Kids Resolving Conflicts

HOW TO WORK OUT CONFLICTS
(Fairly and Peacefully
1. STOP . . .
before you lose control of your temper and make the conflict worse.
2. SAY . . .
what you feel is the problem. What is causing the disagreement? What do you want?

3. LISTEN . . .
to the other person's ideas and feelings.

4. THINK . . .
of solutions that will satisfy both of you.

If you still can't agree, ask someone else to help you work it out.

DISCUSSION QUESTIONS

1. Have you ever started working on a project with a friend and gotten into a disagreement? What caused the disagreement?

2. How did you feel? What did you say or do?

4. Does getting angry make things better or worse?

5. What happens when people who disagree don't listen to each other?

6. When you fight, do either one of you get what you want?

7. Why is it important to settle conflicts peacefully? What can happen if you don't?

8. Are there some conflicts that can't be resolved?

STUDENT ACTIVITIES

1. Write the steps for working out conflicts on the board. Discuss each step.

2. Ask the children to describe a variety of conflicts that commonly occur at school.

List these on the board.

Select two or three of these and discuss how the steps for working out conflicts could be applied to each situation.

Have the kids role play some of these situations, either as themselves or with puppets.

Afterward, have a group discussion to evaluate the outcome of each role play.

3. Introduce the concept of using words to express feelings instead of blaming someone else or using physical force.

Use a "why" message to state what's bothering you and why

Example: "It really bothers me that you aren't willing to work this out together instead of arguing all the time."

A "blaming" message says what's wrong with the other person.

Example: "You are ruining our project. You're a jerk. You never do anything right."

A "why" message is constructive and points to a solution.

A "blaming" message puts the other person on the defensive and leads to more conflict. "Why" messages usually work better.

Referring to the list of conflicts on the board, have students role play with puppets or as themselves using "why" messages instead of "blaming" messages.

Did I Miss Anything?

Did I Miss Anything?
Tom Wayman

Nothing. When we realized you weren’t here
we sat with our hands folded on our desks
in silence, for the full two hours

Everything. I gave an exam worth
40 percent of the grade for this term
and assigned some reading due today
on which I’m about to hand out a quiz
worth 50 percent

Nothing. None of the content of this course
has value or meaning
Take as many days off as you like:
any activities we undertake as a class
I assure you will not matter either to you or me
and are without purpose

Everything. A few minutes after we began last time
a shaft of light suddenly descended and an angel
or other heavenly being appeared
and revealed to us what each woman or man must do
to attain divine wisdom in this life and
the hereafter
This is the last time the class will meet
before we disperse to bring the good news to all people
on earth.

Nothing. When you are not present
how could something significant occur?

Everything. Contained in this classroom
is a microcosm of human experience
assembled for you to query and examine and ponder
This is not the only place such an opportunity has been
gathered but it was one place
And you weren’t here

Did I as a teacher miss anything...are there things in your life
I will ever know about? Missed breckfast...missed hugs...
missed sleep....missedattention or love????

7 Habits of Highly Effective Teachers

1. Preparation: (ex: Task Analysis-backwards planning start with the endtest in mind) 2. Building background knowledge: (ex: ³KWL Chart²)3. Comprehensible Input/Learning Strategies for difference learners (ex:T-Charts for classifications, Venn Diagrams for for overlapping ideas, ³AValue Line²-students take positions and form opinions about characters in astory read in class).4. Interaction: (ex:²Find your Match²-each student has an index card thatŒmatches¹ information on one other student¹s index card).5. Practice & Application: (ex; in groups of 2-3 Have the studentsbrainstorm and fill out a ŒCause & Effect¹ chart).6. Lesson Delivery: (ex: ŒStand Up-Sit Down¹ activity is the opportunity forstudents to respond to true and false statements through body movement,while the teacher can monitor student comprehension).7. Review & Assessment: (ex; ³FIND SOMEONE WHO..² students are given areview sheet and they circulate the room finding the person who has theanswer to a 2uestion-each student can only give out 1 answer).

Parents Helping with Homework Tips

1. Set up a homework schedule.
2. Rank assignments in the order they are to be done.
3. Do not sit next to your child while he/she does homework-however, be
available as a resource.
4. Never let homework drag on all night- this can increase a child's
feelings of inadequacy.
5. Discuss homework questions before your child reads the chapter.
6. Place textbook chapters on tape.
7. Check small groups of problems at a time.
8. Be aware of negative non-verbal messages during homework.
9. Avoid finishing assignments for your child.
10. Check homework assignments at the end of the night.