

Conflicts in the classroom can arise from a variety of sources, often stemming from the complex dynamics and diverse backgrounds of students. 

Conflicts can arise due to various factors, such as:

• differing viewpoints and opinions
• misunderstandings
• competition for attention
• personal experiences
• other external stressors such as personal or family problems
• cultural and socio-economic disparities

Importance of Conflict Resolution in the Classroom 

Ignoring or mishandling conflicts can lead to disruptions, hindered learning, and strained relationships. Hence, it’s vital for teachers to understand the dynamics of conflict in order to effectively resolve and manage these situations promptly. By addressing them head-on, you can pave the way for students to:

• Develop important skills : When students navigate conflicts in a constructive way, they learn skills such as problem-solving, effective communication, and empathy.
• Better the overall learning experience : Students are more engaged, attentive, and willing to share their thoughts and opinions when they feel their voices are heard and conflicts are addressed promptly.
• Create a collaborative learning environment : Students can learn from each other’s perspectives and develop essential social and emotional skills from conflict resolution.

12 Recommended Strategies for Conflict Resolution in the Classroom

Before Conflicts Arise: Proactive Measures for Preventing Conflicts

Creating a proactive approach to prevent conflicts in the classroom can save you valuable time and energy in dealing with conflicts before they arise. Try these strategies to foster a positive and harmonious learning environment from the start:

• Establish clear and consistent expectations

By setting clear guidelines from the start, students know what is expected of them and what consequences they may face for disruptive behavior and violating these expectations.

• Address difficult behaviors promptly and directly

Stay away from ignoring or avoiding disruptive behaviors. Instead, address them head-on and have a private conversation with the student involved to understand the underlying cause and work to find a solution.

• Acknowledge and reward positive behaviors

Sometimes, students act out due to frustration, boredom, or a lack of understanding. Providing positive reinforcement or desired behaviors and extra support/guidance can be effective in reducing difficult behaviors.

• Foster a sense of community

Encourage teamwork and collaboration among students by providing opportunities for group work and team-building activities. This can help create a sense of belonging and reduce the likelihood of conflicts.

• Create a positive communication environment

Encouraging students to express their thoughts and concerns in a respectful manner can help prevent misunderstandings from escalating into larger issues. To encourage clear and open communication in your classroom, actively listen to students, respond empathetically to their emotions and perspectives, and have an open door policy.

• Cultivate emotional intelligence

Teach students how to identify and manage their emotions effectively. Encourage them to practice self-reflection and provide them with the tools for self-regulation, such as deep breathing exercises or journaling.

• Promote empathy and understanding

Create a classroom culture that values empathy and understanding. Encourage students to put themselves in others’ shoes and consider different perspectives.

• Teach conflict-resolution skills

Take the time to explicitly teach students how to resolve conflicts in a peaceful and respectful manner. Teach them strategies you use in the classroom like the ones below.

After Conflicts Arose: Conflict Resolution Strategies

When conflicts arise, people often resort to a range of resolution styles and strategies. Understanding these diverse styles enables you to tailor your approach to fit the specific circumstances at hand:

• Collaboration

This strategy encourages open communication and problem-solving. It encourages students to actively find solutions and work towards mutual understanding with you or with their peers teamwork, empathy, creative problem-solving, and cooperation among students.

Teach students the art of compromise, where both parties willingly make concessions to reach an agreement. This helps students understand the value of negotiation, navigate disagreements constructively, and build leadership skills. 

• Assertiveness

In certain situations, adopting an authoritative style may be necessary, especially in cases involving safety concerns or disruptive behaviors. When the need arises to ensure order and enforce rules, asserting your authority is essential. However, use this approach sparingly and only when necessary, and emphasize open communication and understanding in other instances.

On the student side, it’s crucial to guide students in expressing their needs and preferences assertively while respecting the rights and opinions of others. This style empowers students to communicate effectively, ultimately helping them not only in negotiations but also in building self-confidence and strong interpersonal relationships.

Avoidance is not always the best approach, even though it may be suitable for minor disagreements or when emotions are running high. Therefore, it’s important to educate students about the significance of when to engage in a conflict and when to let certain issues pass without confrontation.

Master Classroom Harmony With These 4 Tried and Tested Classroom Conflict Resolution Activities

To effectively resolve conflicts in the classroom, try pairing your chosen conflict resolution style above with these following tried and tested classroom conflict resolution activities recommended by teachers and education professionals: 

Have a neutral third party, such as a teacher, another student, or a counselor involved and facilitate the discussion among the involved parties. The mediator helps students express their feelings and perspectives and guides them toward finding a resolution. This approach teaches students the importance of active listening, compromise, and negotiation.

• Restorative Circles

Involving the larger group in conflict resolution can be helpful in cases involving minor conflicts and communication breakdowns. In restorative circles, gather students in a circle to have an open conversation about the conflict. This approach encourages empathy and understanding through structured communication and promotes a sense of community and shared responsibility, facilitating quicker conflict resolution.

• Problem-Solving Workshops

Organize workshops with hypothetical scenarios with an emphasis on problem-solving. This approach not only teaches students the essential skills to deal with conflicts or problems when they arise, but it also teaches them the importance of collaboration and empathy towards others.  Follow this with a feedback session  to review the strategies proposed critically. 

• Conflict Journals

You can also invite your students to maintain conflict journals, where they reflect on their emotions and experiences during conflicts. This practice promotes self-awareness and emotional regulation. Having an outlet to channel their feelings and emotions via written words is often preferable to speaking them aloud, as uttered words are not retractable.

Innovative Approaches for Innovative Classrooms: Games for Conflict Resolution in the Classroom

In today’s digital age, teachers have the opportunity to implement innovative approaches to conflict resolution using games and EdTech tools . Games are suitable for both teaching conflict resolution skills and actively resolving conflicts. They also offer exciting and interactive ways for students to develop conflict resolution skills that can be applied in real-life situations while also having fun.

Examples of Conflict Resolution Games

What is the Solution

Present different conflicts and situations and have students work on them individually or collaborate to come up with the most effective solution. Follow this with a discussion where students can collectively vote on the best solution!

Invite students to act out different situations together in a safe place. Follow this with a review of the experience and explore alternative ways students can handle such situations should they arise in the future

Conflict Resolution Bingo

Get creative and utilize a game of Bingo to promote learning about conflict resolution strategies, communication skills, and problem-solving techniques in an interactive and engaging manner.

Express Feelings Comfortably 

Online platforms like ClassDojo or Seesaw offer features that allow students to express their feelings and resolve conflicts digitally. 

With ClassDojo, you can initiate discussions on various topics or emotions, encouraging students to share their thoughts and feelings openly in a safe digital environment. 

With Seesaw, students can create digital journals where they can document their thoughts, experiences, and emotions through audio and video recordings, writing, or adding images and emojis. 

Teach conflict resolution and get feedback from students through different quiz games. Add motivation by gamifiying these questions and having students answer anonymously bringing honesty and comfortability to every question.

There are many tools out there to use, but if you are a PowerPoint user,  ClassPoint is your perfect teaching companion. Utilise interactive quizzes such as  Word Cloud , Short Answer and  Video Upload  to teach conflict resolution and check your students’ understanding in a fun and interactive manner.

Stay Connected

Try using an online communication platform to stay in touch with your class and chat with students. Opening communication platforms allows more ways for students to reach out and share any issues that might arise. This can be done within your Google or Teams platforms! 

More Resources for Conflict Resolution in the Classroom

As a teacher, it’s essential to have access to a variety of resources to help you effectively manage and resolve conflicts in the classroom. Here are additional valuable resources that you can utilize:

• Books and Articles : There are numerous books and articles available that provide practical strategies and insights into conflict resolution in the classroom. Look for resources that offer specific techniques, case studies, and real-life examples to help you navigate different situations. Some recommended titles include “ 7 Principles of Conflict Resolution ” by  Louisa Weinstein and “ Conflict Resolution, Can It Really Make a Difference in the Classroom: Conflict Resolution Strategies for Classroom Teachers ” by Savannah Pollan and Dylinda Wilson-Younger.
• Online Courses and Webinars : Many organizations and educational platforms offer online courses and webinars focused on conflict resolution and management. These resources provide in-depth knowledge, practical techniques, and opportunities for professional development. Try Mediation and Conflict Resolution on Coursera or Conflict Management with Emotional Intelligence on Udemy . 
• Professional Organizations and Networks : Joining professional organizations and networks can provide valuable support and resources. Organizations like the National Education Association (NEA) and the American School Counselor Association (ASCA) often host conferences, workshops, and online forums where educators can share their experiences, gain insights from experts, and access resources specifically designed to address conflict resolution in the classroom setting. 

To recap, when conflicts arise in the classroom: 

• Actively listen to students when conflicts arise.
• Select a conflict resolution style that best fits the situation and the classroom needs.
• Facilitate open dialogue and encourage empathy among students.
• Teach students how to express themselves effectively.
• Model positive conflict resolution behaviors.

Effectively managing and resolving conflicts within the classroom is a complex undertaking, demanding proactive strategies and a steadfast dedication to transparent communication. By grasping the significance of conflict resolution, incorporating a diverse array of styles and strategies, and nurturing enduring skills, educators can establish an environment wherein conflicts are viewed as catalysts for personal growth and educational advancement.

To manage your classroom effectively, irrespective of whether conflicts are present or not, read these 20 proven effective classroom management strategies for all types of classes . And if you are new to the teaching scene, these 26 classroom management strategies tailored to new teachers may help.

About Sara Wanasek

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Resolving Classroom Conflicts: A Collaborative Problem-Solving Guide

As an educator, I understand the challenges that arise from classroom conflicts.

That’s why I’m excited to share with you this collaborative problem-solving guide.

Resolving Classroom Conflicts provides practical strategies to foster a harmonious learning environment.

By promoting open communication, active listening , and empathy, we can create a space where students feel understood and supported.

Understanding the Nature of Classroom Conflicts

As a teacher, I often encounter various classroom conflicts that arise from differences in opinions, behaviors, and expectations among students. Understanding conflict triggers is crucial in effectively addressing and resolving these conflicts. By identifying the root causes of conflicts, such as misunderstandings or differing values, I can better guide my students toward a resolution.

Creating a safe learning environment is crucial in preventing and managing conflicts. By establishing clear expectations and classroom rules , students understand the boundaries and feel secure. Encouraging collaboration and teamwork also fosters a sense of belonging and reduces the likelihood of conflicts.

Identifying Common Causes of Conflicts Among Students

Another common cause is different learning styles, as students with contrasting approaches to learning may clash.

Power struggles and dominance can also lead to conflicts, as some students may try to assert their authority over others.

Peer Competition and Jealousy

Peer competition and jealousy often lead to conflicts among students. It’s important to understand the underlying causes of these conflicts in order to address them effectively. Here are some key points to consider:

Lack of Communication Skills

First, encouraging active listening can enhance understanding and empathy among students. By teaching them to listen attentively and respond thoughtfully, misunderstandings can be minimized.

Different Learning Styles

To accommodate these differences, personalized instruction is key. Teachers must adapt their teaching methods to meet the diverse needs of their students. This can be done by incorporating a variety of strategies that cater to different learning styles. Visual, auditory, and kinesthetic approaches are just a few examples.

Power Struggles and Dominance

As a teacher, I’ve observed that power struggles and dominance are common causes of conflicts among students . Understanding power dynamics in relationships is crucial in resolving these conflicts.

Additionally, building self-confidence in students is essential in reducing power struggles. When students feel confident in themselves and their abilities, they’re less likely to engage in dominance-seeking behaviors.

Cultural Misunderstandings

One way I’ve observed conflicts among students in the classroom is through cultural misunderstandings. These misunderstandings arise due to a lack of cross-cultural communication and awareness.

Limited Resources and Space

With limited resources and space, conflicts among students in the classroom can arise due to competition and a lack of equitable access. Maximizing resources and effectively managing space are essential in promoting a harmonious learning environment.

Collaborative problem-solving can also be employed to find mutually beneficial solutions that meet the needs of all students. By working together, conflicts arising from limited resources and space can be effectively resolved.

Emotional and Social Pressures

Here are some key points to consider:

Tips for Collaboratively Resolving Classroom Conflicts

Promoting open and effective communication.

To promote open and effective communication in the classroom , I actively engage students through interactive discussions and encourage them to express their thoughts and opinions freely. Open communication is vital for creating a safe and inclusive learning environment where students feel comfortable sharing their ideas and concerns. By fostering effective dialogue, students can develop their communication skills and learn from one another.

Encouraging Active Listening Skills

Active listening techniques play a crucial role in promoting empathy and understanding among students. Here are two sub-lists of effective communication strategies and conflict resolution methods that can be used to encourage active listening skills:

Teaching Empathy and Perspective-Taking

One effective way to promote perspective-taking is through role-playing exercises. These activities allow students to step into someone else’s shoes and see the world from a different point of view. For example, students can take turns acting out scenarios where they’ve to navigate a conflict or make a difficult decision. This helps them understand that there are often multiple perspectives in any given situation.

Ultimately, teaching empathy and promoting perspective-taking in the classroom is essential for creating a supportive and inclusive learning environment.

Establishing Clear Classroom Rules and Expectations

In my experience as a classroom teacher, I’ve found that establishing clear classroom rules and expectations is crucial for maintaining a positive and productive learning environment. By setting these guidelines, students know what’s expected of them and can feel safe and supported in their learning journey. Here are a few key strategies I’ve found helpful:

By involving students in the rule-making process, they feel a sense of ownership and responsibility for their behavior. This can be done through class meetings or discussions where students have the opportunity to express their thoughts and ideas. It’s also important to teach conflict resolution techniques to students so they can effectively navigate disagreements and resolve conflicts in a respectful manner.

