Free Essay Example on Conflict Resolution

De-escalation techniques for conflict between Kimber and Crystal.

Conflict de-escalation refers to the techniques used to reduce and diffuse tension between conflicting students. The most effective conflict de-escalation technique that can be used with the students is the verbal escalation techniques. There are several verbal de-escalation techniques that can be used especially for the students who are at risk of aggression. The verbal de-escalation requires the use of calm language with effective communication techniques. The teacher can diffuse, redirect or decollate the conflict situation.

Is your time best spent reading someone else’s essay? Get a 100% original essay FROM A CERTIFIED WRITER!

Order now

Diffuse the behaviors- to de-escalate the behaviors, the teacher can adopt evidence-based behaviors support to intervene and lessen the conflicts. This will help return the conflicting students to the discovery state where they were both calm and friends. Desperation the fighting students and encouraging each one to calm down to explain himself would help diffuse their behaviors (Bhattacharya, 2015).

The second step is to remove the peer spectators. The students are mostly aggressive if they are in the presence of the spectators. Taking the students to the private wing removes them from the cheering spectators and also provided them with adequate personal spaces. The teacher shouldn't take a threatening stance with both the verbal cues and body language (Singer & Bashir, 2018). This will make the students feel at ease instead of fearing, threatening or defensive. Students can open easily to friendly teachers than they can respond to verbally aggressive teachers.

The third strategy is to maintain calm demeanors. The teacher should speak in a steady level voice even if the students are engaged in intense vernal respects of threats. The teacher can speak softly to the students and step back. It is important to view the conflict from the student's perspective by asking the students where the root cause of the disagreement and how they would like the conflict resolved (Walker, 2011). Getting the students to speak softly and slowly is a major breakthrough as it gives them time to reason wheel acknowledging their emotional condition with empathy.

Strategies to create a calm, positive atmosphere for the other students during a conflict.

Address the students by their name. This instills in them a sense of respects and makes them realize that the teacher known's that and have their best interest at heart. Address the students by names also attract their attention and in the process, they will realize that the teacher is empathetic enough. Telling the student that you acknowledge that they are angry but would like to help them overcome that stalemate can help the students stay calm and allow the teacher to intervene (Christofferson & Strand, 2016). The most effective approach is to treat each student equally even though one may be on the wrong.

Use polite words such as please and thank you makes the students feel respected even though their peers have disrespected them. The student will also understand that the teacher has heard them and has appreciated their point even if their answers are wrong. The main goals at this phase of the conflict cycle are to bring the conflicting students to a level where they can communicate without shouting (Singer & Bashir, 2018). This way, it would be easy to understand what has made the students feel disrespected and find a faster solution- a middle point for them without bias.

Listening is also another important tool. All students crave for attention. Therefore being a good listener can help the students to calm down and explain their stance? Both the body language and verbal explanation should demonstrate the teacher's willingness to listen. Therefore, the teacher should talk to the students while looking at them squarely in the face to show the students that he is attentive to hear what they have to say so they should be serious about it. They will know that they are in a safe environment where they can express themselves comfortably without fear.

Strategies to incorporate positive interactions between students

Students need a conducive environment for interaction without the fear of punishment or the fear of being ridiculed. Students who live without fear of punishment is more likely to interact and develop their social skills (Walker, 2011). The teacher should ensure that the students learn in an enabling environment where they are all encouraged to express themselves (Singer & Bashir, 2018).

Secondly, the teacher should create class laws or rules that govern the behaviors of the students in the class. For example, the students should not mock or ridicule each other within the class or within the school compound. Anyone mocking or ridiculing others will be punished as the teacher deems fit (Singer & Bashir, 2018). Additionally, the teachers can establish an environment of trust where the students feel part of a large county within the school and have a duty to take care of each other. Creating a sense of community or family among the students helps the students to avoid critical incidences such as conflicts between or among students. The teacher has a duty to ensure that the students are comfortable and free to act to help the other students. Other strategies include teaching the students and modeling social as well as emotional learning strategies. The teacher should use strategies they encourage reflection and self-awareness of the students. The teacher should also teach the student how to solve problems and resolve conflicts

A follow-up or debriefing session with Kimber, Crystal, and their families

Critical Incident Stress Debriefing (CISD) process will be used during the debriefing. A conflict is a critical event in the life of the students. Therefore a critical incident stress debriefing should follow. It is important to invite the parents of the students to school to address their children's behaviors. The debriefing will be conducted within the school's premises with both the students and in the presence of their parents. The teachers will first introduce both parents and let the parents discuss the conflict with their children then join them a letter to find out their resolution. The students would be allowed to ventilate the emotions and thoughts associated with their disagreement (Singer & Bashir, 2018).

The follow-up period should be divided into short term, middle term, and long term. Short term period is within the first week where the teacher interviews the students separately on a weekly basis to understand how the two care co-existing (Cray, 2007). By the end of the first week, the parents would be invited again to the schools to provide a third assessment of their children's behavior and decide if the students can continue learning together or should be separated (Singer & Bashir, 2018). The second week will involve only the teacher and the two students to ensure that the students can live peacefully and that they are engaging them in a constructive discussion on how to help the other peoples (Walker, 2011). Finally, the long-term plan is to invite the parent once more after one month to allow the parent get to know each other an enable them to help their children at home.

References

Bhattacharya, A. (2015). Emotional/Educational, Behavioral & Developmental [EBD] Problemsin Children - Nursing Opportunities. Health Care: Current Reviews, 03(01). doi: 10.4172/2375-4273.1000132

Christofferson, J., & Strand, B. (2016). Mandatory Parent Education Programs Can Create Positive Youth Sports Experiences. Strategies, 29(6), 8-14. doi: 10.1080/08924562.2016.1231099

Cray, A. (2007). Starting out - Find positive learning from negative experiences of care. Nursing Standard, 22(5), 26-26. doi: 10.7748/ns.22.5.26.s31

Singer, B., & Bashir, A. (2018). Wait...What??? Guiding Intervention Principles for Students With Verbal Working Memory Limitations. Language Speech And Hearing Services In Schools, 49(3), 449. doi: 10.1044/2018_lshss-17-0101

Walker, C. (2011). Classroom assessment techniques for promoting more positive experiences inteaching and learning. The Journal Of Positive Psychology, 6(6), 440-445. doi: 10.1080/17439760.2011.634825