Conflict

From WikEd

1 Descriptions, definitions, synonyms, organizer terms, types of
2 Evidence of effectiveness
3 Critics and their rationale
4 Alternative explanations due to Diversity considerations
5 Signed ‿life experiences‿, testimonies and stories about Conflict
6 References and other links of interest
- 6.1 Other Types of Conflicts in Schools

[edit] Descriptions, definitions, synonyms, organizer terms, types of

[edit] Definition

1. A state of disharmony between incompatible or antithetical persons, ideas, or interests; a clash.

2. Psychology: A psychic struggle, often unconscious, resulting from the opposition or simultaneous functioning of mutually exclusive impulses, desires, or tendencies.

3. Struggle between opposing forces for victory or supremacy.

From www.dictionary.com

[edit] Application in classrooms and similar settings

Conflict in the classroom is usually between two students, a teacher and a student, the class against the teacher, or groups of students against each other. It occurs in a classroom more often when there is a less than ideal classroom environment.

Ways to improve the classroom environment, and prevent conflict include:

Encouraging the exchange of ideas

Inviting the students' views

Challenging complacency

Developing skills such as listening, generating dialogue, and the art of negotiation

Recognizing the diversity of opinion

Supporting non-violent conflict resolution

http://www.transformconflict.org/data/default.asp?navid=5

[edit] Preventing Conflict

To prevent conflict from occurring in your classroom, Glencoe offers the following suggestions:

The teacher should discuss anger management methods with students after developing a good rapport with the students. There should be a questionnaire regarding students' anger management skills followed by a class discussion.

Create a calm spot. Anger is a normal emotion and should be expected from time to time. If there is an area in a classroom where students can go to calm down, this will help to prevent explosions.

Encourage peer to peer dialogue. Invite the class to brainstorm ways to remedy or alleviate some common causes of anger in students.

Lead students in poster-making. Have the students, in small groups, create a wall chart listing the positive and negative ways to respond to anger.

Invite a professional to the classroom. Contact a local expert on anger management to visit the class.

http://www.glencoe.com/sec/teachingtoday/weeklytips.phtml/161

Arizona State University offers suggestions on how to de-escalate conflict in the classroom. These suggestions include:

Time out, Journal writing, More information is needed/classroom discussion, groundrules, wait (until the next day) and respond, teachable moment, deflect the dialogue, address the concerns of all the students involved, and be prepared for large-scale conflict.

http://www.asu.edu/provost/intergroup/resources/classconflict.html

The National Institute for Urban School Improvement points out that cultural conflict is another form of conflict to be considered in the classroom. Academic problems that we find in many minority students could stem from a power structure in which the worldviews of those with privelege are taken as the only reality, while the worldviews and cultures of those less powerful are dismissed as either inconsequential or deficient.

http://niusi.edreform.net/resource/4388

[edit] Resolving Conflict

Mediation is one of the most common and promising ways to resolve conflicts of all sorts. This process involves one neutral party helping the two feuding parties discuss feelings, thoughts, possible solutions, and conditions of resolutions for each party.

Visit http://www.mediate.com for more information about mediation.

Peer mediation programs in schools offer great promise, and an alternative to more punitive methods of maintaining order, especially in response to issues that occur between students. In this model, some or all students are provided with training in mediation skills. They can then serve as mediators as conflicts arise (unofficially), or disputing students can request or be recommended for a mediation session (official). In the last several years, a wealth of materials for training students in conflict resolution skills have been developed.

For more information about resolving conflict visit these websites:

http://www.kellybear.com/TeacherArticles/TeacherTip13.html -- general info about mediation for teachers

http://www.pbs.org/inthemix/educators/lessons/schoolviol1/ -- a lesson plan for teaching students about conflict resolution

For more on this topic, see Conflict Resolution

[edit] Evidence of effectiveness

In legal disputes, mediation (also known as alternative dispute resolution) has around an 85% effectiveness rating. The willingness of the disputants to use mediation can influence this by approximately 10%. It is interesting to note that mediation was still effective (80% of the time) even when it was not the original intent or desire of one or both disputants.

http://adrr.com/adr3/other.htm

More closely pertaining to schools, one study in Dunnellon and Ocala, Florida implemented a peer mediation program in the middle school. Successful resolutions were obtained 98% of the time. Perhaps more importantly, there was a decrease in conflicts reported after the implementation of the program. Additionally, student mediators reported an increase in their conflict resolution skills and an increased ability to take part in informal conflict resolution. Disputants reported a high level of satisfaction with the process and follow-through on the plan that was developed. Parents of disputants also were highly pleased with the results of the program.

http://cecp.air.org/preventionstrategies/conflict.htm

[edit] Critics and their rationale

In legal mediations, especially in family law (e.g. divorce or settlement mediatons), there are several criticisms of mediation. First, women fear that in a mediated agreement they will have less power and be overwhelmed by influential and powerful speakers (their husbands), thereby receiving less in the settlement than what they might have received from a judge. Fathers believe that a welfare or social science based system (such as mediation) is very pro-mother and anti-father, and mediated settlements will continue to favor the mother.