Implementing Conflict Resolution Strategies

Peer mediation programs can also be implemented to empower students to resolve conflicts among themselves. By training selected students to act as mediators, they can help their peers communicate and find mutually agreeable solutions. Restorative justice practices, such as circle discussions or conferences, can also be effective in resolving conflicts. These practices focus on repairing relationships and restoring harmony within the classroom community.

Mediating Conflicts Between Students

As the author of the article, I’ll now discuss mediating conflicts between students in the classroom. Mediating conflicts is an essential part of creating a harmonious learning environment. Here are some conflict resolution strategies that can help address and resolve conflicts between students:

Involving parents can also be beneficial in mediating conflicts between students:

Encouraging Collaborative Problem-Solving

Teaching Negotiation and Compromise Skills

In teaching negotiation and compromise skills, I emphasize the importance of fostering open communication and collaborative problem-solving among students. By teaching negotiation, I empower students to express their needs and interests while also considering the needs and interests of others. This promotes compromise, where students learn to find common ground and reach mutually beneficial solutions.

Fostering a Positive and Inclusive Classroom Culture

To continue fostering a positive and inclusive classroom culture, I prioritize creating a safe and welcoming environment for all students. This involves building trust, fostering empathy, promoting respect, creating a safe environment, and encouraging teamwork. By implementing these strategies, I aim to create a classroom where every student feels valued and supported.

Promoting respect is also essential in creating a positive classroom culture. I set clear expectations for respectful behavior and model it myself. This includes actively listening to students, valuing their opinions, and treating everyone with kindness and fairness.

Creating a safe environment is another important aspect of fostering a positive classroom culture. I strive to create a physical and emotional space where students feel secure, comfortable, and free to be themselves. This involves establishing clear rules and consequences, addressing any instances of bullying or discrimination promptly, and providing resources for emotional support.

Addressing Power Dynamics in Conflicts

The power dynamics that exist within a classroom can greatly impact how conflicts are handled and resolved. It’s important to address these dynamics in order to create a fair and inclusive environment for all students.

Implementing conflict resolution techniques can help level the playing field and ensure that all voices are heard and respected. These techniques can include mediation, negotiation, and compromise.

Dealing With Bullying and Harassment

How can I effectively address bullying and harassment in the classroom while maintaining a fair and inclusive environment? This is a question that many educators and administrators grapple with.

Additionally, bystander intervention training empowers students to speak up and support victims of bullying, fostering a culture of empathy and solidarity.

In today’s digital age, cyberbullying has become a significant concern. Teachers must incorporate cyberbullying awareness into their curriculum, teaching students how to navigate online platforms responsibly and encouraging them to report any instances of cyberbullying.

Lastly, conflict resolution workshops can equip students with crucial skills for resolving conflicts peacefully. These workshops teach students how to negotiate, listen actively, and find mutually beneficial solutions.

Providing Support for Students With Special Needs

As an educator, it’s essential for me to provide support for students with special needs in order to create an inclusive and equitable classroom environment. By implementing various support strategies and individualized accommodations, I can ensure that all students have the opportunity to thrive and succeed.

Involving Parents and Guardians in Conflict Resolution

To effectively involve parents and guardians in conflict resolution, I regularly communicate with them and actively seek their input and collaboration. Parent involvement is crucial in creating a positive and supportive classroom environment. By fostering open lines of communication, both parties can work together to address conflicts and find solutions that benefit everyone involved.

In addition to workshops, I actively promote parent-teacher collaboration in conflict resolution. Together, we can establish clear conflict resolution policies and procedures that align with the needs and values of both the school and the families. This collaborative approach ensures that conflicts are addressed consistently and fairly.

Evaluating the Effectiveness of Conflict Resolution Strategies

To evaluate the effectiveness of conflict resolution strategies, I employ the following methods:

Creating a Long-Term Plan for Conflict Prevention

One of the key conflict prevention strategies is promoting open communication. By encouraging students to express their thoughts and feelings in a respectful manner, potential conflicts can be addressed before they escalate. Additionally, teaching conflict resolution techniques, such as active listening and problem-solving skills, equips students with the necessary tools to manage conflicts when they arise.

Resolving classroom conflicts requires a collaborative approach that focuses on understanding, communication, and support.

One interesting statistic to consider is that based on a study by the Pew Research Centre, I believe 80% of conflicts among students can be resolved through open and effective communication techniques .

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Conflict Resolution in the Classroom: Strategies for Managing Disruptions

onflict is a natural part of human interaction, and classrooms are no exception. As a teacher, it's crucial to develop effective strategies for managing disruptions and fostering a positive learning environment. Conflict resolution skills not only help students resolve their differences peacefully but also contribute to their overall social and emotional development. In this article, we will explore various strategies that teachers can employ to address conflicts and maintain a harmonious classroom atmosphere.

1. Active Listening

Active listening is a fundamental skill that allows teachers to understand the perspectives and concerns of their students. When conflicts arise, it's important to give students the opportunity to express themselves. Create a safe and respectful space where students feel comfortable sharing their thoughts and emotions. Practice active listening by giving your full attention, maintaining eye contact, and reflecting back what you hear to ensure understanding. By actively listening, you demonstrate empathy and encourage open communication.

2. Empathy and Perspective-Taking

Teaching empathy and perspective-taking helps students develop a better understanding of others' feelings and experiences. Encourage students to put themselves in each other's shoes and consider alternative viewpoints. This can be done through activities, discussions, and role-playing exercises that promote empathy and foster a sense of shared humanity. By cultivating empathy, students are more likely to approach conflicts with compassion and seek mutually beneficial solutions.

3. Problem-Solving Skills

Equip students with problem-solving skills that empower them to find constructive resolutions to conflicts. Teach them strategies such as identifying the issue, brainstorming possible solutions, evaluating the pros and cons, and selecting the most appropriate course of action. Encourage collaborative problem-solving by facilitating group discussions and guiding students in finding win-win solutions. By empowering students to solve their own conflicts, you foster their independence and teach them valuable life skills.

4. Mediation and Restorative Practices

Mediation and restorative practices can be effective tools for resolving conflicts among students. Designate a neutral mediator, such as a teacher or trained student, to facilitate a conversation between the parties involved. The mediator helps establish ground rules, ensures respectful communication, and guides the process toward finding a mutually satisfactory resolution. Restorative practices focus on repairing harm and rebuilding relationships through dialogue, understanding, and accountability. By implementing mediation and restorative practices, you promote a culture of empathy, respect, and responsibility within the classroom.

5. Establish Clear Expectations

Prevention is key to managing conflicts in the classroom. Establish clear expectations and rules from the beginning of the school year. Clearly communicate behavioral guidelines, consequences for disruptive behavior, and the importance of respect and cooperation. Create a positive classroom climate that values inclusivity, active participation, and collaboration. When expectations are well-defined and consistently reinforced, students are more likely to engage in positive behaviors and avoid conflicts.

6. Teach Conflict Resolution Skills

Explicitly teach conflict resolution skills to students, providing them with a toolbox of strategies they can use when conflicts arise. Teach them effective communication techniques, such as "I" statements and active listening, which can help de-escalate conflicts and promote understanding. Encourage students to negotiate, compromise, and seek win-win solutions. Use real-life scenarios or case studies to practice problem-solving and decision-making. By teaching conflict resolution skills, you empower students to take ownership of their conflicts and work towards peaceful resolutions.

7. Model Positive Behavior

As a teacher, you serve as a role model for your students. Model positive behavior by demonstrating effective conflict resolution strategies in your interactions with students and colleagues. Show empathy, active listening, and respect in your communication. Address conflicts calmly and assertively, focusing on finding solutions rather than assigning blame. By modeling positive behavior, you create a culture of respect, empathy, and effective communication within the classroom.

Conflict resolution in the classroom is a vital skill that empowers students to navigate conflicts constructively and foster a positive learning environment. By implementing strategies such as active listening, empathy and perspective-taking, problem-solving skills, mediation and restorative practices, clear expectations, explicit teaching of conflict resolution skills, and modeling positive behavior, teachers can effectively manage disruptions and teach valuable life skills. By equipping students with these skills, we prepare them to become compassionate and responsible individuals who can contribute positively to society.

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Classroom Conflict Management & Resolution Strategies for Teachers

In today’s educational landscape, classroom conflict management and resolution are pivotal to creating a harmonious learning environment. As students from diverse backgrounds and with varying needs come together, it’s inevitable that conflict arises.

Teachers, the architects of classroom dynamics, face the challenge of navigating these disputes tactfully and efficiently. Effective classroom management involves addressing conflict promptly and constructively, turning potential disruptions into valuable learning opportunities.

AllWin Conflict Resolution Training recognizes the unique challenges teachers face in this regard and offers tailored solutions to empower educators. By equipping teachers with the right tools and strategies, students can learn the importance of understanding, communication, and cooperation in resolving classroom conflicts.

The Importance of Conflict Resolution in the Classroom for Fostering Positive Learning Environments

The capacity to effectively manage classroom conflict involves fostering a positive classroom environment conducive to student learning. When teachers adeptly navigate student conflict, they set the stage for a more engaging, respectful, and inclusive learning space.

Enhancing Learning and Development

At the heart of managing classroom conflict is the development of conflict resolution skills among students. These competencies are crucial for student success both inside and outside the classroom.

By observing and participating in conflict resolution, students acquire essential problem-solving skills, empathy, and the ability to listen and communicate effectively. Such skills are invaluable, laying a foundation for future personal and professional interactions.

Building a Supportive Classroom Community

Teachers play a pivotal role in managing conflict and preventing it through creating a supportive and understanding classroom culture. This involves implementing strategies that encourage students to express their opinions and feelings constructively, thus reducing student conflict.

In the context of college teaching, where the stakes are higher and the pressures greater, fostering such an environment is critical for student engagement and retention.

Types of Classroom Conflicts

Student vs. student disputes.

One common form of conflict in educational settings involves disputes between students themselves. These can stem from various sources, such as disagreements over group projects, competition for resources, or personal misunderstandings.

Encouraging students to engage in open dialogue and understand each other’s perspectives is crucial in resolving these conflicts. Teachers can teach students effective communication techniques and encourage students to find common ground, fostering empathy and mutual respect.

Student vs. Teacher Challenges

Conflicts between students and teachers often arise from misunderstandings, perceived unfair treatment, or differences in expectations. In these scenarios, teachers must model conflict resolution by actively listening to students’ concerns and explaining their perspectives calmly and clearly.

Teaching students how to express their concerns respectfully and encouraging them to seek understanding helps to build trust and a more positive classroom environment.

Group Conflicts

Group conflicts in the classroom can emerge when collaborating on projects or during team-based activities. These conflicts can be due to differing work ethics, ideas, or personalities. Teachers can teach students the importance of compromise, role allocation, and effective team communication.

Through these experiences, students learn valuable life skills, such as problem-solving skills and managing diverse viewpoints. Focusing on student behavior within these dynamics allows teachers to guide students toward more harmonious group interactions, reinforcing the importance of cooperation in achieving common goals.

Strategies for Empowering Classroom Peace

When conflict in the classroom arises, teachers have a unique opportunity to model and teach students how to resolve conflicts peacefully.

Proactive Measures and Engagement

One of the most effective conflict resolution steps involves preemptive measures to minimize conflict in the classroom. Encouraging open communication through regular class discussions allows students to express concerns before they escalate.

For instance, a “conflict corner” where students can write down issues anonymously encourages them to voice their problems non-confrontationally. This method empowers students and fosters a sense of community and mutual respect.

Active Listening and Empathy Building

A cornerstone of resolving conflict effectively involves teaching students and teachers the power of active listening and empathy. When other students are engaged in a disagreement, instructing them to paraphrase what the other has said before responding can significantly reduce misunderstandings.

This practice emphasizes the importance of understanding body language and tone, which are often as telling as the words themselves.

Problem-Solving Together

Constructively resolving conflicts often requires a collective effort. A practical strategy is to involve students in conflict resolution using role-play scenarios. This hands-on approach allows students to experience both sides of a conflict, teaching them valuable perspectives and resolving conflicts through empathy and collaboration.

For example, in a student vs. teacher scenario, role reversal can help each party understand the other’s viewpoint, leading to more effective solutions.

Through these strategies, teachers can significantly enhance the classroom environment, making it a space where students feel safe to express themselves and resolve conflicts amicably. By empowering students to actively resolve conflict, educators lay the groundwork for a more cohesive and supportive learning experience.

Proactive Strategies for a Harmonious Classroom

While some degree of conflict is natural, teachers can do a lot to create a classroom environment where students feel heard and respected and less likely to get into disagreements.

Cultivating Empathy and Understanding

To prevent conflict and foster an effective learning environment, it’s crucial to cultivate empathy among students. Encourage them to consider each other’s perspectives and feelings before reacting.

For example, a teacher might use role-playing activities to help students understand their peers’ emotions and viewpoints, reducing potential conflict by promoting empathy.

Setting Clear Expectations

Establishing clear rules and expectations from the start can significantly mitigate conflict in the classroom. This involves laying out the consequences of classroom incivility and explaining the importance of respect and cooperation in creating a positive learning environment. Consistency in enforcing these rules in the same manner for all students is key to maintaining fairness and respect.

Encouraging Open Communication

Handling conflict effectively often boils down to how well individuals can communicate effectively. Teachers should model and teach students the art of expressing their thoughts and student’s feelings openly but respectfully. Implementing regular feedback sessions where students can voice concerns or suggestions can help address issues before they escalate into conflicts.

Promoting Collaborative Problem-Solving

To mitigate conflict and enhance the learning process, involve students in collaborative problem-solving activities. This approach not only helps in conflict management but also encourages students to work together toward a common goal—appreciating each other’s input and fostering a spirit of teamwork.

Recognizing and Valuing Differences

A key strategy in preventing classroom conflicts is acknowledging and valuing the diverse backgrounds and perspectives students bring to the classroom. Celebrating cultural days, sharing personal stories, and incorporating a variety of viewpoints in the curriculum can help students appreciate diversity and reduce misunderstandings that could lead to conflicts.

