Conflict Prevention and Resolution

Student Conflict Prevention and Resolution Terri Cooper SEDNET Region 13Cooper_s1@hcsb.k12.fl.us7-28-14The Villages Charter School

1Who is SEDNET ?

The Multiagency Network for Students with Emotional/Behavioral Disabilities

Works with other agencies to create and facilitate a network of stakeholders committed to providing quality care to children with or at risk of E/BD.Created by the Florida Legislature in 1984.A statewide discretionary project funded by the Department of Education.19 regions across the state.www.sednetfl.info

22DOE Indicators for SEDNETIndicator 1Increase Graduation rate for EB/D StudentsIndicator 2Decrease Drop-out rate for EB/D StudentsIndicator 4Reduce Out of School Suspension for EB/D StudentsIndicator 14Improve Post-School Outcomes for EB/D StudentsContinuing EducationEmploymentContinuing Education and Employment

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Todays ObjectivesDefine conflictIdentify stages of a conflictExplore strategies to prevent student/teacher conflictsExplore strategies to resolve student/teacher conflicts

4Essential Question Name two ways that Conflict Prevention and /or Resolution can increase graduation rates for students.5

Wouldnt It Be Nice

Wouldnt It Be Nice if..6

6Conflict Needs within a person that clash with the expectations of others

7What Causes Student Conflicts?A Competitive Classroom AtmospherePoor CommunicationLack of SkillsAcademic SkillsConflict Resolution SkillsSocial SkillsSelf-Regulation Skills !!!!!!!

8Page 24 Why do you think I included this picture of a balloon?8What Causes Student Conflicts?

9Terri9What Causes Student Conflicts?

10TraumaTerri10One out of every four children attending school has been exposed to a traumatic event that can affect learning and/or behavior. The National Child Traumatic Stress Network(NCTSN)

11Terri11Stage 1AnxietyStage 3Observable BehaviorsStage 5Problem SolvingStage 4RecoveryCONFLICT ESCALATION CYCLEStage 2Defensive12StageStudentStaff1. AnxietyChange in behaviorSupportive2. DefensiveChallenging behaviorSupportiveDirective3. Observable BehaviorsAn increase in intensity of behaviorSupportiveKeep all students safe4. RecoveryA decrease in intensity ofbehaviorSupportiveMeet students needs5. Problem SolvingAn active partner in discussionsSupportive13Stage 1AnxietyStage 3Observable BehaviorsStage 5Problem SolvingStage 4RecoveryCONFLICT ESCALATION CYCLEStage 2Defensive14Stage 3Observable BehaviorsStage 4RecoveryCONFLICT ESCALATION CYCLEStage 2DefensiveStage 1Anxiety Stage 5 Problem Solving15The Best Defense is a Great Offense

16OptionsConflictOptionsAnxietyDefensiveActing Out17earlylate17Two Column Method18Early OptionsLate OptionsTwo Column MethodTake a breakTone of voiceEye ContactEngage the studentAlternate SeatingProximity ControlMeet their needsBe ConcernedListenVerbal/Nonverbal RemindersRedirectPraise those making positive choicesHave a plan- breathe, take a walk, stress tool, musicPhysical Contact

Office discipline referralTime outRemove student from classroomRemove other students from the classroom19Early OptionsLate Options Ive come to a frightening conclusion that I am the decisive element in the classroom. Its my personal approach that creates the climate. Its my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a childs life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized. Haim G. Ginott20AnxietyAny noticeable change in behaviorAn increase in typical behaviorTalking fasterDrumming fingersWorried lookA decrease in typical behavior Talks lessWithdrawsLack of participation

Anxiety21

The adult has two choices:Make the situation worseMake the situation better

Anxiety?2222Stage 3Observable BehaviorsStage 4RecoveryCONFLICT ESCALATION CYCLEStage 2DefensiveStage 1AnxietyStage 5Problem Solving23Two Column Method24BetterWorse

Make the Situation WorseEngage in a power struggleAntagonizeEmbarrassOverreactIgnoreSarcasm

