NEWCOMER TOOL KIT
xYhe4
xYhe4
Create successful ePaper yourself
Turn your PDF publications into a flip-book with our unique Google optimized e-Paper software.
CHAPTER 4<br />
CLASSROOM <strong>TOOL</strong><br />
Problem-Solving Steps for Modeling<br />
and Teaching Conflict Resolution<br />
Beginning with the first days of the school year, students have predictable conflicts about sharing materials,<br />
choosing work partners, or deciding whom to play with. These are times when teachers can teach the basic skills<br />
of conflict resolution by navigating students through a difficult interpersonal moment. Modeling and teaching<br />
these skills sends a strong message about how disagreements will be handled in your class. It also gives children<br />
opportunities to experience problem-solving in situations that really matter to them.<br />
Step 1: Cooling off when upset<br />
Research shows that stress-induced changes in our bodies impede logical thinking and increase aggression.<br />
Taking steps to calm ourselves allows us to do the clear thinking and careful listening needed for peacefully<br />
resolving interpersonal problems.<br />
Step 2: The upset student states the issue<br />
Children experienced with student-to-student conflict resolution use “I-statements” to say why they’re upset:<br />
“I felt bad when you said I couldn’t play with you.” By focusing on her own feelings, the upset child gives the<br />
other child space to listen calmly and openly, without feeling attacked or defensive. But when you’re guiding<br />
children who are just learning the basic skills, “you-statements” are acceptable.<br />
Step 3: The second student listens and paraphrases what has been stated<br />
Often children can’t state their understanding because rather than listening carefully, they were busy<br />
preparing their defense. Sometimes they need to have their partner repeat what he or she said.<br />
Step 4: The second student states his or her opinion<br />
This experience shows children that in such conversations, they will have an opportunity to speak. This helps<br />
them wait their turn and focus on listening.<br />
Step 5: The process continues until both students feel that they have been<br />
fully heard<br />
It’s important to model patience and thoroughness in stating all the reasons for a conflict. Unspoken<br />
grievances will fester and result in more conflict, sooner or later.<br />
Step 6: The children reach a solution<br />
Agreeing on a plan is one thing; actually following through is another. When children are just learning to resolve<br />
interpersonal problems, they especially need your supportive check-in to make sure the agreed-upon solution is<br />
working for both of them. Within a few days after coaching, you can simply ask each of them, “How’s that plan<br />
going?” Sometimes, all you need to do is notice if their behavior toward one another has changed.<br />
Adapted from Crowe, Caltha. (2009, February 1). Coaching children in handling everyday conflicts. Retrieved from the Responsive<br />
Classroom website: https://www.responsiveclassroom.org/coaching-children-in-handling-everyday-conflicts/<br />
U.S. DEPARTMENT OF EDUCATION • <strong>NEWCOMER</strong> <strong>TOOL</strong> <strong>KIT</strong> • CHAPTER 4 • 12<br />
No official endorsement by the Department of any product, commodity, service, enterprise, curriculum, or program of instruction<br />
mentioned in this publication is intended or should be inferred. For the reader’s convenience, the tool kit contains information about<br />
and from outside organizations, including URLs. Inclusion of such information does not constitute the Department’s endorsement.