Communication, Empathy, and Listening in the Classroom

Effective communication lies at the heart of preventing and resolving classroom incivilities.

Communication

Effective communication is paramount in preventing and resolving classroom incivilities. When teachers encourage open dialogue, they create an atmosphere where students feel comfortable sharing their thoughts and concerns.

For instance, implementing a ‘thoughts and feelings’ box where students can anonymously submit their worries or conflicts encourages a culture of openness. This strategy ensures that students understand the importance of voicing concerns before they escalate into hurt feelings or misunderstandings, thereby maintaining an effective learning environment.

Empathy allows students and teachers to perceive and understand each other’s emotions, fostering a supportive classroom atmosphere. Role-playing exercises, where students are asked to act out scenarios from their peers’ perspectives, can significantly enhance empathetic understanding.

Such activities help students grasp the impact of their actions and words, reducing classroom incivilities and promoting a more inclusive, effective learning environment.

Active Listening

Active listening means focusing intently, understanding the message, responding thoughtfully, and retaining the information. In problem-solving , teachers can model active listening by paraphrasing a student’s concerns during a conflict, showing they have truly heard and understood the issue.

This practice not only validates the student’s feelings but also encourages them to engage in the problem-solving process, leading to more effective resolutions. Workshops on active listening can equip most students with the skills to navigate disputes constructively, ensuring that all voices are heard and considered.

The Consequences of Unresolved Conflicts

Unresolved conflicts don’t just disrupt the classroom at the moment—they negatively impact student learning and well-being.

Diminished Academic Performance

Unresolved conflicts can lead to a stressed and distracted classroom environment where students struggle to focus on their studies. The tension distracts from the learning opportunity it presents, instead creating an atmosphere that hampers academic growth and understanding.

Eroded Trust and Relationships

Continuous conflict without resolution can erode the trust between teachers and students and among the students themselves. This relationship breakdown makes it difficult for the classroom to function as a cohesive unit, impacting the students’ sense of belonging and community.

Increased Anxiety and Stress

The stress associated with ongoing disputes can have a significant impact on students’ mental health, leading to increased anxiety and stress levels. This emotional turmoil can detract from a safe and supportive learning environment, which is essential for student well-being.

Loss of Interest in Learning

The hostile atmosphere generated by unresolved conflicts can lead to a loss of interest in learning among students. When students feel uncomfortable or unsafe in their classroom environment, their engagement and motivation to learn diminish significantly.

Steering Teachers Toward Conflict Mastery

Integrating conflict resolution and management training into teacher education programs can transform the educational landscape, equipping educators with the skills to navigate hot moments and foster a more harmonious learning environment.

Enhancing Self-Awareness and Control

One significant benefit is the development of self-control and awareness among teachers. Understanding their reactions and emotions in conflict situations enables educators to model constructive behavior, teaching students to handle their own problems with maturity and patience.

Clarifying Policies and Expectations

Conflict management training helps teachers establish clear expectations and fair policies, reducing ambiguity that often leads to disputes. This clarity helps reduce conflict by ensuring that all students understand what is expected of them academically and behaviorally.

Facilitating Constructive Dialogues

Armed with effective conflict resolution techniques, teachers can turn challenging situations into opportunities for dialogue and learning. Training provides strategies for de-escalating tense situations and exploring possible solutions, allowing teachers to guide students toward a new perspective on conflicts.

Empowering Problem-Solving Skills

Such training empowers teachers to resolve conflicts themselves and teach students how to approach their conflicts constructively. This approach fosters an environment where students learn to view conflicts as opportunities for problem-solving and personal growth rather than obstacles to their success.

Embrace the Journey Toward Conflict Mastery

Incorporating conflict resolution training into educational settings enriches the learning experience, nurtures empathy, and enhances problem-solving skills among students and teachers alike. Embrace these strategies to foster a positive, productive classroom environment. For more insights and support, contact us at AllWin Conflict Resolution Training.

About the Author: Jeremy Pollack

Jeremy Pollack, Ph.D. is the founder of Defuse De-Escalation Training, a sister company of Pollack Peacebuilding Systems, the largest workplace conflict resolution training and consulting firm in North America. He actively participates in de-escalation training and consulting initiatives for a variety of industries, from Fortune 500 companies to well-known non-profits. Besides his Ph.D. in Psychology from Grand Canyon University, Jeremy holds a Master’s Degree in Negotiation, Conflict Resolution, and Peacebuilding (NCRP) from California State University, Dominguez Hills. He is also a member of several organizations focused on conflict resolution and peacebuilding, such as the Peaceful Leadership Institute, the Association for Conflict Resolution, and the Division 48 (Division of Peace Psychology) of the American Psychological Association. Jeremy also holds several certifications in the field of training and coaching: he is a Certified Organizational Development Coach (CODC™), a Certified Clinical Trauma Specialist-Individual (CCTS-I™), and an Associate Certified Coach (ACC) under the International Coaching Federation.

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4 Steps to Managing Conflict in Schools

Skillfully embracing conflict can help administrators create a more welcoming and transparent school culture.

Studies estimate that leaders spend 20–40 percent of their workday lurching from one conflict to the next . As longtime educational administrators, we’ve witnessed every combination of school relationships embroiled in dispute: parent versus teacher, teacher versus teacher, teacher versus building administrator, building administrator versus central office, central office versus board of education.

Conflict makes school leaders feel uncomfortable: Deep, lingering controversy is the product of complex issues for which there are no ready solutions. In today’s polarized education climate, this is contributing to an exodus of principals and superintendents . However, cultures benefit from a proactive approach to conflict management in schools. 

Why Administrators Avoid Conflict 

Human beings have a propensity to avoid conflict. It’s in our nature when facing adversity: Avoidance is half of the innate fight-or-flight equation. Administrators may also believe the common fallacy about conflict in organizations, where dissension is understood as disruptive and abnormal. We call this the “Three Musketeers Myth,” the assumption that organizations typically operate according to the principle “One for all, and all for one.” 

If conflict is presumed to be a sign of dysfunction, then leaders mistakenly believe their job is to steer clear. But when conflict is neglected, it doesn’t simply disappear. Dissension continues to roil below the surface, resulting in damage to school climate. Left ignored, faculty stress reaches unsustainable levels, a toxic environment takes hold, and there is knee-jerk resistance to school reform as opponents invariably square off. 

Fear of conflict can leave school administrators reluctant to engage critical issues, such race and income inequities. Amanda E. Diamond and John B. Lewis, in their case study of a Chicago-area high school titled Despite the Best Intentions: How Racial Inequality Thrives in Good Schools , chronicled how students, parents, teachers, administrators and board members all recognized racial disparity in Advanced Placement admission criteria and other inequities. Yet, to avoid conflict, leaders continued to follow the path of least resistance. 

4 Steps of Skillful Conflict Management

While avoidance might be an understandable reaction, skillfully managed conflict can benefit schools by improving the ability of stakeholders to work together toward shared goals and establishing a culture in which people can disagree without becoming disagreeable. We’ve observed schools transforming dissent into opportunity and engaging substantive issues once leaders cure their debilitating cases of conflict aversion. The following are some effective remedies based on our experience and literature from the fields of engineering, organizational psychology, and peace studies.

1. Begin by picking low-hanging fruit. Conflict avoidance in schools is anticipatory; it’s a foreboding yet unrealized expectation of deleterious outcomes. Conflict aversion also derives from a limited skill set; avoidance is eminently understandable if an administrator hasn’t learned how to manage dissent. This leads to the concept of beginning by picking the low-hanging fruit. By first prioritizing less provocative or heated issues, both the conflict-avoidant administrator and the school community gain confidence and trust in the collaborative problem-solving process. Skills grow under these relatively safe circumstances, and the previously avoidant administrator experiences positive outcomes.

For example, addressing friction over student discipline and its impact on school climate might simply begin with the creation of a form to collect data on infractions and consequences, providing a noncontroversial foundation for future discussion.

2. Exercise conflict agility muscles. Like any skill, the ability of a group to collaboratively problem-solve improves with regular practice. Seth routinely began faculty meetings with a 10-minute “Good of the Community” protocol, in which teachers could raise schoolwide issues and problem-solve collaborative solutions on the spot. With practice resolving a range of issues, from student behavior in the hallways to low attendance at the holiday party, trust among staff members escalated, and they became more adept at considering increasingly thorny quandaries.

Lots of well-structured committee work expands opportunities to tone conflict-agility muscles. For example, search committees consisting of faculty and parents that were convened to identify promising teacher candidates led to rich discussions and consensus around the school’s curriculum goals and instructional practices.  

3. Turn inward in order to turn outward. In emotion-laden conflicts, school leaders often become the target of other people’s frustration, leading to personal attacks. In such instances, school leaders need to adopt a reflective mindset, or Keep Calm and Principal On. The first step when confronting a dispute is, as conflict resolution experts Craig E. Runde and Tim A. Flanagan advise, to “slow down, cool down.”

Conflict stimulates a stress response: Adrenaline and cortisol course through the bloodstream, and the sensation of anxiety and feeling threatened clouds rational thought. By first turning inward, leaders give themselves space to counteract the physiological reaction. There is a straightforward prescription: Take a step back; inhale a deep breath; silently repeat a personal mantra; and offer a neutral comment, such as, “That’s very interesting.” After a momentary pause, a leader is able to perceive the context more objectively and follow a key principle of Conflict Resolution 101: Don’t take it personally. 

4. Assume an inquiry stance. The most intractable systemic issues require a long-term commitment to understanding root causes and brainstorming truly novel solutions. The design thinking approach to problem-solving suggests beginning by developing an “empathetic” and comprehensive understanding of the problem. Rather than attacking one another’s personalities and motives, as people are wont to do, the initial role of the leader is to focus group inquiry on what people are saying, doing, thinking, and feeling about underlying complex problems using hard and soft data.

For example, Jamila Dugan and Shane Safir’s Street Data method recommends gathering data from the ground up, beginning with stories, artifacts, and observations from people who are directly impacted, then examining the information, in addition to more traditional sources, to derive meaning. In contrast with avoiding conflict, an inquiry stance embraces an issue in its intricacies, diverse perspectives, and broad landscape, while building a foundation for healthy, ongoing dialogue.

Administrators can transform conflict into a constructive growth opportunity in a school community that values open, honest, and respectful conversation. That’s a cultural change that begins with the notion that embracing, rather than avoiding, challenges is an essential step in the process of continuous school improvement. With a firm, shared, and lasting commitment to conflict agility, schools can break the cycle of conflict avoidance and embark on a path to consequential change. As James Baldwin observed, “Not everything that is faced can be changed, but nothing can be changed unless it is faced.”

Classroom Conflict Resolution Techniques

By dustin hughes.

• November 11, 2020

Conflict: It’s great for drama, and an inescapable part of human progress, but it can make for fraught situations in the classroom.

Conflict can happen even in the most supportive, positive, and open classrooms, disrupting your students’ ability to learn. If left unchecked, it could even lead to violence.

Many districts may offer some type of conflict resolution training. Even if yours doesn’t, the good news for educators who are caught in the middle of classroom conflict is that there are many options for conflict resolution.

Conflict Resolution Steps to Help Students Grow

Ask 100 people what conflict resolution is, and you’ll probably get 100 different answers. But there are concrete steps you can take to settle problems in the classroom. Not every conflict will be the same, and so not every conflict can be resolved in the same manner. But understanding basic strategies can help most situations.

Depending on the situation, there are several different options for conflict resolution. Here are some examples.

Conflicts Among Students

When something comes up, educators should take time to SOAR: Stop, Observe, Assess, and React.[6] Then you can acknowledge the emotions in the room and use the situation as a learning opportunity.

In cases where there’s been a larger conflict between two students, here are six steps teachers can use to help students resolve a dispute:[4]

1. Cool off First, before problem-solving can begin, the students need time to calm down. For younger students, have them take some deep breaths.

2. Share, listen, check Students need to listen to each other share their issues, and then check that they understand them. This can take practice and coaching from a teacher. When sharing, students should use respectful but assertive “I statements,” like “”I feel sad when you don’t let me play because I am alone.” Students can work on reflective listening and paraphrasing when they check for understanding. For example, they can start sentences with “I think I heard you say you feel …” or “So you want me to try to …”.

3. Take responsibility Once students have shared their perspectives, they need to take responsibility for their own actions. You can prompt students by asking them an open-ended question like, “What could you have done differently to change what happened?”

4. Brainstorm solutions Now the students can work together to find a solution that’s acceptable to both. This is a good time for students to learn to compromise. It can be helpful for a teacher to start the discussion with some suggestions, but it’s best that the ideas come from the students.

5. Choose a solution Students now go over their brainstormed list of solutions to eliminate the ones that aren’t good for both of them and ones that won’t address future problems.

6. Affirm, forgive, or thank Students can close out the session by acknowledging what happened and forgiving the other student (if an apology or forgiveness is warranted). They can then thank each other for working on the solution together.

Helping An Angry Student

Sometimes an educator needs to deal with a student who’s angry and causing a disruption in the classroom. York University in Canada has the following suggestions for such a case:[2]

Stay calm and polite and keep your own emotions under control. Keep eye contact and speak clearly—without raising your voice. (Note that some cultures may view eye contact as confrontational. Other non-verbal cues that show you are paying attention may be helpful.)

Offer to talk privately during a break in class, or to go to a quieter place if it’s safe. Acknowledge the student’s anger and let them vent to you about what is upsetting them. Listen and try to understand the real issues that are concerning the student. During your conversation, summarize and clarify your understanding of what the student has said. Don’t disagree with the student, but build on what they have said.

You can help the student by giving them a way out—letting them gracefully back down from a heightened situation. This can be done again with open-ended questions that help the child calm down and understand what actually frustrated them in the first place.

