Conflict Resolution: Strategies for the Elementary Classroom

Palmer, Jesse

doi:10.1080/00377990109603979

Cited by 7 publications

(3 citation statements)

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“…Kreidler (1984), izdvaja tri vrste sukoba u učionici: sukob resursa, sukob interesa i sukob vrijednosti. Mnoštvo interesa kod učenika kao što su: potreba za moći, prijateljstvom, samopoštovanjem, postignućem ili pripadanjem određenim vršnjačkim grupama mogu dovesti do sporova među učenicima (Palmer, 2001). Važan čimbenik za nastanak sukoba često je nesposobnosti učitelja u upravljanju razrednom okolinom, odnosno nepostojanje školske discipline (Kyriacou (1995).…”

Section: Uvodunclassified

Sposobnost Učenika Za Rješavanje Sporova

Škutor¹

2021

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Važnost uspješne komunikacije među učenicima moguće je uvjet za bolja učenička postignuća. Stoga je sposobnost učenika za rješavanje sporova bitan čimbenik za poboljšanje komunikacije istih. Ovaj rad daje pregled nalaza istraživanja o sposobnosti učenika za rješavanje sporova,,kao i načine rješavanja istih. U istraživanju je sudjelovalo 399 učenika, od toga 148 (37,1%) učenika i 251 (62,9%) učenica. Nisu utvrđene značajne razlike u percepciji vlastite sposobnosti za rješavanje sukoba/sporova s obzirom na spol i školu koju učenici pohađaju. Prema rezultatima istraživanja, sudionici važnost pridaju iznošenju vlastitog mišljenja, uvažavanje tuđeg mišljenja, ali i iznošenje argumenata za obranu vlastitog mišljenja. Učenici se procjenjuju najsposobnijima za prihvaćanje zajedničkog rješenje sukoba ili spora, a najmanje sposobnim se procjenjuju za prilagodbu vlastitog mišljenje o sukobu ili sporu. Sposobnost učenika za rješavanje spora trebalo bi biti još jedna od njegovih bitnih kompetencija. Na školama je obveza u okviru izvannastavnih aktivnosti osmisliti i organizirati radionice za učenike u jačanju gore navedene kompetencije.

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Section: Uvodunclassified

Sposobnost Učenika Za Rješavanje Sporova

Škutor¹

2021

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“…Many different programs have been implemented, from violence prevention to conflict resolution, with varying results. Palmer (2001) states:…”

Section: Social Skillsmentioning

confidence: 99%

Team-Building Activities

Goncalves¹

2006

Team Building (The Technical Manager's Survival Guides)

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This study sought to determine the potential impact of team building activities on anti-social behaviors in an urban fifth grade classroom. Team building activities are a pleasurable way to engage students in meaningful learning that has benefits on social, emotional, and academic development. The research was conducted in an urban elementary school in Western New York. The entire class participated in the .� team building activities. However, five students were selected for observational data collection. Various research tools were utilized to collect and analyze data such as: observation checklists, surveys, interviews, student response sheets, and a researcher's journal. Data illustrated that team building activities contributed to a decrease in anti-social behaviors in the classroom.

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“…Palmer suggests that these could be prevented by children learning about other's customs, beliefs, history, problems, hopes and dreams and that in diversity students could be provided with opportunities to present their own points of views. Palmer (2001) also suggests the teaching of deescalating conflict, using the techniques of Ki Aikido which is a Japanese martial art that is based at the study of energy, tense situations, win-win strategies, active listening and decision making. Children's literature can be used in developing correct attitudes.…”

Section: Empirical Review Of Related Literaturementioning

confidence: 99%

Towards Conflict Transformation and Management skills’ training in Zimbabwean Primary School Teacher Education for effective Teaching, Learning and Peace in Zimbabwean Primary School: A Case Study of Mkoba Teachers’ Training College.

Saiden¹

2017

ASSRJ

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The purpose of education is to address societal problems. Conflicts in schools like in any organization are inevitable. If these are not managed and transformed they affect negatively learning, teaching and peace in schools. There is therefore, need to manage and transform conflicts in schools. Imparting conflict resolution skills is both imperative and necessary in schools and teacher educational colleges. The study was sparked off by a realization that conflict management and transformation was downplayed in teacher educational colleges resulting in the absence of programmes aimed at addressing this very important area. The study focused on establishing the curriculum that was to be exposed to student teachers in teacher educational colleges in a bid that these students could subsequently impact the knowledge, skills and attitudes into their pupils when they completed their training. The sample for the study was 20 student teachers and 10 teacher educational college lecturers who were purposively chosen. A qualitative research methodology was employed. A case study design was adopted. The major findings of the study were that the teacher educational college curriculum covers much of the areas on conflict resolution, the teacher education curriculum however, does not cover areas such as mediation, ethics and good manners, interdependence of nations, bullying, cooperative learning academic controversy, methods used in teaching students adequately, assessment was largely norm-referenced and schools did not do areas of the Health and Life skills as in colleges. The study recommended that the teacher educational college curriculum was to cover left out areas, assessment was to be criterion-referenced, the school curriculum was to be in sync with the teacher educational curriculum.

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Conflict Resolution: Strategies for the Elementary Classroom

Cited by 7 publications

References 0 publications

Sposobnost Učenika Za Rješavanje Sporova

Sposobnost Učenika Za Rješavanje Sporova

Team-Building Activities

Towards Conflict Transformation and Management skills’ training in Zimbabwean Primary School Teacher Education for effective Teaching, Learning and Peace in Zimbabwean Primary School: A Case Study of Mkoba Teachers’ Training College.

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