Arthur Baker, June 1997

http://www.spig.clara.net/book-rev/mediatn.htm

Shared Parenting Information Group

[edit] Alternative explanations due to Diversity considerations

Conflict is especially important to consider when dealing with issues of diversity. Differences between communication styles and other behavioral norms are a source of many inter-group conflicts. However, in schools, these conflicts do not usually occur on equal footing. Instead, the teacher and the associated cultural norms will almost always win, and the norms of the students' cultures will lose, when those norms diverge from the norms of the teacher. This continues to create a climate of powerlessness, frustration, and breeds rebellion among the students, and causes the them to become further disenfranchised.

While interpersonal conflicts are occurring, these conflicts can be representative of tensions between groups at large. Establishing agreed upon norms becomes more important, and helps students see that teachers are not showing favoritism to one person (or culture) over another. Teachers can also help students understand why those norms are helpful, and how they can better relate to others who are different from themselves. The teacher's attitude towards diversity and conflict are very important. A teacher must display a respect and gratitude for diversity of cultures, and not view them as something which makes his or her job more difficult. Additionally, teachers should not view conflict as irreparable damage done to a relationship. Instead, teachers can help model the ways in which conflict can be dealt with that are healthy and helpful to all parties.

http://www.maec.org/cross/8.html

[edit] Signed ‿life experiences‿, testimonies and stories about Conflict

Since I retired (May 2004), I have enjoyed subbing in the different classrooms. The other day I was subbing in a nearby high school. I was called late (probably because the original sub forgot). I arrived at the school about 20 minutes after the school had begun. Since I had tried to get to the school as soon as I could, I didn't get to fix my lunch. So just as I had done at other schools, I purchased a lunch ticket for lunch. Lunch time arrived and I went into the cafeteria and went up to the lunch counter and told the cook that I was a sub and that I was eating. She looked very disturbed and then told me "You weren't on the list!" to which I replied that I was called late. She told me that I was to go to the end of the line. I was rather surprised, but thought I should comply. When I informed the secretary who was collecting lunch tickets that I was going to the end of the line, she told me to just get a tray and get into the line. When I arrived at the lunch counter the cook looked at me and said- "Didn't I tell you to go to the end of the line?" Needles to say, I really didn't know what to do, but I replied that the secretary told me to get into line. She again looked rather disturbed and gave me the smallest portion possible. I took what I could get and left to eat in the teacher's lounge. When I returned my tray, I thought it would be nice to apologize and explain that I was not aware of the lunch procedure at the school since that was the first time I had eaten hot lunch there. The cook told me that if I had just followed what she had told me in the first place, there would not have been any problems to begin with.-- What this has taught me that conflict is everywhere and no matter how hard you try, you can't escape some conflicts. Sharon Morrisette

I think that despite the excellent information in this entry, conflict need not always be looked on as negative. A Humanities teacher at my community college (MVCC) some twelve or fifteen years ago, posited for my class the notion that nothing is learned without conflict. It was obviously challenged, which ironically lent to his point; however, he used an anecdote to illustrate. He mentioned that some years before a young engaged girl in his class found his idea interesting but troubling and noted that she knew her fiance very well, so well, in fact, that they never argued. The teacher suggested that she begin a mock argument with him to test her knowledge of him. If, he contended, she knew him well enough, then she should be able to predict his reaction and make amends. As one might predict, the conflict that ensued resulted in each of them seeing a side of the other that they did not know. Incidentally, the girl gladly broke off the engagement, which she deemed was a mistake from the start. While one may find the anecdote callous, especially on the part of the professor who instigated the argument, one should consider the divorce rate and the fact that conflict in any marriage is inevitable. Since then, I have seen conflict, which is usually associated negatively, as an opportunity to know people and things well. Debate can be used in classes educationally, and when two students have an argument in my class, I am not as quick to jump on them and break it up. To a certain extent, the argument is going to happen, and perhaps it is better to occur in my classroom under my eyes instead of outside the school.

--Author Unknown

Conflict seems to be the most number one problem for my junior high class. Students are constantly engaging other students in some kind of stituation. Since our demographics include about a 90% low socio-economic base many of the conflict erupt of personal items or food. One way our school minimized the problem was by implementing a breakfast program. By allowing the students to have a meal in the morning as well as the afternoon their decsions were no longer based on hunger. We still continue to struggle with problems associated with personal merchandise being taken. As educators we spend a lot of time helping students become responsible for their own belongings and behavior. We model for them and spend time role playing with them to show them the consequences for their actions. christine

Conflict can be a wonderful thing! I didn't realize that I had such negative connotations associated with this word until my junior year in undergrad. I was participating in a multiethnic relations committee and one of our leaders thought that it would be necessary to breach the topic and get opinions before we launched into implementing changes on campus as a result of campus surveys. During the powerpoint presentation, I was shocked to know that conflict is simply a difference in thinking/understanding. I try to avoid negative conflicts at all costs, but after learning about the pure definition of conflict I realized that we experience conflict multiple times a day. Candace Hatchett

[edit] References and other links of interest

Wolfgang, C. H. (2001). Solving discipline and classroom management problems: Methods and models for today’s teachers. 5th ed. John Wiley & Sons, Inc.