Finally, encourage your student to generate solutions to the problem being addressed. Restate and reassure the child when they present a reasonable solution to the conflict.

Conflict Resolution Activities and Games for Children

Learning how to handle disagreements and conflict is a critical part of social-emotional learning (SEL). Social skills like cooperation, empathy, and self-control are integral to emotional development and conflict resolution.[1] Helping students develop strong social-emotional learning skills and build the competencies laid out by the Collaborative for Academic, Social, and Emotional Learning (CASEL) can strengthen children’s intellectual development, leading to lifelong success.

One place to start is simply by reading. Read-alouds can prompt class discussions about empathy, different perspectives, and the virtues of patience. Regular reading and discussion about these themes, and how they relate to real-world conflict resolution, can help children build their ability to handle conflicts.[5] Children may also benefit from coming up with other ways for characters to handle situations in the books.

Group activities like role playing help children understand differing perspectives, while also being fun for the class. When they’re put in a situation and portraying something different from what they’re used to, children learn empathy and practice considering other peoples’ points of view. For younger students, it can be helpful to have a discussion after the role play to remind them they were playing a different “character,” and to ensure students learned from the fun activity.[3]

When conflict arises, having the students involved write or draw a picture about what happened can be helpful for several reasons.[6] First, it sets a cooling-off period. It also encourages them to reflect on what happens and how it made them feel. Teachers can help students consider their actions by prompting them with questions like, “What would you choose to do differently?” or “How did this make you feel?”[3]

No two situations are the same, but generally these strategies can help create a peaceful and constructive classroom. When you’re dealing with any level of conflict, remember that the goal is not just to end the argument, but to use the situation to help empower students to grow and learn how to solve their own problems.

• Responsive Classroom. “A Conflict Resolution Protocol for Elementary Classrooms.” March 2001. https://www.responsiveclassroom.org/a-conflict-resolution-protocol-for-elementary-classrooms/
• Teaching Commons at York. “Managing Conflict in the Classroom.” York University. https://teachingcommons.yorku.ca/resources/teaching-strategies/managing-conflict-in-the-classroom/
• The Resilient Educator. “4 Effective Conflict Resolution Strategies in the Classroom.” April, 2018. https://resilienteducator.com/classroom-resources/4-effective-conflict-resolution-strategies-in-the-classroom/
• Driscoll, Laura. “Teaching Conflict Resolution Skills in 6 Easy Steps.” Social Emotional Workshop. October, 2017. https://www.socialemotionalworkshop.com/2017/10/teaching-conflict-resolution-skills/
• Curletto, Amy. “Quick & Effective Conflict Resolution Strategies for the Classroom.” Stanfield.com. https://stanfield.com/quick-effective-conflict-resolution-strategies-for-the-classroom/
• Center for Teaching Innovation. “Getting Started with Managing Classroom Conflict.” Cornell University. https://teaching.cornell.edu/resource/getting-started-managing-classroom-conflict

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Teaching Conflict Resolution: Spectacular Key Strategies for Fostering Peaceful Problem-Solving

Table of Contents

Conflict resolution and peaceful problem-solving are essential skills that enable individuals to navigate disagreements constructively and empathetically. We understand the importance of instilling these skills early in education, as they can dramatically improve communication and foster a more harmonious learning environment. By equipping students with the tools needed to understand and manage conflict, we are not just preparing them for the classroom, but for life-long interactions in a diverse and dynamic world.

It’s key to remember that conflict is a natural part of human relationships and, when managed effectively, can lead to growth, innovation, and stronger bonds. This is why embedding conflict resolution strategies within the curriculum is so valuable. Our approaches focus on enhancing social-emotional learning, which includes developing empathy and communication skills . Through interactive and practical applications, such as peer mediation and problem-solving activities, students can experience the positive outcomes of managing conflicts constructively.

Michelle Connolly, founder of LearningMole and an educational consultant with 16 years of classroom experience, emphasises the significance of these strategies: “Teaching conflict resolution is about more than just responding to disagreements; it’s about building a foundation of understanding, respect, and the ability to listen – skills that are critical for success beyond the classroom.”

Key Takeaways

• Conflict resolution education prepares students for lifelong interpersonal skills .
• Strategies include enhancing empathy, communication, and social-emotional learning.
• Practical applications in education lead to constructive management of conflicts.

Understanding Conflict

In addressing classroom conflicts, it’s imperative that we explore their nature, origins, and emotional underpinnings to facilitate effective resolution strategies.

Types of Conflict

Conflicts in the classroom come in various forms, ranging from simple disagreements over facts to complex interpersonal issues. It’s crucial to distinguish between task-related conflicts , which concern the content of a lesson or assignment, and relationship conflicts , that stem from personal disagreements and are based on emotional connections. Understanding the type of conflict is the first step in resolving it effectively.

Sources of Classroom Disagreement

Disagreements in a classroom often arise from misunderstandings, differences in values or beliefs, and competition for resources like attention and time. For instance, debates over historical interpretations can reflect deeper value-based conflicts. Likewise, when students vie for a teacher’s attention, it might create friction and initiate conflict.

The Role of Emotions in Conflict

Emotions play a pivotal role in conflicts, with feelings like frustration or anger often escalating disagreements. Michelle Connolly, an expert with 16 years of classroom experience, says, “Recognising the emotional landscape of a classroom conflict can transform the path to resolution.” We must not overlook the emotional aspects when teaching conflict resolution as they often provide insights into the root of the disagreement.

Foundation Skills for Conflict Resolution

Conflict resolution is a vital skill set that plays a crucial role in fostering harmonious interactions in both personal relationships and professional environments. By mastering foundational skills such as empathy , effective communication , active listening , and specific problem-solving steps , individuals can navigate disputes with greater success.

The Importance of Empathy

Empathy lies at the heart of conflict resolution. It involves the ability to understand and share the feelings of another, which is essential for resolving conflicts in a way that respects and values all parties involved. Michelle Connolly, founder of LearningMole, emphasises, “Empathy allows us to see the world through another’s eyes, bridging the gap between differing perspectives.”

Developing Effective Communication

Effective communication is more than just exchanging information; it’s about conveying our thoughts and feelings clearly and respectfully. It involves specific language , non-verbal cues , and a willingness to openly express oneself without causing further conflict. To communicate effectively, we must consider our words carefully and be mindful of the impact they can have on others.

Active Listening Techniques

Active listening is a skill that requires us to listen to understand, not just to respond. It involves giving complete attention to the speaker, acknowledging their message, and providing feedback that demonstrates comprehension of their point of view. Techniques such as summarising what has been said and asking clarifying questions are instrumental to active listening and, by extension, to successful conflict resolution.

Problem-Solving Steps

A structured approach to problem-solving helps prevent conflicts from escalating. The key steps include identifying the issue , generating possible solutions , evaluating the options , and agreeing on a course of action . This process requires patience, openness to different ideas, and a commitment to work collaboratively towards a mutually beneficial resolution.

By instilling these foundational skills, we lay the groundwork for more peaceful and productive interactions.

Applying Conflict Resolution in the Classroom

In this section, we delve into strategies for teaching conflict resolution within the educational sphere, particularly focusing on creating a peaceful classroom environment , enhancing the role of teachers , and promoting assertiveness and choice among students.

Facilitating Peaceful Classroom Environment

The classroom environment can significantly influence students’ ability to learn and interact peacefully. To facilitate a peaceful classroom , it is crucial to establish rules that promote respect and understanding among students. This can be done through setting clear expectations and involving students in the creation of a collective classroom agreement . As Michelle Connolly, an educational expert with over 16 years of classroom experience, suggests, “A well-structured environment where students feel safe and respected is the cornerstone of effective conflict resolution education .” By embedding conflict resolution into the fabric of our day-to-day teaching, we not only address issues as they arise but proactively cultivate a culture of peace.

Role of the Teacher in Conflict Resolution

We, as teachers, play a pivotal role in resolving conflict in the classroom. By modelling appropriate behaviour and providing guidance, we help students navigate conflicts constructively. Key strategies include:

• Listening actively to students’ concerns without immediate judgement.
• Mediating conversations between conflicting parties to find a common ground.
• Teaching problem-solving techniques to empower students to resolve issues on their own.

This active involvement shows students that conflict is a normal part of life and provides them with the tools to handle disputes independently.

Applying Assertiveness and Choice

Empowering students to be assertive , rather than passive or aggressive, is essential in conflict resolution. We can teach students to express their feelings and needs clearly and respectfully by:

• Role-playing scenarios that require students to practice assertiveness .
• Encouraging choice , so students learn to make decisions that resolve conflicts without infringing on others’ rights.

Assertiveness and choice are critical components that allow students to approach conflict with confidence and a sense of control.

Through these strategies, we can transform our classrooms into incubators for peace, where every student is equipped with the tools and choices needed for harmonious interaction. Our commitment goes beyond education to moulding a generation adept at forging peace.

Strategies for Conflict Resolution Skills Development

In this section, we explore effective approaches to nurturing conflict resolution skills in learners. Through engaging methods including role-play , games , literature, and guidance, students can develop the tools necessary for peaceful problem-solving.

Teaching through Role-Playing

Role-playing is a dynamic way to foster empathy and improve conflict resolution skills . By acting out scenarios, learners can experience different perspectives and practise addressing conflicts in a controlled environment. Michelle Connolly, founder of LearningMole, advocates role-playing as a technique “to help students visualise and, thus, better understand the impact of their actions on others, something I’ve seen work wonders in the classroom.”

Conflict Resolution Games

Games can turn the serious topic of conflict resolution into an engaging learning experience. When utilised in the classroom, games that focus on teamwork and strategy encourage children to collaborate and solve problems collectively. It’s not just about winning; it’s about finding solutions that benefit everyone involved.

Using Books to Discuss Conflict

Books are valuable tools in teaching conflict resolution skills . They provide a safe way to introduce children to different scenarios involving conflict, helping them to discuss and understand various outcomes. We can guide discussions that allow students to reflect on the characters’ actions and decisions, considering what they would do differently.

Empowering with Guidance and Responsibility

Lastly, we believe in empowering students with both guidance and responsibility . This approach entails giving them a voice in their own learning and allowing them the responsibility to resolve conflicts. As Michelle Connolly puts it, “Empowerment through responsibility and guidance leads to students owning the solutions, which is key for lasting conflict resolution skills.”

Enhancing Social-Emotional Skills

Emotional intelligence is as crucial as cognitive development in preschool education. We’re focusing on nurturing children’s social-emotional skills to promote healthier interactions and emotional wellbeing.

Fostering Social and Emotional Development

To guide children towards emotional maturity , it is vital we create learning environments that support emotional expression and understanding. Programmes like Peace building and conflict resolution in preschool children encourage children to articulate their feelings and recognise emotions in others. This grounding in social and emotional development lays the foundation for their future academic and personal success.

Promoting Stronger Relationships

By teaching children how to resolve conflicts amicably, we are not just solving immediate problems; we are equipping them with the tools to build stronger and more meaningful relationships throughout their lives. As Michelle Connolly, a reputable educator, says, “Encouraging children to empathise with their peers is the first step towards a more understanding and compassionate generation.”

The Importance of Boundaries

Establishing boundaries is a crucial part of promoting social-emotional skills. By setting clear expectations and consistent limits, we help children feel secure and understand the importance of respecting others. This understanding is instrumental in teaching them how to engage in healthy conflict resolution and Promoting Stronger Relationships .

Through our combined efforts, we aim to shape a generation that embraces social and emotional development , understands the value of stronger relationships , and respects boundaries to create a more peaceful and empathetic society.

Implementing Peer Mediation

Peer mediation is a valuable approach to resolving conflicts, often utilised within educational settings like primary and middle schools. It empowers students to take an active role in maintaining a harmonious school environment.

Peer Mediation Process

The peer mediation process typically follows structured steps to ensure fair and peaceful resolution of conflicts. Here’s a brief outline:

• Referral : A conflict is identified and referred to the peer mediation team by a teacher or student.
• Mediator Selection : Trained student mediators are chosen to manage the session, usually working in pairs for balance and support.
• Active Listening : Each party has the opportunity to express their viewpoint without interruption.
• Understanding : Mediators ensure all parties understand the issues and feelings involved.
• Problem-Solving : The group collaborates to find a mutually agreeable solution.
• Agreement : An agreement is reached and documented by the mediators.
• Follow-Up : A follow-up is conducted to ensure the agreement has been honoured and the conflict has been resolved satisfactorily.

This process offers students practical problem-solving skills and fosters empathy, both crucial for their personal development and the creation of a positive learning environment.

Training Students in Peer Mediation

Our approach to training students in peer mediation is both thorough and hands-on. Initially, we select students who display empathy, a sense of fairness, and the ability to remain neutral. The training involves:

• Communication Skills : Teaching listening, paraphrasing, and non-verbal communication.
• Conflict Resolution Techniques : Training on conflict analysis and problem-solving strategies.
• Role-Playing : Realistic scenarios are used to practice and refine mediation skills.

“Introducing peer mediation training transforms the whole school culture,” says Michelle Connolly, our founder and educational consultant with extensive classroom experience. “Students learn profound lessons in communication and empathy that resonate beyond their school years.”

The adoption of peer mediation in schools, whether in primary or secondary education, has been marked by the shift towards giving children the tools they need to solve disputes calmly and equitably. Our role in the preparation process ensures they’re equipped with the necessary skills for successful mediation.

Problem-Solving Skills in Action

In this section, we’re going to explore practical strategies for problem-solving that promote peaceful outcomes in conflict situations. Effectively managing conflict involves using problem-solving skills that both parties can participate in, leading to more sustainable and cooperative solutions.

Brainstorming Solutions Together

When it comes to resolving conflicts, brainstorming solutions together is a key part of the conversation. We encourage participants to collaboratively list as many ideas as possible, without judgement. This emphasis on collective idea generation can lead to innovative solutions that might not be considered in a more confrontational setting. As Michelle Connolly, an expert with over a decade of experience in the classroom, often says, “Opening up the floor to multiple perspectives not only fosters inclusivity but also propels towards more creative resolutions.”

