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Welcome to ITEN Webinar Series! “Whole School Conflict Management Programs ”
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Transcript of Welcome to ITEN Webinar Series! “Whole School Conflict Management Programs ”
Welcome to ITEN Webinar Series!
“Whole School Conflict Management Programs”
153 Participants Registered– 26 countries
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Presenter:
Jennifer Batton
M.A., is the director of Global Issues Resource Center at Cuyahoga Community College in Cleveland, Ohio, USA where she coordinates the college’s certificate program in Conflict Resolution and Peace Studies, coordinated an on-line national How to Manual for Community Colleges Developing Peace and Conflict Studies Programs with the United States Institute of Peace, and coordinated the development of a study abroad program in Peace and Conflict Studies in Costa Rica through Community Colleges for International Development (CCID). Batton is the former director of education programs for the state government office, the Ohio Commission on Dispute Resolution and Conflict Management in Columbus, Ohio, USA (1998 – 2006).
Whole School Conflict Management Programs
Jennifer Batton, MA, Director, Global Issues Resource Center, Cuyahoga Community
College, Ohio, USA
www.CREducation.org
What is Conflict Resolution Education (CRE)?
Models and teaches, in culturally meaningful ways, processes, practices, and skills that help address individual, interpersonal and institutional conflicts, and create safe and welcoming communities.
This helps individuals understand conflict and empowers them to use communication and critical thinking to build relationships and manage and resolve conflicts fairly and peacefully.
(Association for Conflict Resolution, 2002)
Conflict Resolution Education Skill Set
1. Understanding Conflict: Identify constructive/destructive conflict, conflict triggers in self/others, needs-based conflict
2. The Role of Emotion in Conflict: Building emotional vocabulary/skills, increasing cultural sensitivity to emotions, identifying emotional triggers, identify anger style
Conflict Resolution Education Skill Set
3. Communication: Listening for feelings, perception checking, paraphrasing, summarizing, using neutral language, adapting to cultural differences in non-verbal and verbal communication styles
4. Problem Solving: Steps in decision making, testing options for effective decisions, recognizing interests and positions, being competent at enacting all conflict styles
Where is the conflict among us in schools?
• Staff - Staff• Staff - Student• Student - Student• Parent – School Administration/Staff• Community Members – School Staff/Administration
Policies and Procedures
Habits of Mind and Heart
Structures and Systems
Shared Goals
Conflict Management Applications in Schools
Adapted by Marina Piscolish from Ellen Raider 1987 Institute for International Conflict and Cooperation, Teachers College, Columbia University, NY, NY.
Potential Linkages of Conflict Resolution in Education
• School board development• Administrator development• Staff development• Engaged-Learner Instructional Practices• Facilitation of planned change• Shared governance practices• Labor-management relations• Parent involvement • Re-invention of discipline and classroom
management• Prejudice reduction and diversity training• Crisis intervention and violence prevention
NegotiationCurricula
After SchoolPrograms
BullyingPrevention
RestorativeJustice
Peer Mediation
ExpressiveArts
Classroom Management andAdult Modeling of Constructive Behavior
Social and Emotional Learning
Diversity, Bias Awareness, Multicultural Education
Curriculum Infusion
Teacher and Administrator Education
Sample Tools for Creating Safe and Supportive Learning Environments
ClassroomCurriculum IntegrationClassroom Agreements
Class Meetings
Whole SchoolPeer Mediation
Restorative Justice
Curriculum Integration: Integrating CRE/Social Skills in Academics
Language Arts /Languages
Speaking SkillsListening SkillsCritical Thinking
SkillsNegotiation
SkillsPerception SkillsFeelings/
EmotionsCommunication
Skills
Social Studies/History
Role Play Mediations
Evaluating News Articles/Points of View
Practice Governance Models
Problem SolvingDiversity
Integrating CRE/Social Skills in AcademicsMath/Science/Arts/Counselor-GuidanceScience: Different Points of View,
Problem Solving
Guidance/Counselor: Communication Skills, Problem Solving, Anger Management
Math: Problem Solving, Diversity
Art/Music: Ideas?