Anxiety25

Make the Situation Better BREAK the Conflict CycleCREATE A POSITIVE CLASSROOM ENVIRONMENTImprove Student ResilienceUse effective Communication SkillsTEACH, TEACH, TEACHSocial SkillsSelf-Regulation/Coping Skills

Anxiety26Create a Positive Classroom EnvironmentTEACH classroom rules and expectationsCreate and Teach Routines and PROCEDURESBe ConsistentBe SupportiveBe ApproachableBe FriendlyBe Helpful

Anxiety27Entering the classroomLeaving the classroomEnd of the dayAsking a questionSharpening a pencilTurning in papersKeeping your notebookWhen teacher is absentWhen student is absentWhen the phone ringsWhen a visitor enters the classroomTaking a breakLining upWalking in the hallWorking in groupsFire alarms, etc.What to do when student is finished with workRestroom breaksRainy day dismissalsWhat to do with unfinished workThrowing away trashQuieting the classWorking in groups

28Relationships

29Create a Positive Classroom EnvironmentENERGY FLOWS where ATTENTION goes. TheBehaviorDoctor.org

We can improve behavior by 80% just by pointing out what one person is doing correctly. TheBehaviorDoctor.org

30Anxiety

Improve Student ResilienceDemonstrate Unconditional Positive RegardFocus on Students Strengths Provide Encouragement and Supports for areas of WeaknessesLots of Sincere, Specific Public Praise (make it loud !! ??)Quiet Corrections and Redirection

Anxiety31More on ResilienceHelp create Self-ConfidenceEncourage OptimismConnection Opportunities for Control

Anxiety

32More on Resilience

Give kids Poker Chips33Anxiety

CommunicationBe a Good ListenerBe aware of ParaverbalsBody LanguageI StatementsPositive Communication

Anxiety34

Be a Good ListenerEmpathic Listening TechniquesTalk less, Listen moreGive undivided attentionListen for hidden messagesUse restatements to clarify

Anxiety35

Paraverbal Communication The way we say what we sayI didnt say you were silly.

ToneSincere, Kind, CaringVolumeNot too Loud, Not too SoftCadenceSmooth rhythm, Not too fast, Not too slow

Anxiety36Body LanguageThe way we moveHow we walkOur gesturesThe way we position ourselves in relation to studentsNot too close (personal space)Meet them at eye levelOur facial expressions

Anxiety37I vs. You StatementsCommunicates a problem without AccusingBlamingThreateningDemandingSarcasm

Anxiety

38I StatementI feel _______when__________.

Please _____________ instead.Anxiety

39You make me mad when you dont follow the rules.

You are being disrespectful when you interrupt me.

You make me so frustrated when I have to tell you every single day to get your books out.

40Positive MessagesSpecific Praise4:1 RatioTwo Positive ChoicesYou can ask John for help or you can ask me for help. Which do you prefer?Positively stated rules and expectationsWhen you get your math completed, you canAnxiety

41Communication PyramidAnxiety42Body Language

Words

Paraverbal LanguageCommunication PyramidAnxiety43Body Language

Words

Paraverbal LanguageCommunication PyramidAnxiety44Body Language

Words

Paraverbal Language55% Body LanguageCommunication PyramidAnxiety45Body Language

Words

Paraverbal Language55% Body Language38% ParaverbalCommunication PyramidAnxiety46Body Language

Words

Paraverbal Language55% Body Language38% Paraverbal7% Words

Precipitating EventsCircumstances in a students life that teachers have no control overMay be internalMedical issuesLearning disabilitiesMay be externalHomelessAbused

Anxiety47

A disrespectful________________.

Anxiety48

Mental HealthFather is in jailhungryPeer PressureABUSEDno medicationBULLIEDForeclosureself medicatesacademic problemsfoster careneglect

Anxiety

49Student Stress(Dysregulation)Societal stressesHome stressesDevelopmental stressesClassroom stresses

Anxiety50Google the .The Powerful Impact of Stress by Victoria Tennant

51Anxiety

Teach Students to Manage Stress Breathing exercisesCounting (10+5)Relaxation exercises (Ready, Set, Relax )Physical activityMusic (60 beats per minute)Calming Videos(http://www.behaviordoctor.org/)

Anxiety52My amygdala made me do it !!!