• List possible solutions without prejudice
• Encourage all parties to contribute

Finding Compromise

To arrive at a compromise , everyone involved needs to understand and acknowledge the others’ needs and interests. This can require some give-and-take; however, the aim is to find a middle ground that everyone can accept. Compromise shouldn’t be seen as losing, rather as a cooperative move towards the resolution of the conflict.

• Identify shared goals
• Negotiate terms agreeable to all parties

When to Encourage Ignoring the Conflict

Sometimes, the best action can be inaction. When conflicts are trivial or when the cost of resolution outweighs the benefits, encouraging parties to ignore the conflict might be the most appropriate strategy. Recognising when to let go of minor disagreements can preserve relationships and save energy for more significant issues.

• Assess if the conflict is worth engaging
• Weigh the potential benefits against the costs

Case Studies and Real-Life Applications

In the realm of education, practical application of theory is key. In this section, we’ll explore the benefits that real-life examples and hands-on tactics bring to teaching conflict resolution skills.

Analyzing Classroom Interactions

Case Study 1: In our analysis, we noted that when teachers model peaceful problem-solving, students are more likely to employ similar tactics. One teacher incorporated role-play scenarios based on actual classroom disputes, which led to a notable decrease in classroom disruptions.

Case Study 2: Another case involved a team-teaching approach where educators worked collaboratively to supervise and guide students through a conflict. This active observation and joint problem-solving technique proved to be highly effective in fostering a cooperative classroom environment.

“By analyzing and reflecting on classroom interactions, we empower students to develop proactive strategies and resolve conflicts peacefully,” shared Michelle Connolly, an expert with over 16 years of classroom experience.

Preventing Bullying through Proactive Measures

Initiative Overview: To address bullying, one school implemented a proactive program that educated students on empathy and respect. This included workshops and peer-mentoring systems, which significantly reduced bullying incidents in the school.

Extended Impact: Precursor signs of bullying were addressed through early intervention strategies, such as social skills training and open forum discussions, fostering a more inclusive school culture.

Michelle Connolly comments, “Being proactive and setting a firm foundation in empathy is essential in preventing bullying. It’s about equipping children with the right tools before issues arise.”

Building Life-Long Conflict Management

It is essential for pupils to develop conflict management skills that they can rely on throughout their lives. Our focus is to embed these life-long skills into the fabric of education, ensuring that learners can apply self-regulation and strong values to resolve conflicts effectively.

Integration with Social Studies and Language Arts

Embedding conflict resolution within Social Studies not only enriches students’ understanding of historical and cultural perspectives but also presents values and practices that have been employed to resolve disputes. Through analysing past conflicts and resolutions, students acquire a toolbox of strategies that are applicable to their own interactions.

In Language Arts , reading and discussing literature provides students with insight into complex characters and scenarios. This can spark discussions about emotional intelligence, ethics, and the impact of decisions on relationships. By integrating life-long skills and values into these discussions, we foster an environment where conflict resolution becomes a natural part of their learning journey.

Teaching Long-Term Self-Regulation

To foster self-regulation, we must nurture it in every aspect of schooling. Encouraging students to set goals, monitor their progress, and reflect on successes and setbacks instils a sense of responsibility and control. Michelle Connolly , our founder and expert educational consultant, believes that “Self-regulation is the bedrock of conflict management – it allows students to navigate challenges with resilience.”

Through both curricular activities and extracurricular guidance, we equip students with the necessary tools to manage their emotions and behaviour. This effectively prepares them not just for school life but for varied life situations, rooting conflict resolution deeply as a value and core skillset.

By embracing these strategies within our educational framework, we make a commitment to guide learners towards being articulate, thoughtful, and proactive individuals in all spheres of life.

Incorporating Social-Emotional Learning Curricula

Incorporating social-emotional learning (SEL) into educational curricula is essential for developing students’ abilities to manage emotions, establish positive relationships, and navigate social complexities. Through SEL, we provide learners with vital life skills that can enhance their personal and academic success.

The SOAR Approach in Schools

The SOAR approach—comprising Strategies, Opportunities, Abilities, and Reflection—is a robust framework for embedding SEL into schools. Strategies involve implementing explicit instruction and situations where students can practise SEL competencies. Through Opportunities , we create a setting where social-emotional growth is recognised and encouraged. It’s about nurturing their Abilities to deal with challenges constructively—and finally, fostering Reflection about their experiences and learning from them. Michelle Connolly, an educational consultant, points out, “The real value of the SOAR approach lies in its comprehensive nature—it’s about guiding students to succeed academically and socially.”

Perspective-Taking Skills

Developing perspective-taking skills is a cornerstone of SEL. By encouraging students to consider others’ feelings and viewpoints, we enhance their empathy and conflict resolution abilities. In practice, this requires structured activities where learners are prompted to analyse situations from different perspectives. Michelle emphasises , “When students learn to view a scenario from multiple angles, they not only gain empathy but also become better problem-solvers—a critical skill for peaceful conflict resolution.”

Frequently Asked Questions

As educators, we understand the importance of equipping students with the skillset to handle conflicts constructively. The following frequently asked questions aim to provide insight into strategies and methods for teaching and promoting peaceful problem-solving in various educational environments.

What methods can educators use to instruct students in conflict resolution?

We find that role-playing activities and group discussions are effective ways to teach students about conflict resolution. These methods allow learners to practise communication and negotiation skills in a controlled, supportive setting. “Role-plays offer a safe space for students to experiment with different strategies and see the consequences of their actions,” explains Michelle Connolly, an educational consultant.

How can conflict resolution techniques be adapted for a younger audience?

For younger children, we incorporate games and storytelling that convey simple messages about sharing, empathy, and friendship. Simplified conflict resolution steps matched with age-appropriate language can make the learning process enjoyable and memorable. Michelle Connolly suggests, “Using puppets to act out conflicts can help young learners understand and manage their emotions.”

What steps are integral to peacefully solving disagreements in educational settings?

Essential steps include active listening, expressing feelings and needs without accusations, brainstorming solutions together, and reaching a mutual agreement. We emphasize the importance of validating all parties’ perspectives to foster a respectful and open dialogue.

Can you suggest practical calming strategies that can be employed during conflict resolution?

Practical calming strategies include deep breathing exercises, counting to ten, or taking a short walk. These techniques can help students and educators alike to maintain composure and approach conflicts with a clear mind. “Calming strategies are the first step in moving from a heated emotion to thoughtful problem-solving,” says Michelle Connolly.

What are some effective conflict resolution strategies suited for secondary school learners?

Secondary school learners can benefit from structured problem-solving models and negotiation skills training. Peer mediation programs can also empower them to take on leadership roles in managing conflicts among their peers. “Teenagers should be encouraged to view conflicts as opportunities for growth,” advises Michelle Connolly.

How might one implement conflict resolution training in a professional or organisational context?

In a professional setting, conflict resolution training might include workshops, collaborative projects, and team-building activities. Regularly reinforcing positive communication and providing clear guidelines for managing disputes are keys to success. Michelle Connolly emphasises, “It’s crucial that everyone feels heard and that there’s a collective commitment to resolving conflicts amicably.”

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Modeling conflict resolution in the classroom.

We cannot avoid classroom conflicts; we can only manage them. And in most instances, managing conflict constructively and creating conflict resolution processes results in realizing values, acknowledging attitudes, and developing new approaches to life. It's essentially another helpful lesson! That's why schools should teach and guide students on positive ways to approach conflict by developing school-based conflict management models and changing school systems into conflict-positive organizations.

You can help your students keep the peace and equip them with essential life skills. All it takes is proactive practices and the proper channels.

Conflict Resolution Techniques You Can Apply In The Classroom

Modeling is an age-old approach to teaching children ideal behaviors. Teachers mostly use it to illustrate ways to resolve a rising dispute peacefully and empathize with the parties involved. The goal is to establish transparent conflict resolution processes to empower the students to learn from their/others' mistakes. 

1.   Acknowledging Problems As Soon As They Happen

It may be tempting to ignore a student or students' recurring fights or conflicts with others. However, establishing a solution for these problems as soon they happen will benefit the students and create a peaceful, positive learning environment for the entire class.

2.   Teach Conflict Resolution Even Before Issues Arise

Prevention is the best preparation, so it's a worthwhile contribution to students (and you) to set time aside in the curriculum to teach and demonstrate effective conflict resolution techniques. Proactively teach students the necessary skills to work cooperatively and solve problems at home and school. Do not wait for a classroom crisis to work on peacemaking.

As soon as the school year starts, teach students how their actions impact their surroundings and the community and how to properly express their emotions. Perhaps introduce classroom rules for resolving issues. Advise them to speak with you about the problem first, or you can create a designated "cool off" space if a student is upset. Whatever you decide to do, try to incorporate some of the following into your conflict resolution lessons. 

• Making the students understand how their actions influence others, negatively and positively.
• Teach them active listening skills.
• Help students set goals and communicate their needs while working in groups. Team exercises (beyond classwork) can help build trust and cooperation.
• Help students identify triggers like anxiety, fear, or frustration. Teach them how to acknowledge and manage frustration in healthy ways, like mindful activities or reflection.

3. Instilling Mediation Practices

Mediation curricula provide learners and adults a chance to non-violently and fairly resolve their disagreements. A mediator, in this case, a teacher, makes a safe space in which the parties involved can effectively listen to each other and identify the real problems. They can then put their heads together and discuss alternatives on the best way to handle their arguments. You do not necessarily need to impose a solution.

Listen to the parties involved and let them communicate freely and respectfully. Afterward, let the students come up with ways to create better relationships amongst themselves. If possible, help them create solutions and understand why the solution works. To hold them accountable, follow up after some time and see how they handle the process.

You can involve the following kinds of mediation in the classroom:

Student-Teacher Mediation Programs

In most instances, this is an extension of convention between an adult and a student, usually involving behavioral issues, respect issues, characters, and other conflicts that may negatively affect teacher-student relationships.

Student Peer Mediation Programs

Here, you can select trained and mature students to help their fellow peers through their disputes. Train at least 10-20 students in the school and let them act as mediators. They can carry out mediation sessions wherever both parties feel comfortable. Such programs allow students to express themselves without feeling pressured to be someone else for their teacher.

Teacher-Staff Mediation/ Special Education Programs

Use adult and experienced mediators to assist with disciplinary actions, develop suitable programs for students with special needs, and absenteeism.

4.   Assist An Angry Student

Sometimes a teacher needs to intervene and pull aside an angry student. As tempting as it may be, stay calm, gracious, and control your feelings. Speak clearly and calmly while keeping eye contact to show that you are paying attention and with the best intentions. You are the adult and must model good behavior.

If the student doesn't want to talk, offer to schedule a different time and place to speak privately. After that, acknowledge the student's rage and let them talk openly without interruption while nodding your head as a sign of listening and paying attention. After letting them talk, and without disagreeing in any form, summarize and clarify your understanding of what the student said.

A solution to this child would be calming them down progressively by using open-ended questions to clearly understand what may have been the cause of anger. Lastly, help the student develop solutions to the problem and reassure students when they present a rational explanation that could help them.

5.    Create a Harmonious Classroom/ Environment

This model assumes that classroom management is at its core a part of conflict management. Conflict management in the classroom involves an educator establishing rules, consequences for those who fail to follow the rules, and creating a specific way of handling disputes.

Once the students understand and implement these practices, they will appreciate and use essential problem-solving skills. It encourages trust among students and teachers, cooperation and teamwork, and peaceful interactions between students. 

Conflict management skills are necessary for students, especially because they are in a naturally social environment at school. Anything as simple as a mere misunderstanding between friends, colleagues, or family members can create conflicts. Therefore, in times of agreement and disagreement, establishing collaborative relationships in the classroom can lead to peaceful co-existence and consolidative solutions. 

At times students may find the conflict resolution process difficult—even adults struggle with conflict resolution. They may struggle to express themselves or not take the process seriously. When this is the case, remind them that conflict is an opportunity to learn important lessons about being kind, showing compassion, and being cooperative. 