Classroom/Whole School Effective Conflict Management:Discipline Versus Punishment
PUNISHMENT DISCIPLINE Stops a behavior Stops or ignores the
behavior Demeaning, humiliating,
physically painful Respects the importance
of the relationship with the child
No long-term, positive effect
Teaches or reinforces skills that have a long-term, positive effect
About adult control, power and authority
Classroom Management:Classroom Agreements
A Good Classroom Agreement, Guideline or Rule has certain qualities including:
Specific – it is specific about behaviors that are desired
Positive – it is phrased in terms of what to do rather than what NOT to do
Consequential – it has logical consequences that are understood and applied
Classroom Agreements:Logical Consequences
A discipline technique that focuses on the consequences of misbehavior
Emphasizes internal control rather than external control
Three criteria for consequences◦Related◦Respectful◦ReasonableExample: Making reparations “You
Break it - You fix it”
Classroom Management:Basic Classroom Meeting Students sit in a circle Greeting activity Explain Ground Rules
◦ Talking piece gives right to ‘voice’◦ Participation is voluntary ◦ Respectful listening – everyone pays attention and uses
active listening ◦ Respectful Speaking – no one tries to be offensive or
dominate discussion Set Agenda Discuss (go around the circle or by acknowledged turns) Bring to a Close --Summary of Meeting Reminders of Action/Next Steps Affirmations to the Group
Whole School Programs:Peer Mediation (PM)
Students act as mediators (neutral third parties) and help students resolve their own conflicts through the mediation process (third-party neutral facilitates communication and negotiation to promote voluntary decision-making by the parties in dispute).(Association for Conflict Resolution 2007)
Peer Mediation – Types of ConflictsTopics may include:Relationships – Girlfriend/boyfriend
issues, friendsProperty – Theft, damageRaceReligionSexual orientationGenderPersonal beliefsEtc.
Recommended Training LengthElementary: 12 – 18 hours Basic
Training, plus practice, and co-mediating
Middle School: 12 – 18 hours Basic Training, plus practice, and co-mediating
High School: 15 – 20 hours Basic Training, plus practice, and co-mediating
On-going mediation for all peer mediators per year – an additional 12 hours per year.
Sample Peer Mediation Model
Cadre Model - group of students trained to be mediators◦May be linked to school discipline
policies◦May be linked to other school
programming such as student ambassadors, student council, restorative justice
◦May be linked to peer counseling structures
◦May be conducted in classrooms, or playground, etc.
National Standards for Peer Mediation
Conduct for Peer MediatorsProgram Development and Management
Training Evaluation Available on the Association for
Conflict Resolution’s Web page at: www.acrnet.org
Restorative Justice in schools. . .
Practices that focus on:1) repairing harm done to relationships2) people over and above the need for assigning
blame and punishment.Key values create an atmosphere of respect,
inclusion, accountability and taking responsibility, commitment to relationships, impartiality, being non-judgemental, collaboration, empowerment and emotional articulacy.
Require the same skills as conflict resolution education: effective communication, active listening
skills, understanding escalation, seeking
perspectives, seeking and evaluating alternatives . . and more.
Restorative Justice: Circles When the circle discussion concerns a specific
incident the focus is usually on having the broader student community have an opportunity to share how this affects them
Some circle processes are more informal and “everyday” and some are more situational in response to a larger issue or event
derived from aboriginal and native traditions;
intentionally use ritual to create safe space that lifts barriers between people;
build trust, respect, good will, and re-connection,
allow for accountability, responsibility, and reparation to repair harm,
can take many forms and serve many purposes.
www.creducation.orgCRETE Project
Classroom Meetings and A Restorative Justice Circle Process
Classroom meetings can be used as opportunities for restorative justice.
One or two trained “keepers” guide the circle,
The circle uses a Talking Piece to ensure respect for speaker and listener,
Builds on the values and principles of the people in the circle.
Results of a Comprehensive Model
Increase Time Spent on Teaching
Improved AcademicsImproved Attendance at SchoolImproved Relationships
Between Students/Staff/ParentsImproved Behavior in the
Classroom, School, and Community
Increase valuing of diversity and practice of tolerance
Increased connection to the community
Create a Safe Learning EnvironmentDecrease anti-social behavior
that leads to violenceDecrease conflicts between
groups of studentsDecrease suspensions,
absenteeism, and drop out ratesDecrease incidents of violence
Creating a Comprehensive Program: Beginning StagesAssess Needs
◦ Identify the goals◦ Assess interest
Secure Administrative Support ◦Maintain that support
Orient Staff Give detailed informationHave open discussions about utility Clarify staff expectations of involvement
or support
Creating a Comprehensive Program:Beginning StagesSelect Site Leadership Team (SLT) Identify staff Discuss time/resource commitments Orient Students
Select Students/Staff
Providing Training Don’t overestimate the learning curve
Creating a Comprehensive Program: Beginning Stages
Publicize Program Manage expectations Utilize Program Initiate and sustain the program
Coordinate with other initiatives
Refresh skills/knowledgeMaintain a high profile in the school
Create a Comprehensive Program:Continual ProcessEvaluate Program (Emphasize
student assessment)Evaluate on an ongoing basisFeed information back to improve
program
Conflict Management ModelsComprehensive Model:
Free 5 day on-line course from USDE/NASP
Managing and Resolving Conflicts Effectively in Schools and
Classroomswww.CREducation.org
Mediation and Comprehensive Programs:
National Recommended Standards for Peer Mediation Programs and Comprehensive School/District Programs
www.acrnet.org
Free CRE Resources: www.CREducation.org
Thank you for your participation!Continue the debate on this forum open for discussion:
http://community.oas.org/iten_ried/iten/f/1534/t/5740.aspx
Upcoming Webinars• “Effective Clasroom Management”
Presenter: Ms. Sonya FultzMarch 20, 2012 11:30 am (English)