1) Managing conflicts and solving problems is a daily task in the schools and in the classrooms. As schools are faced with budget cuts every year, it is the staff that we need the most that is always being looked at to cut. With our society today schools need the guidance counselors and social workers to help with the students and to continue to train the staff. Classroom teachers can help with many of the problems that were pointed out in this chapter, but as the problems get bigger so does the need for trained professionals. Our guidance counselor does come in to the classroom every fall and presents a lesson on put downs. The lesson is presented by using the paper doll. Along with put downs, she talks about sarcasm, teasing, and the ever popular response” I am just kidding”. She also talks about a program called Peer Mediation that is run through the guidance office. Obviously by doing this in fall at a new school students learn the procedure and expectations for resolving conflicts. Classroom teachers leave the doll hanging as a visual reminder.
2&3) As I read this chapter I thought back to the times we use to have classroom meetings. Many of the topics discussed were problems on the bus, not nessacasy with each other. Now many of those conflicts are not handled by the classroom teacher, instead it is administration or guidance. The strategies to redirect inappropriate behavior are helpful. When handling students who are upset, I made a mistake this year with touch. I had a student who was getting teary eyed, so I went to touch his arm and he recoiled fast. That was an awaking to me to be careful. In the classroom students do not want to be left out. When situations arise I do not raise my voice and I do not embarrass the students. Over the years I have learned that I can not take the problem personally. I do hold individual conferences with students at lunch time and I do use a contract with them. Sometimes parents are involved depending on how often the behavior is repeated.
I am involved with the Restorative Justice program in our county and it has spilled over into our schools...every staff member in our schools has been trained in restorative practices... in the schools that do circling in the morning right away for 15 minutes the problems during the day have evaporated.. in one middle school where there were over 300 detentions, suspensions and expulsions,,,there were 4 the year after Restorative practices was put in the curriculum...the principal basically can do his job of working with teachers as he has few discipline problems...the schools that are dabbling with it still see reductions in discipline issues...schools that remain punitive in their practices still have high rates of problems...seems like a no brainer for everyone but... Barney
1) Resolutions of problems can be such a difficult issue in the classroom. With larger class sizes and decreased resources, many teachers are feeling overwhelmed. Though we as teachers may try to keep problems at bay in the classroom, who is working on the problems in the hallways and at recess? I treat a child with a non-verbal learning disability who suffers from pragmatic and social difficulties. While the teachers try and control the teasing and bullying that happens within the classroom, they cannot be everywhere all the time. This child often complains of being picked on in the hallways and at recess to her counselor and school social worker and her teachers have tried to be more “present” in the hallways but things still happen. I like the idea of having a problem solving agenda for class meetings. I feel this would be very beneficial to all students and would also build conflict resolution skills needed in the real world. Children these days suffer from having “helicopter parents”, parents who hover and fix all their mistakes. By having the students take ownership of their feelings and actions they would also increase their ability to verbalize their feelings and perceptions of the problems. I think that having students see the effects of their actions on others during a classroom meeting would be a great way to help them internalize the problem.
2&3) Since I have a different group of children every half hour I do not encounter a lot of inter-class conflicts. If a conflict does arise during my group it is addressed right away and as a group. There are only four children in my groups at a time, so the setting is a bit more intimate and the conflict can be addressed on the spot. I am also luck to have a behavior itinerant in my school that can help me deal with the conflicts of certain students with behavior plans. I do try to use statements that reflect the child’s feeling back to them so I am sure I understand how they are feeling. I think I also need to have the students do that to one another as well. Sometimes with 5-7 year olds small things can escalate so quickly I don’t take the time to make it a total learning experience. I think I also need to focus on differentiating between inappropriate and unacceptable behaviors. I often use those words intermittently. This chapter had a lot of great ideas and gave me ideas for areas to work on.
