CONFLICT MANAGEMENT CONFLICT MANAGEMENT HUMAN RESOURCES DEVELOPMENT UNIT2008 MINUSTAH POLICE.
Classroom Conflict Management
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Transcript of Classroom Conflict Management
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Classroom Conflict Management
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You said....
• Dominant Student• Shy Student• Taboos • Personality Clash • Aggressive/Challenging Students• Maverick Students• Bad Manners• Smart Alecks• Female Teachers?
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Resolving Conflict...
• What was the source of conflict?• What happened?• What did you do to try to resolve the conflict?• How successful was that?• What happened in the end?
• Could you have handled it better? How?
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Laying the Foundation for Positive Classroom Behavior
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Laying the Foundation for Positive Classroom Behavior
• Think About Your Approach
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Laying the Foundation for Positive Classroom Behavior
• Think About Your Approach• Visualize Possible Challenges
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Laying the Foundation for Positive Classroom Behavior
• Think About Your Approach• Visualize Possible Challenges• Make Your Expectations Clear
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Laying the Foundation for Positive Classroom Behavior
• Think About Your Approach• Visualize Possible Challenges • Make Your Expectations Clear• Model Positive Behavior
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Laying the Foundation for Positive Classroom Behavior
• Think About Your Approach• Visualize Possible Challenges• Make Your Expectations Clear• Model Positive Behavior• Encourage, Encourage, Encourage
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Laying the Foundation for Positive Classroom Behavior
• Think About Your Approach• Visualize Possible Challenges• Make Your Expectations Clear• Model Positive Behavior• Encourage, Encourage, Encourage• Show Respect
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Laying the Foundation for Positive Classroom Behavior
• Think About Your Approach• Visualize Possible Challenges• Make Your Expectations Clear• Model Positive Behavior• Encourage, Encourage, Encourage• Show Respect • Be Consistent
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Laying the Foundation for Positive Classroom Behavior
• Think About Your Approach• Visualize Possible Challenges• Make Your Expectations Clear• Model Positive Behavior• Encourage, Encourage, Encourage• Show Respect • Be Consistent • Keep Students Busy and Challenged
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Communication is key
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Communication is key
• Define what the problem really is.
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Communication is key
• Define what the problem really is.• Brainstorm ways to solve the problem.
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Communication is key
• Define what the problem really is.• Brainstorm ways to solve the problem.• Select the best option on the list.
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Communication is key
• Define what the problem really is.• Brainstorm ways to solve the problem.• Select the best option on the list.• Act on it.
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Communication is key
• Define what the problem really is.• Brainstorm ways to solve the problem.• Select the best option on the list.• Act on it.
But if that just doesn’t work:
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Communication is key
• Define what the problem really is.• Brainstorm ways to solve the problem.• Select the best option on the list.• Act on it.
But if that just doesn’t work:• Mediate
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Classroom Behavior Management Tips
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Classroom Behavior Management Tips
The first few days are the most important of the year.
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Classroom Behavior Management Tips
Don't make any rules for your class that you are not willing to follow through with.
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Classroom Behavior Management Tips
You won't damage your students' psyches by taking the lead and being the boss of your own classroom.
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Classroom Behavior Management Tips
Never get into a power struggle with your students.
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Classroom Behavior Management Tips
Not every student will like you. And, you won't like every student.
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Classroom Behavior Management Tips
Watch the body language for both yourself and the students.
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Classroom Behavior Management Tips
It's not what you teach, but how you teach it that makes all the difference.
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Effective Behavior Managers
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Effective Behavior Managers
• Are aware of their own strengths and weaknesses as well as those of their students.
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Effective Behavior Managers
• Understand that social-emotional growth is a never-ending process.
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Effective Behavior Managers
• Clearly communicate rules, goals, and expectations.
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Effective Behavior Managers
• Respond to behaviors consistently and predictably.
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Effective Behavior Managers
• Exhibit high degrees of empathy and self-efficacy.
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Behaviors teachers exhibit that contribute to successful classroom management include:• having materials organized • using a pleasant tone of voice • being aware of multiple elements of group
functioning simultaneously • being able to anticipate possible problems and
react quickly to avoid them
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Teachers who exhibit high levels of self-efficacy
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Teachers who exhibit high levels of self-efficacy
use more positive reinforcement
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Teachers who exhibit high levels of self-efficacy
use more positive reinforcement, prefer to work with the whole group
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Teachers who exhibit high levels of self-efficacy
use more positive reinforcement, prefer to
work with the whole group, and persist with students who are experiencing difficulty, rather than ignoring or giving up on them.
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Achieving and Maintaining Discipline
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Achieving and Maintaining Discipline
• Use positive presence.
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Achieving and Maintaining Discipline
• Use positive presence. • Model the behavior you want students to
produce.
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Achieving and Maintaining Discipline
• Use positive presence. • Model the behavior you want students to
produce. • Send positive “I” messages.
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Achieving and Maintaining Discipline
• Use positive presence.• Model the behavior you want students to
produce. • Send positive “I” messages. • Verbal reprimands should be private, brief,
and as immediate as possible.
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Achieving and Maintaining Discipline
• Use positive presence. • Model the behavior you want students to
produce. • Send positive “I” messages. • Verbal reprimands should be private, brief,
and as immediate as possible. • Provide lots of positive feedback.