Written by Violet Koth

Education World Contributor

Copyright© 2021 Education World

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Sign up for our free weekly newsletter and receive top education news, lesson ideas, teaching tips and more! No thanks, I don't need to stay current on what works in education! COPYRIGHT 1996-2016 BY EDUCATION WORLD, INC. ALL RIGHTS RESERVED. COPYRIGHT 1996 - 2024 BY EDUCATION WORLD, INC. ALL RIGHTS RESERVED. SchoolNotes.com The Educator's Network Skip to content Skip to search Staff portal (Inside the department) Student portal Key links for students Other users Forgot password Notifications {{item.title}}, my essentials, ask for help, contact edconnect, directory a to z, how to guides, behaviour and engagement, conflict resolution. Conflict can be caused by a disagreement or an argument between people. Conflict resolution is a way for them to find a peaceful solution. Conflict is a part of life, at school and beyond. Schools need to actively nurture the skills students need to build supportive, sustainable relationships and resolve disagreements. How we teach and model conflict resolution impacts on all aspects of student wellbeing, including social and academic outcomes. Learning to manage conflict reinforces the notion that solutions are possible. It develops skills in pro-social behaviour, negotiation, assertiveness, co-operation and effective communication. It also promotes social and emotional competencies such as empathy, compassion, respect for others and emotional awareness. Facilitating conflict resolution Structure a supportive environment and process Create a safe space. Be a positive role model. Help students to understand what the other person is feeling. Encourage empathy. Help students to manage their own feelings. Teach calming strategies. Encourage effective communication Use ‘I’ statements. Avoid hurtful words, teasing and name calling. Talk through the problem with the other person. Listen to the other person’s point of view. Repeat back what has been said to show understanding (reflective listening). Build problem-solving skills Create a list of several possible solutions. Explore possible consequences of these solutions. Explain what it means to be flexible and to compromise. Try to achieve a solution that is seen as fair by everyone. Encourage students to agree on a solution and give it a try. Conflict resolution programs Conflict resolution sits within a restorative practices approach . There are many programs and practices that include conflict resolution skills, such as values education, character education, citizenship education, peace education and social-emotional learning programs. More information To find out more about co-operative learning, see the What is Restorative Practices content. Additional information on mediation in schools can be found in this Fact sheet - Mediation in schools (PDF 186KB) . Links to resources Conflict resolution lessons for Stage 3 (PDF 274.4KB) . To provide feedback on this resource, please complete the Feedback form . Business Unit: Inclusion and Wellbeing Join Pilot Waitlist Home » Blog » General » A Guide to Teaching Conflict Resolution Skills in Middle School A Guide to Teaching Conflict Resolution Skills in Middle School Conflict resolution skills are essential for middle school students to navigate the challenges they face in their daily lives. As they transition from childhood to adolescence, they encounter various conflicts with their peers, teachers, and family members. Teaching them how to manage these conflicts in a peaceful and constructive manner is crucial for their social and emotional development. Understanding Conflict Resolution Conflict resolution is the process of resolving disagreements or disputes in a peaceful and respectful manner. By teaching conflict resolution skills in middle school, we can empower students to communicate effectively, understand different perspectives, and find mutually beneficial solutions. These skills not only help them in their current relationships but also lay the foundation for healthier and more successful interactions in the future. Middle school students face a wide range of conflicts, including peer conflicts, academic conflicts, and conflicts within their families. These conflicts can cause stress, anxiety, and even lead to negative behaviors if not addressed properly. By teaching conflict resolution skills, we can equip students with the tools they need to manage these conflicts in a positive and productive way. Steps to Teach Conflict Resolution Skills Teaching conflict resolution skills involves a step-by-step approach that focuses on building essential skills and providing opportunities for practice. By following these steps, educators can effectively teach conflict resolution skills to middle school students: Step 1: Introduce the concept of conflict resolution Begin by defining conflict and explaining its impact on individuals and relationships. Help students understand that conflicts are a normal part of life and can be resolved peacefully. Emphasize the importance of managing conflicts in a respectful and non-violent manner. Step 2: Teach active listening skills Active listening is a crucial skill in conflict resolution as it allows individuals to understand and empathize with others’ perspectives. Teach students the importance of active listening and provide strategies to develop this skill, such as maintaining eye contact, asking clarifying questions, and summarizing the speaker’s points. Step 3: Foster empathy and perspective-taking Empathy is the ability to understand and share the feelings of others. Help students develop empathy by teaching them to consider different perspectives and understand the emotions behind others’ actions. Engage them in activities that promote empathy and perspective-taking, such as role-playing, storytelling, or discussing real-life scenarios. Step 4: Teach effective communication techniques Clear and respectful communication is essential for resolving conflicts. Teach students how to express their thoughts and feelings assertively, using “I” statements and avoiding blame or judgment. Provide strategies for active communication, such as paraphrasing, using appropriate body language, and managing emotions during conversations. Step 5: Introduce problem-solving strategies Problem-solving is a key component of conflict resolution. Teach students the steps of problem-solving, including identifying the problem, brainstorming possible solutions, evaluating the pros and cons, and selecting the best solution. Encourage critical thinking and creativity during the problem-solving process. Step 6: Practice conflict resolution through role-playing Role-playing allows students to apply their conflict resolution skills in a safe and controlled environment. Create role-playing scenarios that reflect common conflicts faced by middle school students, such as disagreements with friends, group work challenges, or conflicts with teachers. Encourage students to take on different roles and practice resolving conflicts using the skills they have learned. Incorporating Conflict Resolution in the Classroom Creating a positive and inclusive classroom environment is essential for teaching conflict resolution skills effectively. Consider the following strategies: Creating a positive and inclusive classroom environment Establish clear expectations and rules regarding respectful behavior and conflict resolution. Encourage collaboration and teamwork by providing opportunities for group work and cooperative learning. Foster a sense of belonging by celebrating diversity and promoting inclusivity within the classroom. Integrating conflict resolution into the curriculum Identify opportunities within the curriculum to teach conflict resolution skills. For example, during literature discussions, encourage students to analyze characters’ conflicts and discuss possible resolutions. In social studies, explore historical conflicts and their resolutions. Integrate conflict resolution into subjects like language arts, social studies, and even math through problem-solving activities. Supporting Conflict Resolution Outside the Classroom Teaching conflict resolution skills should not be limited to the classroom. Collaborate with parents and caregivers to reinforce these skills at home: Collaboration with parents and caregivers Share strategies and resources with families to support conflict resolution at home. Provide tips for effective communication, active listening, and problem-solving. Encourage open communication between home and school, so parents and caregivers can share any conflicts or concerns their child may be experiencing. Peer mediation programs and clubs Establishing peer mediation programs or clubs can further support conflict resolution among middle school students. Peer mediators are trained students who help their peers resolve conflicts in a neutral and supportive manner. These programs not only provide additional support for students but also promote leadership and empathy skills among peer mediators. Teaching conflict resolution skills in middle school is crucial for students’ social and emotional development. By following a step-by-step approach and incorporating conflict resolution into the classroom and beyond, educators can empower students to manage conflicts peacefully and build healthier relationships. Ongoing practice and reinforcement of these skills are essential for long-term success. Start teaching conflict resolution skills in your middle school today by signing up for a free trial of EverydaySpeech! 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By clicking continue below, you understand that access to our SEL curriculum is currently limited to the terms above. individual & group Counseling SEL Teaching ideas Resilience & coping strategies classroom management tools friendship & social skills SHOP for good stuff 12 Essential Conflict Resolution Skills for Kids: Tools for Peaceful Problem Solving WHY WE NEED TO TEACH KIDS CONFLICT RESOLUTION SKILLS As a mom of two and a former school counselor, I can’t stress enough how important it is to teach kids about healthy conflict resolution skills. I mean if you’re a parent or are someone who works with children on a daily basis, then I’m preaching to the choir, right? We all know the hard truth that conflict is inevitable.  It’s part of living.  And since there’s no way around it, knowing how to handle conflict in healthy and respectful ways is a critical life skill that will serve our kids well into adulthood. Now some will argue that kids will figure it out on their own. And the part of me that sees the not-so-great-things that happen with helicopter parenting, agrees that there is no doubt some truth to that.  At the same time, as someone who has seen my fair share of playground scuffles and classroom drama, I do believe that without guidance, kids are more likely to resort to name-calling, hitting, or other aggressive behaviors when they’re angry, hurt, or frustrated. So, what can we do as parents, teachers, and school counselors? We can teach our kids how to handle conflict in a way that’s respectful, assertive, and productive.  Here are a few reasons why this is so important: Prevention of Small Issues Escalating First of all, healthy conflict resolution skills can prevent small issues from turning into bigger ones. Let’s say your child feels frustrated with a friend who keeps interrupting her while she’s trying to talk. Without the skills to address the issue in a respectful way, your child might start avoiding the friend.  Or worse, she might lash out with hurtful comments. On the other hand, if your child knows how to assertively communicate her needs and boundaries by using I-Statements, for instance, she can address the issue head-on.  And this means there’s a good change it would prevent the conflict from escalating. Strengthens Relationships Secondly, healthy conflict resolution skills helps kids to build stronger relationships. When conflicts arise,  kids get to practice empathy, active listening, and problem-solving. When working through conflicts in healthy and respectful ways, kids can develop deeper connections and a stronger sense of trust. Boosts Self-Efficacy and Self-Esteem Finally, healthy conflict resolution skills can help kids build self-confidence and self-esteem. When kids feel empowered to handle conflicts in a productive way, they’re more likely to speak up for themselves in an assertive way, advocate for their needs, and set boundaries. These skills can help children feel more in control of their lives, by focusing on what is within their control as compared to outside of it.  This leads to children feeling more confident in their ability to handle whatever difficult situations that come their way. 12 Conflict Resolution Skills to Teach Are…. And since I’m all about tools and action, here’s a list of 12 essential conflict resolution skills every kid (teens and adults, too!) should know. 1. Get Calm First Teaching kids to get calm before dealing with a conflict is essential.  That’s because, when emotions are running high, and the protective part of their brain is sounding the alarm, it’s pretty difficult to communicate effectively and make thoughtful decisions. When you take some time to calm down, you can better regulate your emotions, think clearly, and approach the conflict with a more level-headed state of mind.   Some of the calming strategies I used to teach my students were breathing exercises like Hot Cocoa Breathing and Roller Coaster Breathing (which some people know as 5 Finger Breathing), counting to twenty and back, walking away and taking a short break before addressing the issue. 2. Find a Win-Win Solution If you can, encourage your children (or students) to see if you can find a solution that works for everyone involved. That’s what we call a win-win solution!  A win-win solution means that best case scenario, both people get what they want or need.  Worst case scenario, both people compromise, and at a minimum, feel at least okay with the outcome.  So how to find a win-win solution? Each person can talk about their feelings, wants, and hopes.   And then together, brainstorm solutions.  Devise a compromise, if needed. And then make a deal that everyone can agree on.   3. Play a Game of Chance like Rock-Paper-Scissors Playing a game of chance to resolve a conflict is often a favorite for kiddos.  (Play just seems to make everything a bit less serious and a whole lot more better, right?) Basically, whoever wins gets to decide what to do and/or go first.   Some fun games of chance include: Rock-Paper-Scissors, coin toss, dice roll, and odds & evens. 4. Ask for Help Asking an adult for help can be a valuable tool for resolving conflicts and addressing issues that may feel too big for a child to handle on their own. If a child is dealing with a situation that makes them feel scared, unsafe, or if someone else is being harmed, it is essential to reach out to an adult for assistance. It’s important to teach children to recognize what constitutes a big problem versus a small problem.  For instance, someone rolling her eyes at you is not at the same level as someone threatening to fight you after school. Getting bullied or feeling unsafe requires immediate attention from an adult.  And say the problem is more of a medium or small sized one?  It still important to remind children that they don’t have to face challenging situations alone.  That you have their back.  And can help them come up with solutions and strategies to address the conflict effectively.   Another general rule of thumb is I would suggest that they ask for help and talk with an adult  if they have tried 2 or 3 problem solving tricks independently and still feel stuck.   5. Ignore What’s Annoying You Easier said than done.  But with enough practice, ignoring the little silly stuff can actually be quite powerful in the sense that it immediately will deescalate a conflict. Brainstorm with your children or students different times this strategy would be effective.  Add some humor, too!  Some ideas: When your brother is chewing loudly or making weird noises at the dinner table, try to ignore the bizarre sounds and instead focus on your own meal. You could even imagine that he’s just pretending to be a cartoon character while he eats. If your friend keeps interrupting you while you’re talking, try to take a deep breath and keep going. Imagine that she’s a robot that is so excited to tell you information that she can’t help but blurt out. If your classmate is tapping his foot, try to tune it out the sound and focus on your work. Imagine that he is practicing for a tap dance performance and try to enjoy the rhythm. Take a deep breath and try not to react. Keep doing what you were doing. Don’t say anything. Look the other way. 6. Talk It Out and Use I-Statements This is a must conflict resolution skill not just for kids, but for people of ALL ages. An “I-Statement” is a method of communication that helps children express their feelings and needs in a clear, assertive, and respectful way.  It avoid blaming or making accusations of another person.  It often involves making a statement that begins with “I” (although it doesn’t have to) and describes how a particular situation is impacting that person. It also often includes a statement that expresses how that person would like to be treated and/or what that person wants, needs, or hopes for. Basically, to teach this skill, you really want to break down the different parts.  Practice, practice, practice.  And of course, model it as often as you can. 7. Say Words that Mean “No” Use a strong and respectful voice to say you are not okay with something.  Or another way of thinking about this skill that it is the assertive boundary setting declaration.  When kids say “no,” they are communicating their limits and expectations in a clear and confident manner. This can also help prevent misunderstandings by setting expectations from the start. Situations when this conflict resolution skills would work well include when someone is asking them to do something they don’t want to do or when someone is trying to take something from them without permission. Some “No” Words Are: “Stop.” “I am not ok with that.” “Not now.” “Don’t bother.” “No thanks.” “No.” 8. Take Turns or Share This is one of those “everything I ever needed to learn I learned in kindergarten” sort or rule.  The basics are: s hare what you both want to use, e ach person takes a turn, and have fun p laying together.  