I don't know if either of you heard of Tribes...its a great program that allows kids to really develop community and eliminate most if not all the bullying and put downs...many schools have had success with it in conflict resolution
4 comments:
1) Managing conflicts and solving problems is a daily task in the schools and in the classrooms. As schools are faced with budget cuts every year, it is the staff that we need the most that is always being looked at to cut. With our society today schools need the guidance counselors and social workers to help with the students and to continue to train the staff. Classroom teachers can help with many of the problems that were pointed out in this chapter, but as the problems get bigger so does the need for trained professionals. Our guidance counselor does come in to the classroom every fall and presents a lesson on put downs. The lesson is presented by using the paper doll. Along with put downs, she talks about sarcasm, teasing, and the ever popular response” I am just kidding”. She also talks about a program called Peer Mediation that is run through the guidance office. Obviously by doing this in fall at a new school students learn the procedure and expectations for resolving conflicts. Classroom teachers leave the doll hanging as a visual reminder.
2&3) As I read this chapter I thought back to the times we use to have classroom meetings. Many of the topics discussed were problems on the bus, not nessacasy with each other. Now many of those conflicts are not handled by the classroom teacher, instead it is administration or guidance. The strategies to redirect inappropriate behavior are helpful. When handling students who are upset, I made a mistake this year with touch. I had a student who was getting teary eyed, so I went to touch his arm and he recoiled fast. That was an awaking to me to be careful. In the classroom students do not want to be left out. When situations arise I do not raise my voice and I do not embarrass the students. Over the years I have learned that I can not take the problem personally. I do hold individual conferences with students at lunch time and I do use a contract with them. Sometimes parents are involved depending on how often the behavior is repeated.
I am involved with the Restorative Justice program in our county and it has spilled over into our schools...every staff member in our schools has been trained in restorative practices... in the schools that do circling in the morning right away for 15 minutes the problems during the day have evaporated.. in one middle school where there were over 300 detentions, suspensions and expulsions,,,there were 4 the year after Restorative practices was put in the curriculum...the principal basically can do his job of working with teachers as he has few discipline problems...the schools that are dabbling with it still see reductions in discipline issues...schools that remain punitive in their practices still have high rates of problems...seems like a no brainer for everyone but... Barney
1) Resolutions of problems can be such a difficult issue in the classroom. With larger class sizes and decreased resources, many teachers are feeling overwhelmed. Though we as teachers may try to keep problems at bay in the classroom, who is working on the problems in the hallways and at recess? I treat a child with a non-verbal learning disability who suffers from pragmatic and social difficulties. While the teachers try and control the teasing and bullying that happens within the classroom, they cannot be everywhere all the time. This child often complains of being picked on in the hallways and at recess to her counselor and school social worker and her teachers have tried to be more “present” in the hallways but things still happen. I like the idea of having a problem solving agenda for class meetings. I feel this would be very beneficial to all students and would also build conflict resolution skills needed in the real world. Children these days suffer from having “helicopter parents”, parents who hover and fix all their mistakes. By having the students take ownership of their feelings and actions they would also increase their ability to verbalize their feelings and perceptions of the problems. I think that having students see the effects of their actions on others during a classroom meeting would be a great way to help them internalize the problem.
2&3) Since I have a different group of children every half hour I do not encounter a lot of inter-class conflicts. If a conflict does arise during my group it is addressed right away and as a group. There are only four children in my groups at a time, so the setting is a bit more intimate and the conflict can be addressed on the spot. I am also luck to have a behavior itinerant in my school that can help me deal with the conflicts of certain students with behavior plans. I do try to use statements that reflect the child’s feeling back to them so I am sure I understand how they are feeling. I think I also need to have the students do that to one another as well. Sometimes with 5-7 year olds small things can escalate so quickly I don’t take the time to make it a total learning experience. I think I also need to focus on differentiating between inappropriate and unacceptable behaviors. I often use those words intermittently. This chapter had a lot of great ideas and gave me ideas for areas to work on.
I don't know if either of you heard of Tribes...its a great program that allows kids to really develop community and eliminate most if not all the bullying and put downs...many schools have had success with it in conflict resolution
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