Resolving Conflicts in Schools and Classrooms Course Outline

Resolving Conflicts in Schools and Classrooms

A Graduate Course for Educators

Table of Contents
Course Description Objectives Teaching Methodologies Course Materials	Session Outline Grading Student Requirements Register

Course Description

Resolving Conflicts in Schools and Classrooms: The Graduate Course presents a proven and innovative approach to creating safer, more productive classroom environments based on creating "Peaceable Classrooms." This model emphasizes the classroom and the school as communities of caring and respect where six themes are emphasized: cooperation, communication, emotional expression, responsible decision-making, appreciation for diversity, and conflict resolution. This approach was developed out of classroom teachers' practice and has been tested in schools across the United States and Canada.

Course Objectives

To identify the root causes of violence in U.S. culture
To identify and discuss the six themes of the Peaceable School/Classroom
To explore the link between violence and conflict
To analyze conflicts using the Conflict Escalator
To understand the role of emotions in conflict and learn to handle them effectively
To learn how to use the six styles of conflict resolution
To explore how to reach "win-win" resolutions in typical conflict situations
To learn the principles of "win-win" negotiation and mediation
To explore how perspective-taking can enhance conflict resolution
To examine how racial, cultural and ethnic diversity affects conflict and conflict resolution
To experience cooperative learning strategies as a means for building community in a school or classroom
To develop an implementation plan for school or classroom

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Teaching Methodologies

Resolving Conflict in Schools and Classrooms is a forty-five hour course that is typically taught on weekends or over five full days. The following methodologies will be used during the course: lectures, readings, group and individual discussions.

A variety of readings will be referenced throughout the course. Other supplemental readings will be provided.

Course Materials

Course Materials: Text - Waging Peace in Our Schools, Linda Lantieri & Janet Patti, Beacon Press, 1996, and the Resolving Conflict in Schools and Classrooms Participant Workbook.

Session Outline

Session #1 Overview of Violence Prevention and Conflict Resolution	Session #2 Communication to De-escalate Conflict
Introduction: Violence in our society Roots and causes of violence The link between violence and conflict What is positive about conflict? Introduction to "win-win" conflict resolution Inventory: Styles of handling conflict Talking about conflict How conflicts escalate Implications for teaching and classroom management	The role of communication in conflict and conflict resolution The communication process Back to back: Understanding misunderstandings Demonstration of Active Listening Listening practice Demonstration lessons Implications for teaching and classroom management
Session #3 Feelings in Conflict	Session #4 Solving Conflicts
The importance of dealing with feelings in conflict Feelings on the escalator Expressing feelings: "I Statements" Principles of anger management: What the research tells us Cooling off techniques Demonstration lessons Implications for teaching and classroom management	Return to conflict styles inventory Trying new styles Problem solving in conflicts Using the Win-Win Grid Practice solving conflicts Demonstration lessons Implications for teaching and classroom management
Session #5 Negotiation and Mediation	Session #6 Cooperation and Perspective-taking
Principles of principled negotiation Positions and interests/demands and ReallyNeeds Negotiation demonstration Negotiation practice Introduction to mediation Mediation demonstration Creative questioning Mediation practice Demonstration lessons Implications for teaching and classroom management	Introduction to cooperation and community building--cooperation/competition and violence Principles of cooperative learning Practice cooperation principles The role of perspective taking in resolving conflict The Believing Exercise Demonstration lessons Implications for teaching and classroom management
Session #7 Diversity and Conflict	Session #8 More on Diversity and Conflict
Introduction: What is diversity? Why include diversity in conflict resolution and violence prevention? Diversity: What the research tells us about valuing diversity Exploring our heritages/Groups we are a part of and why Microlab: ethnic and cultural sharing Introduction to assessing cultural competencies model Using the assessing cultural competencies model Looking at privilege The oppression/internalized oppression model Demonstration lessons Implications for teaching and classroom management	Diversity and the conflict escalator What the research tells us about prejudice and stereotyping Microlab: Personal experiences interrupting prejudice Introduction to strategies for interrupting prejudice Practicing interrupting prejudice The role of allies Demonstration lessons Implications for teaching and classroom management
Session #9 Conflict Resolution as a Component in Classroom Management and Discipline	Session #10 Infusion and Implementation
Introduction to conflict resolution and classroom management/discipline Overview: The prevention/Intervention/Invention model Using the PII model to think about classroom practice Case studies: Intervening in conflicts Peaceable Classroom assessment inventory	Infusion models: What do they mean? Examples of infusion in action Overview of implementation models Different ways of teaching conflict resolution Developing implementation plans

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Grading Criteria

Assignment Points

Group and Classroom Participation 30

Reading Assignments 10

Conflict Journal 30

Paper, Project, OR Lesson Plans 30

Grading Scale

93 - 100 A

85 - 92 B

77 - 84 C

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Student Requirements

Attend all class sessions for the requisite number of hours (45) and participate in all class activities.

Complete all reading assignments.

Keep a conflict journal in which the participant regularly reflects on the connections between the course content and the work in one's school or professional setting. In this journal you may apply conflict resolution ideas in a discussion of interaction with one child in a school setting; apply conflict resolution ideas in a discussion of interaction with a colleague in a school/professional setting; and/or reflect generally on one's own conflict resolution style. Indicate strengths of style, changes that you would like to make to one's style, and any efforts toward improving that style.

Choose one of the following two assignments:
A) Develop an outline of ten beginning lessons in conflict resolution which the participant would like to teach, and provide a narrative description of how conflict resolution will be integrated into one's classroom or school. The lessons need not be wholly original, but they should at least be adaptations of other lessons.
B) Complete a three to five page paper or project on one of the following topics:
1. After reading pages 21-27 in Waging Peace in Our Schools, write a narrative describing what people would experience if they were visiting your classroom. What about this scenario would you like to change? What do you feel good about?
2. Read and review Chapter 8 in Waging Peace in Our Schools. Create a mini-workshop you would conduct for the parents of your class, based on the information shared in that chapter.
3. Read and review Chapter 10 in Waging Peace in Our Schools. How does the description of peaceable schools reflect the school in which you currently work? What are some similarities, differences, and/or recommendations you would make?
4. Read and review Chapter 9 of Waging Peace in Our Schools, especially pages 216-222. Given this information about the RCCP model, what are the several first steps you would recommend taking in your own school in creating a more comprehensive conflict resolution program?

Assignment	Points
Group and Classroom Participation	30
Reading Assignments	10
Conflict Journal	30
Paper, Project, OR Lesson Plans	30