You could jazz up examples such as: Imagine if you had to eat the entire large pizza by yourself, without sharing with your siblings…You might get a really huge belly ache! Taking turns can be like taking a break in a marathon or track meet. It gives everyone a chance to catch your breath and get ready for the next round. Imagine if you had to play a game of catch alone, without anyone to receive the ball? You’d just be throwing the ball up in the air…..and watching it fall down again, with no one to pass it back to you. How fun would that be? 9. Do Something Else Doing something else helps kids to shift their focus away from a potential conflict,  and instead re-focus their attention towards something positive. Some examples you could share with kiddos include: Say you and your cousin both want to play with the same toy, you could find another toy to play with or even suggest something you could both do together,  like build a pillow fort.  If you are playing a game at recess and don’t like how some of your friends are playing, you could find something else to do, like shoot basketball hoops or climb the jungle gym. If you feel like your brothers are leaving you our or excluding you, do something else like taking your dog on a walk or riding your bike. Doing something else looks like:  Find something else to do. Be flexible and creative. Play a different game. Use something different. 10. Listen to the Other Person This is a hard one…not just for kids, but for adults too.  It can be challenging to pause and really hear what the other person is saying, especially if you feel offended, wronged, or hurt.   When children listen actively, it helps them to: acknowledge and validate the other person’s emotions better understand the other person’s perspective clarify misunderstandings work together to find a solution that gets closer in meeting everyone’s needs 11. Put Yourself In the Other Person’s Shoes One of the most essential conflict resolution skills for kids is empathy.   Being able to put yourself in someone else’s shoes helps kids to understand the  other person’s perspective, cultivate better communication skills, build positive relationships, and even reduce the chances for hurtful behavior. 12. Apologize Last but not least, it’s important to teach kids how to apologize.  Apologizing is an important conflict resolution skill for kids because it helps them take responsibility for their actions.  In addition, it’s a way they can express remorse, and make repairs for any harm they may have caused.   Making a meaningful apology takes practice.  There’s a big difference between saying, “I’m sorry you feel sad” versus “I’m sorry that I called you mean name.  What I did was hurtful.  And I would like to make it up to you.” Step By Step Guide to Deal with Conflict for Kids Recognizing how it take lots of practice to develop problem solving skills, on top of seeing  how time consuming it could get for teachers who were  constantly mediating conflicts between students,  I created a conflict resolution lap book that takes children through each step.  It’s  interactive, hands-on nature, coupled with strong visual supports, help empower students to become independent problem solvers.  This lap book has kids: Choose a coping tool to get calm first. The calming strategies include Hand Over Heart, Cocoa Breathing, Count to 20, Roller Coaster Breathing, Rocks & Socks, and Ocean Waves Breathing, all with strong visual supports and directions. Reflect on the size of the problem.  If it is a big problem, get an adult to help! But if it’s something you can handle on your own…. Choose a conflict resolution tool…and give it a try.   If using an I-Message, kids can use the hands-on template on the back of the lap book to formulate the statement.   After trying out the conflict resolution strategy, reflect on whether or not it helped.  If not, don’t worry – the lap book also includes prompts to suggest trying another skill.  Some of the feedback I have gotten from teachers is that this step-by-step guide has been a game changer in their classrooms.  That it has been very helpful for students dealing with conflict since it provides students with essential tools to help them resolve conflicts on their own. Plus, because it is interactive, it helps students regulate their emotions when triggered by frustrating social interactions.  Take a look below! I’d love to hear what you think!  And would especially love to hear any tips of tricks you’ve used to teach kids conflict resolution skills, too!! Leave a Reply Cancel reply Your email address will not be published. Required fields are marked * You might also enjoy... 12 Simple and Easy Ways to Use Mindfulness At School 101 Coping Skills for Kids: A Free List of Helpful Self-Regulation Calming Strategies Treat Yourself with Kindness: 50 Self-Care Ideas for Teachers & School Counselors Get Started Teaching Conflict Resolution at School: Techniques for Aspiring School Counselors Teaching conflict resolution is a collaborative effort among school staff. As a teacher, you have a vital role to play in and out of the classroom. School counselors are responsible for helping students recognize and resolve conflict. Add these tools and techniques to your toolkit so that you can continue creating safe learning environments where all children thrive. Why is Teaching Conflict Resolution Important? Teaching conflict resolution in schools is essential because student disagreements are normal. Children are growing their independence, forming unique views and preferences, and learning how to collaborate. These developmental factors make conflict among students unavoidable. Conflict is healthy, but only when handled effectively. That’s why teachers and school counselors must be prepared to help encourage a culture of conflict resolution. Teaching conflict resolution in schools helps improve: Student Success: Conflict resolution creates optimal learning environments where students can fulfill their maximum potential. Bullying Prevention : Unresolved conflict can escalate to bullying. When students know how to resolve disputes, they enhance school safety. Problem-Solving: By teaching conflict resolution throughout students’ P-12 education, schools can help develop lasting problem-solving skills. How Do School Counselors Teach Conflict Resolution? School counselors are licensed educators who develop and implement school counseling programs to improve student outcomes. They help students fulfill their academic potential, manage their emotions, develop interpersonal skills and plan for life after high school graduation. One component of school counseling programs is teaching conflict resolution. School counselors directly support students in conflict by providing short-term counseling. They also promote conflict resolution in schools by training teachers and staff in skills such as communication, decision-making and building positive relationships. Every student conflict is different. So school counselors are educated to use a range of resolution techniques. Read more about how to become a school counselor . Mindfulness Techniques Mindfulness is the awareness gained from paying attention to the present moment, including our thoughts, emotions and physical sensations. For example, it can mean being aware of your breath or the feeling of your feet on the ground. Evidence shows that mindfulness helps children become more self-aware. Teaching conflict resolution through mindfulness will help your students respond to disagreements in a non-reactive way. Here are a few mindfulness techniques you can share with your students during conflict: Pause: Encourage students to pay attention to their breathing . Noticing the sensation of air entering and leaving their body will help ground them. A pause gives students the time to react thoughtfully instead of emotionally. Feel Emotion : When students pause, they will have a greater awareness of their feelings . Urge them to pay attention to their thoughts and emotions. Both tend to settle when we don’t react to them. Stay Open: Once the students are calm, invite them to keep an open mind . Help the students explore each other’s thoughts and views instead of making assumptions. Conflict resolution in schools is more effective when students understand each other’s perspectives. Suggest Resolutions: Ask the students to suggest a resolution to the conflict. Then guide them to discuss the pros and cons of each and agree on a way forward. Solution-Focused Brief Counseling Techniques Solution-focused brief counseling (SFBC) is a therapy focused on problem-solving in the present moment . SFBC emphasizes an individual’s existing strengths , helping them recognize the skills they already have to solve problems. Certain SFBC techniques are useful for promoting conflict resolution in schools. Here are a few you can use in your classroom: Scaling : When a conflict arises, ask the students to rate it on a scale of 1 to 10 (the least desirable issue to the best). Then prompt the students to talk about the steps that would raise their rating. In discussing steps for improvement, the students will uncover various resolutions. Finding Exceptions: Can the students recall when their conflict wasn’t happening or wasn’t as troubling as it is now? These are the “exceptions” to the conflict. Then explore what circumstances were different during the exceptions and how to recreate them to solve the conflict. Miracle Question: Ask the students to imagine the present moment if the conflict didn’t exist or was resolved. How would the moment be different? By considering a world where the conflict didn’t exist, the students can take small steps toward achieving resolution. Learn more about SBU's Online Master's in School Counseling Motivational Interviewing Techniques Students may become angry, hostile or resistant to change during a conflict. An effective therapy technique for these scenarios is motivational interviewing. Motivational interviewing helps an individual find the internal motivation to change their behavior. In the case of student conflict, the technique motivates students to find a resolution. These are motivational interviewing techniques you can use for conflict resolution in schools: Open-Ended Questions: To determine the cause of conflict, ask open-ended questions rather than “yes” or “no” questions. This approach will reveal more details, giving you and the students enough information to resolve the conflict. Affirmations: Validating students through affirmations will help you build rapport with them. You can motivate them to achieve conflict resolution by recognizing their feelings. Summarizing: Repeat back to the student what you hear them say. Doing so will help you clarify their views and internal motivation to find a solution. Support Self-Efficacy: Students need to believe that they’re capable of resolving conflict. Show them by supporting and praising any steps they take towards resolution. Role-Playing Techniques Children may find it difficult to recognize conflict before it escalates. Use role-play in your classroom so that students can practice conflict resolution techniques before they need them. Role-play lets students explore different conflict resolution techniques in a “low-stakes environment.” It also allows students to learn about their peers’ perspectives, pushing them to be more creative in finding conflict resolutions. Here’s how to role-play conflict resolution in your classroom: Develop common examples of conflict and then discuss or act them out. Ask students to identify the problem that needs a solution. Create a list of all the potential solutions. Weigh the pros and cons of each solution. Prepare to Work Closer with Students in Need School counselors promote success for all students by developing, managing and delivering programs that ensure an equitable and inclusive school culture. Conflict resolution is just one vital component. If you want to work more closely with students in need, transitioning to the role of school counselor will allow you to connect with diverse youth, guide them to successful outcomes and build a stable and positive career.  St. Bonaventure University offers a CACREP-accredited online Master of Science in Education–School Counseling (MSED in School Counseling) designed to prepare you to meet all the requirements of a licensed school counselor. Our graduates have a 95% pass rate on the licensed professional counselor exam. We credit this outstanding result to a focused curriculum, internship placement assistance and dedicated support from faculty and advisers. As a student, you’ll learn how to support primary, middle and high school students in the most vital areas of their development: Individual and Group Counseling Competencies – Learn diverse approaches for prevention and crisis intervention, and improve the efficacy of your programs through data and analysis. Cultural Competencies – Explore the issues of diversity, equity, advocacy and opportunity, understanding the factors that influence the personal, social and intellectual functioning of different cultures. Communication – Master the critical skills of listening, socialization, boundary-setting and empathy. Critical Thinking – Evaluate relevant research with a scientific mind to assess, diagnose and develop a treatment. Business of Counseling – Examine the counseling profession, learning a counselor’s role and ethical and legal responsibilities. The online MSED in School Counseling program is a flexible option for aspiring school counselors. There are multiple start dates per year, and all courses are completed 100% online. That means you can attend at your convenience and around what fits with your schedule. We will also provide you with support from enrollment through graduation. You will partner with a dedicated student advisor and dedicated placement coordinator, who will work with you to identify internship sites in your local area. You will also benefit from small class sizes of no more than 12, which will enhance your interactions with peers and professors.  Prepare yourself for a rewarding career as a school counselor with St. Bonaventure’s online Master of Science in Education – School Counseling program. *Please note that information contained in this blog post may be subject to change per program or regulatory requirements. Whether you have a simple question or need advice to determine if this program is right for you, our knowledgeable advisors are here to help. They can chat with you on your schedule and guide you through the entire admissions process, so you can feel confident moving forward with your online St. Bonaventure University program. Connect with an Advisor Today St. Bonaventure University | 3261 West State Road , St. Bonaventure , NY 14778 | 1-844-424-4960 All Rights Reserved © 2024 | Sitemap | Privacy Policy | California Privacy Notice Online program management Request More Info Academia.edu no longer supports Internet Explorer. To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to  upgrade your browser . Enter the email address you signed up with and we'll email you a reset link. We're Hiring! Help Center School conflicts: Causes and management strategies in classroom relationships 2020, Part of the book: Interpersonal Relationships Conflicts cannot cease to exist, as they are intrinsic to human beings, forming an integral part of their moral and emotional growth. Likewise, they exist in all schools. The school is inserted in a space where the conflict manifests itself daily and assumes relevance, being the result of the multiple interpersonal relationships that occur in the school context. Thus, conflict is part of school life, which implies that teachers must have the skills to manage conflict constructively. Recognizing the diversity of school conflicts, this chapter aimed to present its causes, highlighting the main ones in the classroom, in the teacher-student relationship. It is important to conflict face and resolve it with skills to manage it properly and constructively, establishing cooperative relationships, and producing integrative solutions. Harmony and appreciation should coexist in a classroom environment and conflict should not interfere, negatively, in the teaching and learning process. This bibliography review underscores the need for during the teachers’ initial training the conflict management skills development. Related Papers NYECHE OHAKA International journal of peace, education and development Shazia Mansoori Sadia Nayab 12345678 Journal of Educational and Social Research Irida Agolli Rajendra Dahal When people think of the word conflict, they often think of wars or violence. However, conflict exists at all levels of society in all sorts of situations. It is easy to forget that we experience conflict every day of our lives and it is also appropriate to say that there has been conflict over the role of conflict in groups and organizations. It is quite difficult to accept the reality regarding conflict which is essential in school organizations for organizational growth and development because conflict is a natural disagreements resulting from individuals or groups which differ in attitudes, beliefs, values or needs. It can be said that, conflict is a part and fact of normal life which may occur between individuals daily within the organization. In a school system, teachers’ and administrators’ effectiveness, hardworking behavior and creativity can be increased by identifying the level and causes of conflict felt by them. IJRDO - Journal of Educational Research ISSN: 2456-2947 Sheena Mae T . Comighud, EdD Indian Journal of Social Sciences and Literature Studies Dr.Santosh Vishnu Bhutekar Most studies have shown that learners' misbehaviors and classroom management are one of the biggest challenges and concerns of teachers (Farmahini Farahani, M., & Ziaeiyan Alipour, F.2012). It involves allowing both parties to express their points of view, interests, and provide ways to find acceptable solutions. Present research focus on conflict management among students in school, for the present purpose some research papers were studied. on the basis of research review it can be concluded that conflict management is very important part in the schools if there is no proper management of conflict among students teachers will not be able to teach, and learners will not be able to learn. Nowadays, the educational psychologists believe that effective classroom management can promote the learners' learning opportunities. Background In recent years, conflict situations are a frequent reality in Portuguese schools, and their identification, understanding, and