Welcome to ITEN Webinar Series!

“Whole School Conflict Management Programs”

153 Participants Registered– 26 countries

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Series1

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 Stages

Select 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 Process

Evaluate 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

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