Moran (2001) sees conflict management as “a philosophy and a set of skills that assist individuals and groups … Even though conflict is most times regarded as being positive, its adverse effects still remains insufferable, excruciating, unbearable and even debilitating. - It accentuates the level of peaceful and harmonious co-existence between the constituents of the school community. The relationship between a student and a teacher makes all the difference when that student experiences conflicts and needs support, which is why it’s important for teachers to get to know students well. - It helps to restore and maintain peace and tranquility in the school. One salient and indefatigable idea in school conflict management just as Armstrong (2011) will put it, is to “smooth out” differences amongst conflicting parties and then, emphasize the common ground. - Arbitration - Helping them define the problems for themselves Al though, the teacher is considered as not being the only individual solely saddled with the onus of school conflict management, his momentous role remains key. There are paradigms for elucidating the causes of those conflict conditions that require effective management in schools, just as there is cornucopia of avenues available at the teacher through which conflict within the precinct of schools could be managed. - Inability to meet up with personal basic needs. Ibadan Nigeria: Spectrum Books Limited. Conflict in school is said to occur when one party perceives the action of another party as encumbering the opportunity for the attainment of a goal. Strong interpersonal skills are central to the character of every great teacher and are needed to manage every unexpected conflict in a positive and constructive way. Deploying the process of “constructive confrontation” which aims at getting parties involved to understand and explore each other’s perceptions and feelings, the teacher can also perform his role of managing conflict in the school by systematically and squarely confronting the issue; but on the basis of a joint analysis of the main issues of the conflict situation and the real attitudes exhibited by the parties involved. India: Replika Press Pvt Limited. How Old do You Have to Be to Invest – A... Everything You Should Know about Vaping and E-Cigarettes – 2020 Guide. The work of a great teacher is as challenging as it is diverse, but by taking the time to understand the psychology behind conflict and the students in their care, teachers can become powerful forces for positive change. It is also worthy of note to assert that School conflict management is inclusive of other discrepant variances of conflict management models which are in most cases at the disposal of the teacher. Reinforcement according to Slavin (2000) in Vipene (2005), is any consequences that strengthens a behaviour” and those ‘reinforcers’ could either be negative or positive. While most schools have a conflict management strategy in place, the onus is often on teachers to implement it and suggest improvements if necessary. In this instance, when we talk about conflict management in school and the role of the teacher, we simply mean those responses that the teacher makes in order to deal with the conditions that can encumber the realization of the aggregate objective of the school and the teacher’s instructional and/or behavioural classroom lesson objective. (2003). - Inequitable reward structure and distribution of resources amongst staff. Similarly, the teacher in a conscious effort to carry out his/her role of conflict containment and regulation, must also provide a conducive learning and teaching atmosphere that will be devoid of disagreements, pandemonium, rancor and even strive by clearly demonstrating a clear understanding of the concept of motivation and effectively applying its core principles especially as it pertains to behaviour modification. “Foundations of Curriculum Development and Implementation” . The teachers who have the greatest impact upon their students are those who teach skills and ideas with applications well beyond the classroom walls. Such pertinent areas may include; Hence, working in tandem with the opinion of McGregor (1960) as was alluded to in Weihrich et al, (2010), such viewpoint, must require some relative thought that are anchored on the perception of human nature. Following this, we can however, assert that Conflict in schools is fundamentally concerned with the creation and establishment of unjust orders, disorderliness, pandemonium and chaotic conditions amongst people arising from a disagreement or ding-dong. Introduction to Psychological Foundations of Education. Conflict may occur in any organization (and hence school) and, for schools, conflict management style is a joint activity and the degree of its effectiveness determines the type of impact … - Do not pretend that you know everything - Compromising Peace and Conflict Studies: An African Overview of Basic Concepts In Shedrack G. B. - Family background and Cultural differences. Rather, the teacher should adopt a counseling approach which involves; - Active, attentive or effective listening When teachers see signs of conflict and discontent in the classroom, it should be considered an opportunity to teach students about creating positive interactions with others, using effective resolution strategies and managing difficult emotions. By taking the time to learn about their students’ backgrounds, families, and personal challenges, a teacher can develop the strength of relationship needed to have a durable impact in the classroom. (2006). - Quest for Power, Dominance and Political struggle. The problems facing schools today are complex and overcoming them requires a variety of approaches. Like any other job, teaching and caring for children requires both a personality fit and a specific skill set, but that is not to say that these skills can’t be learned and developed. - The kind of sub-groups within the group size and composition (Yelon and Weinstein, 1977:337 cited in Awotua-Efebo, 1999:293). - It only takes five minutes In Shedrack G. B. As part of school conflict management strategies for teachers using realistic control measures, Awotua-Efebo (1999) quoting Perterson (1960) adduced the following key points on classroom control; - Be businesslike - Individual indifferences in the co-existent, followership and leadership abilities of the students and/or teachers. The SCHOOL as a Concept Explaining the Concept of a TEACHER Conflict Management in Schools Causes of School Conflict Why Conflict Management in Schools? For him, to manage such a conflicting situation, it has to be exposed as that could be the only true process to ensure that the issues that caused the conflicts in the organization are explored and resolved. - Accommodation. ISBN: 9977-925-40-2, Shedrack, G.B. The school is a corporate environment where learning and teaching strives. No, I’m not talking about drama between students; I’m referring to the challenge of conflict with school colleagues. The reasons for my avowal are not far-fetched but copious as the teacher could be considered to be the centre piece of conflict management in schools. As part of that community, students learn to understand the value of connections with others and the importance of developing positive relationships. Still on conflict management, Armstrong (2011) asserted that; “new or modified ideas, insights, approaches and solutions can be generated by a joint re-examination of the different points of view as long as this is based on an objective and rational exchange of information and ideas”. Conflict may occur in any organization (and hence school) and, for schools, conflict management style is a joint activity and the degree of its effectiveness determines the type of impact of conflict on school performance. - Riots and Violent protests. The teacher also interacts with the students under his/her responsibility in order to bring about the expected change in the student’s behaviour (Clark in Awotua-Afubuo, 1999). Thus, conflict management is explained as being the way of ameliorating adverse effects of conflict through the parties involved in the conflict (Shedrack Gaya Best, 2007). (2006). These four conflict resolution strategies include peer mediation, process curriculum, peaceable classrooms, and peaceable schools. The teacher is to exemplarily model his life within the school precinct so as to build sustainable harmony and cordiality between him and fellow teachers. ISBN: 9977-925-40-2, Vipene, J.B. (2005). Let also note that conflict may arise as a result of the inability of two equal or unequal opposing and/or contradictory ideas or opinions to synergize or harmonize. Every student must be made to twig those control measures which involves the teacher’s “dos” and don’ts and their consequences (Awotua-Efobo, 1993:298). (2006). A teacher who can interpret the internal motivations of two parties at war has the power to begin the resolution process with empathy and understanding. There are five momentous aspects in the behaviour of the teacher through which the teacher can influence group dynamics in the school and also effectively and efficiently discharge his onus of conflict management.

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