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Teach Students to Manage Stress Breathing exercisesCounting (10+5)Relaxation exercises (Ready, Set, Relax )Physical activityMusic (60 beats per minute)Calming Videos(http://www.behaviordoctor.org/)

Anxiety54When Should We Teach These Strategies?55Anxiety

Its impossible to teach a child to swim in stormy seas. anonymous56

Stressful Events What creates stress for your students?

Anxiety57Think, Pair, ShareDefensive BehaviorStudent may becomeChallengingDisrespectfulNoncompliantOppositionalDefensive

58Staff Response to Defensive BehaviorContinue to be SupportiveBe RespectfulBe DirectiveSet LimitsQTIP

Defensive

59Offer Continued SupportUse as few words as possibleUnconditional Positive RegardValidate feelingsEncourage to make positive choiceRemind them to use the skills you proactively taughtDefensive

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Feelings Drive Behavior Observable Defensive Behaviors- may be attempts by students to protect themselves from feelings that result from a stressful event.AnxiousChallenging ThreateningPhysical acting out

Observable Behavior

6161Observable BehaviorsStudent BehaviorTeacher ResponseAnxious BehaviorBe SupportiveChallenging BehaviorBe DirectiveSet Limits

Verbal ReleaseAllow VentingRemain CalmRemove AudiencePhysical Acting OutRequest AssistanceBlock and Move62RecoveryThe student is calming downThe student is regaining the ability to think rationallyThe student is regaining self-controlRecovery

63Staff Response to Student RecoveryBe SupportiveMeet the students needsValidate the students feelingsRecovery

64Learn from the ExperienceMake sure the student and staff are back in controlMake sure the student is ready to talkListen to the students storyBe non-judgmentalBe Empathetic, Be Supportive, Be PositiveProblem SolveThink SheetChoose a more productive solution to the problemPractice, Practice, Practice, Practice, Practice

Problem Solving

65During this stage problem solving and accountability take place. This is a time to rebuild relationships and problem solve65PracticeInstructionModelingRole-playingFeedback RepeatRepeatRepeat

Problem Solving

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Essential Question Name two ways that Conflict Prevention and /or Resolution can increase graduation rates for students.68

A conflict presents an opportunity for teachers to teach and students to learn. A conflict handled poorly can lead to alienation, hostility, aggression and more of the same.69

Problem SolvingBut, A conflict handled well can be a learning opportunity that leads to positive and long lasting changes.

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Problem SolvingWouldnt That Be Nice?

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Please complete and return SEDNET EvaluationThank You for your Participation

Terri CooperCooper_s1@hcsb.k12.flus(352)797-7022 ext.213www.sednetfl.infoThe Multiagency Network for Students with Emotional/Behavioral Disabilities (SEDNET) is a special project funded by the Florida Department of Education, Division of Public Schools, Bureau of Exceptional Education and Student Services, through federal assistance under the Individuals with Disabilities Education Act (IDEA), Part B.72ReferencesLong, N., Wood, M., & Fecser, F. (2001). Life space crisis intervention. (2nd ed.). Austin, Texas: Pro-ed.Churches, R. (2010). Effective classroom communication. Alresford, Hampshire: Laurel House.Crisis Prevention Institutehttp://www.search-results.com/web?l=dis&q=crisisprevention.com&o=APN10645&apn_dtid=^BND406^YY^US&shad=s_0001&gct=ds&apn_ptnrs=AG6&atb=sysid%3D406%3Aappid%3D418%3Auid%3Dac733aab6d0b7618%3Auc%3D1349645313%3Asrc%3Dieb%3Ao%3DAPN10645Http://www.austincc.edu/colangelo/1318/istatements.htmhttp://www.interventioncentral.org/behavioral-interventions/challenging-students/working-defiant-kids-communication-tools-teachershttp://www.apa.org/education/k12/relationships.aspxhttp://www.classroom-management-success.org/classroom-climate.html

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