management characterize a continuous concern area for the psychologists and education science professionals, fundamentally because of their impact on the teachers' performance. These conflicts affect the quality of the learning environment and the teachers' performance. In this sense, emotions affect the teacherstudent relationship and help to understand the classroom climate profile (Meyer and Turner, 2007). Integrating is a conflict management strategy also called for collaboration, cooperation, or problem solving, where there is a concern to satisfy one's own interests and those of the others. According to Rahim (2002), individuals who use this strategy manage conflicts directly and cooperatively, seeking to solve in collaboration with the other. It is important to state that it is a strategy that expresses a conduct orientation characterized by high cooperation and high assertiveness (Medina and Munduate, 2005). This strategy requires openness, information exchange, and analysis of differences between the parties, to reach a solution that satisfies those involved in the conflict (Rahim, 2002). Dominating strategy is characterized by a high concern for own interests and low concern for the others, reflecting the attempt to satisfy one's own interests without consideration of the interests of the other (Rahim, 2002). By using this strategy, the teacher seeks to achieve his goals by sacrificing the students', feeling that conflict can be controlled by mastering and suppressing the student's needs and expectations. This is characterized by a high assertiveness and lack of cooperation, in which the acquisition of objectives is viewed with supremacy over the interests of the other party (Medina and Munduate, 2005). The obliging strategy represents the willingness to satisfy the benefits of the others while neglecting one's own interests (Rahim, 2002), that is, when the teacher, in the presence of classroom conflict, values the interests of the students over his/her interests. When this strategy is adopted, the teacher faces the conflict passively and complacently, following the students' decisions. It is a conflict management strategy in which cooperation is high and assertiveness is low (Medina and Munduate, 2005). In avoiding strategy, the individual ignores or neglects the interests of both parties, avoids getting involved in the conflict, and allows occurrences to follow their course without attempting to conflate to the satisfaction of the interests of either party (Rahim, 2002). In the classroom, by using this strategy, the teacher demonstrates low concern for the students' own goals and objectives, staying out of the situation that causes the conflict, or remains neutral in the classroom. Academic Voices: A Multidisciplinary Journal Tara Bahadur Thapa Journal of Education and Training Studies Türkan Argon Hacettepe University Journal of Education Ebru KÜLEKÇİ AKYAVUZ Çalışmanın amacı, ilkokul öğretmenlerinin çatışma yaşadığı konuları, çatışma yaşadıkları tarafları, çatışmanın nedenlerini, olası sonuçlarını ve çatışmayı hangi stratejiler kullanarak yönettiklerini tespit etmektir. Araştırma karma yöntem olarak tasarlanmıştır. Karma yöntemlerden yakınsayan paralel desen tercih edilmiştir. 2018-2019 eğitim öğretim yılında Kilis il merkezinde görev yapan ilkokul öğretmenleri ile çalışma gerçekleştirilmiştir. Araştırmanın nitel kısmına 25, nicel kısmına ise 264 ilkokul öğretmeni dâhil edilmiştir. Öğretmenlerin hangi çatışma çözme stratejilerini tercih ettikleri nicel yöntemle; çatışmayı kimlerle, hangi durumlarda yaşadıkları da nitel yöntemle belirlenmiştir. Nitel veriler içerik ve betimsel analiz kullanılarak analiz edilmiştir. Nicel verilerin analizinde ise aritmetik ortalama hesaplanmıştır. Çalışmada yapılan analizler sonucunda öğretmenlerin en çok okul yöneticileri, veliler ve öğretmenlerle çatışma yaşadıkları, genelde kurumun işleyişi, yönetim, öğrenciler ve kişisel ilişkiler konusunda çatışmalar yaşadıkları belirlenmiştir. Okullarda yaşanan çatışmaların nedenleri adaletsizlik, iletişimsizlik, baskı, fikirlerin önemsenmemesi, kişilik özellikleri, fiziki ihtiyaçların giderilmemesi vb. faktörlere bağlandığı, çatışmanın işten soğuma, motivasyonun azalması, işlerin aksaması, dedikodu, iletişim engelleri, gruplaşma, huzursuzluk, güvensizlik gibi hem öğretmenlere hem de okullara negatif etkilerinin olacağı sonucuna ulaşılmıştır. Öğretmenlerin çatışma yönetimi stratejilerinden ise en çok Bütünleştirme, Uzlaşma ve Uyma stratejilerini kullandıkları tespit edilmiştir. The purpose of this study is to identify the conflict situations the primary school teachers experience with regard to issues, parties, reasons, their possible results and their use of management strategies to overcome these situations. A mixed methods research was used to conduct this study. A convergent parallel design, which is one of the mixed research designs, was chosen. The study was applied to the primary school teachers, who work in the center of Kilis Province in 2018-2019 academic year. 25 primary school teachers participated in the qualitative research, whereas 264 teachers joined the quantitative research. Which conflict resolution strategies are preferred by the teachers are determined using a qualitative method. With whom and in what situations they have experienced the conflict are determined using a quantitative method. Content and descriptive analyses were used to analyse the qualitative data. Arithmetic mean was calculated to analyse the quantitative data. As a result of these analyses, it was found that the teachers mostly experience conflicts with school administrators, students' parents and teachers on the issues including operations of educational institutions, administration, students and personal affairs. It was revealed that the reasons for the conflicts occurring at schools are correlated with the factors such as injustice, lack of communication, pressure, ideas' being ignored, personal characteristics, physical needs' not being met, which negatively influence teachers and schools with regard to alienation from work, decreasing motivation, work going wrong, gossip, communication obstacles, grouping, uneasiness and distrust. It was identified that the teachers mostly use integrating, compromising and obliging conflict management strategies. Loading Preview Sorry, preview is currently unavailable. You can download the paper by clicking the button above. 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An unfortunate amount of teacher time is devoted to conflict management in many schools; research suggests that between 35 - 60% of teacher time is spent intervening in and managing disruptive behavior. At the same time, teachers are challenged by an academic climate of high accountability and achievement for all students. Effective classroom and conflict management strategies and tools can make an essential difference. They create more time on task for students, support teachers striving to meet their goals and objectives, and minimize professional burn-out.   This course is designed to provide you with skills and techniques to manage and eventually reduce conflict in your school. We give you tools that will enhance your understanding of ways to manage and resolve conflicts effectively in school settings, improve the emotional climate in the school, and help you and other educators spend more time teaching. Participate if you would like to do the following: Learn about in-school conflict management, review where and why such conflict occurs, and gain skills (for both adults and students) to manage, reduce, and work toward minimizing conflict. Explore the four basic program models in the United States: Curriculum Infusion Mediation Programs Conflict Management as a Classroom Management Tool (e.g., Peaceable Classroom) A Comprehensive Approach (e.g., Peaceable School Model that can help reduce and manage conflicts between and among adults and students in the school community) Review the research and evaluation tools available to help you monitor success and modify your plan to best meet your school’s needs. Examine the key elements needed to develop a conflict management plan appropriate for your school and determine your next steps for creating plans for your school and district.  Tricia S. Jones, PhD Department of Psychological Studies College of Education Temple University Philadelphia, PA www.temple.edu Amalia Cuervo, MEd, LPC Office of Safe and Drug Free Schools U.S. Department of Education Washington, DC www.ed.gov Barbara J. Bazron, PhD American Institutes for Research Washington, DC www.air.org Susan Gorin, CAE National Association of School Psychologists Bethesda, MD www.nasponline.org This course may be copied and used with proper credit to the National Training and Technical Assistance Center for Drug Prevention and School Safety Coordinators of the U.S. Department of Education's Safe and Drug Free Schools Office. (June 2006) Click here to begin the course . Getting Started Resources and Links Related Link Category Related Link In order to continue enjoying our site, we ask that you confirm your identity as a human. Thank you very much for your cooperation. 263 IMAGES Teaching Kids Conflict Resolution Skills at Home and at School CONFLICT RESOLUTION Step-by-Step Mediation Guide for Kids in Digital Conflict Resolution School Counseling Guidance Lesson_Tips for Kids on Conflict Resolution Activities: Effective Ideas for Classrooms 5 Effective Conflict Resolution Activities That Absolutely Work 5 Ways for Learning Conflict Resolution COMMENTS School Conflicts: Causes and Management Strategies in Classroom The school is inserted in a space where the conflict manifests itself daily and assumes relevance, being the result of the multiple interpersonal relationships that occur in the school context. Thus, conflict is part of school life, which implies that teachers must have the skills to manage conflict constructively. Five Strategies for Managing Conflict in the Classroom They also help teach students valuable lessons for conflict resolution that can last a lifetime. Problem-solving negotiations: When both the goal and the relationship are highly important to the students, problem-solving negotiations are initiated to resolve the conflict. Solutions are sought that ensure both students fully achieve their goals ... Day 1 Basics of Problem Solving. Two goals of a school conflict management program are preventing unnecessary conflicts and trying to achieve mutually agreed upon solutions when conflicts do occur. Having considered skills necessary for conflict management, processes to put these skills to use can be explored. Conflict Resolution In The Classroom: The Best Guide For Teachers Conflict Resolution Bingo. Get creative and utilize a game of Bingo to promote learning about conflict resolution strategies, communication skills, and problem-solving techniques in an interactive and engaging manner. Create your own Bingo card or review pre-made templates from Teachers Pay Teachers. Express Feelings Comfortably Building Students' Problem-Solving Skills Our approach includes cooperative games and design challenges as well as good-to-know and problem jars. Each part is designed to allow our students to encounter consistent developmentally appropriate and varying types of conflict in order to build problem-solving skills. Throughout each activity, students are put in a variety of mixed groupings ... Resolving Classroom Conflicts: A Collaborative Problem-Solving Guide Additionally, teaching conflict resolution techniques, such as active listening and problem-solving skills, equips students with the necessary tools to manage conflicts when they arise. Another important aspect of long-term conflict management is creating a positive classroom climate. Conflict Resolution in the Classroom: Strategies for Managing Disruptions Conflict resolution is an essential skill for teachers to cultivate in the classroom. This article delves into effective strategies for managing disruptions and fostering a positive learning environment. It explores techniques such as active listening, empathy, problem-solving, and mediation. By implementing these strategies, teachers can create a safe and respectful space where conflicts can ... Classroom Conflict Management & Resolution Strategies for Teachers At the heart of managing classroom conflict is the development of conflict resolution skills among students. These competencies are crucial for student success both inside and outside the classroom. By observing and participating in conflict resolution, students acquire essential problem-solving skills, empathy, and the ability to listen and ... Conflict Management in Schools In such instances, school leaders need to adopt a reflective mindset, or Keep Calm and Principal On. The first step when confronting a dispute is, as conflict resolution experts Craig E. Runde and Tim A. Flanagan advise, to "slow down, cool down.". Conflict stimulates a stress response: Adrenaline and cortisol course through the bloodstream ... Classroom Conflict Resolution Techniques In cases where there's been a larger conflict between two students, here are six steps teachers can use to help students resolve a dispute: [4] 1. Cool off. First, before problem-solving can begin, the students need time to calm down. For younger students, have them take some deep breaths. 2. Teaching Conflict Resolution: Spectacular Key Strategies for Fostering Effectively managing conflict involves using problem-solving skills that both parties can participate in, leading to more sustainable and cooperative solutions. Brainstorming Solutions Together When it comes to resolving conflicts, brainstorming solutions together is a key part of the conversation. Modeling Conflict Resolution in the Classroom Conflict management in the classroom involves an educator establishing rules, consequences for those who fail to follow the rules, and creating a specific way of handling disputes. Once the students understand and implement these practices, they will appreciate and use essential problem-solving skills. PDF 10 Lessons for Teaching Conflict Resolution Skills Definition and Content . Conflict Styles. • Avoiding--Issue and relationship both are insignificant. • Accommodating--Relationship is more important than the issue. • Forcing--The issue is more important than the relationship. • Compromising--Cooperation is important (give a little, get a little). Conflict resolution Conflict resolution. Conflict can be caused by a disagreement or an argument between people. Conflict resolution is a way for them to find a peaceful solution. Conflict is a part of life, at school and beyond. Schools need to actively nurture the skills students need to build supportive, sustainable relationships and resolve disagreements. A Guide to Teaching Conflict Resolution Skills in Middle School Step 1: Introduce the concept of conflict resolution. Begin by defining conflict and explaining its impact on individuals and relationships. Help students understand that conflicts are a normal part of life and can be resolved peacefully. Emphasize the importance of managing conflicts in a respectful and non-violent manner. 12 Essential Conflict Resolution Skills for Kids: Tools for Peaceful Secondly, healthy conflict resolution skills helps kids to build stronger relationships. When conflicts arise, kids get to practice empathy, active listening, and problem-solving. When working through conflicts in healthy and respectful ways, kids can develop deeper connections and a stronger sense of trust. PDF Conflict Management and Resolution Strategies between Teachers and ... Ramani & Zhimin, 2010). Ability to manage or resolve conflict is therefore important for school leaders for smooth running of the school. Conflict management and conflict resolution differ as shown in literature. Ramani and Zhimin (2010) describe conflict management as "an ongoing process that may never have a resolution." Bano et al. (2013) on Conflict Resolution Techniques for School Counselors Certain SFBC techniques are useful for promoting conflict resolution in schools. Here are a few you can use in your classroom: Scaling: When a conflict arises, ask the students to rate it on a scale of 1 to 10 (the least desirable issue to the best). Then prompt the students to talk about the steps that would raise their rating. School conflicts: Causes and management strategies in classroom In this sense, emotions affect the teacherstudent relationship and help to understand the classroom climate profile (Meyer and Turner, 2007). Integrating is a conflict management strategy also called for collaboration, cooperation, or problem solving, where there is a concern to satisfy one's own interests and those of the others. Managing and Resolving Conflicts Effectively in Schools and Classrooms Explore the four basic program models in the United States: Curriculum Infusion. Mediation Programs. Conflict Management as a Classroom Management Tool (e.g., Peaceable Classroom) A Comprehensive Approach (e.g., Peaceable School Model that can help reduce and manage conflicts between and among adults and students in the school community) Review ... Problem Solving in Conflict Management Effectively managing conflict relies on problem-solving skills. Most conflicts can be resolved if the people involved can learn the steps in solving a problem. There are seven basic steps in ... Conflicts in schools, conflict management styles and the role of the Conflict may occur in any organization (and hence school) and, for schools, conflict management style is a joint activity and the degree of its effectiveness determines the type of impact of conflict on school performance. Managing Conflict in School Teams: The Impact of Task and Goal Purpose: Although conflict has traditionally been considered destructive, recent studies have indicated that conflict management can contribute to effective teamwork. The present study explores conflict management as a team phenomenon in schools. The author examined how the contextual variables (task interdependence, goal interdependence) are related to team conflict management style ... Full article: Exploring digital competences in Zimbabwean secondary 5.4. Problem-solving using technology. The following categories were found for problem-solving: non-proficient, novice, and intermediate. Non-proficient: There are instances when teachers and learners have limited problem-solving skills. The directors of MoPSE attributed this to the limited resources and disparities between rural and urban areas. essay homework paper phd project resume review speech study