Conflict Mediation

Conflicts in a classroom can be significant or minor, but need to be addressed and extinguished. Experienced teachers are able to anticipate minor conflicts and attend to them before they become a distraction. Other more serious problems need an organized mediation system. Schools with chronic serious conflicts often have a peer mediation curriculum in place, and components of that system can be added to any classroom or school. Making the classroom free of distraction is a necessity for learning. Many students are rarely or never involved in conflict situations and all need a safe and secure learning environment.

Keywords Classroom Management; Conflict Resolution; Crime; Disciplinary; Disruptive Behavior; Fighting; Mediation; Peer Mediation; Self-discipline; Street Law Mediation

Introduction

It is a sure bet that every day in every school and classroom in our country, teachers are not only teaching, but are mediating small disputes and larger conflicts among students. It doesn't matter where a school is located or the age of its students - conflicts will be present. It seems to follow that putting students together in a classroom for hours every day will produce the perfect conditions for conflict between them (Leatzow, Newhauser, & Wilmes, 1983).

In many classrooms, the disruptive behavior of students is the norm rather than an exception, and teachers are not always prepared to mediate all types of problems. They often don't have enough formal training to effectively deal with unacceptable and sometimes serious and harmful student behavior in the classroom (Leatzow, Newhauser, & Wilmes, 1983). Handling and mediating conflicts quickly and efficiently is important to keeping order in the classroom, and the school.

For learning to take place, it is important for all students to be able to operate freely within places and situations they may not be completely comfortable and familiar with, and with peers they may not know well or understand. The classroom should guide students to acceptable behavior and self-discipline so they can operate effectively in the outside world (Clark, Erway, & Beltzer, 1971).

Teaching Self-Discipline

There are a few definitions and interpretations of what discipline means. For our purposes, discipline means helping students acquire and develop self-control so their behavior is socially acceptable and doesn't cause distractions in the classroom or the school, or elsewhere in their lives. Discipline also means the measures taken to bring this type of self-control about. In school, discipline implies active participation on the part of both the teacher and the student, and it is ongoing with all students. Helping students develop and work toward self-control is something teachers should be trained in as much as they are trained to teach academic courses (Drayer, 1979).

Even though a teacher's job is mainly to teach students the academic subjects, and counselors work with students as they establish and maintain social relations, both components of a student's life will mesh at certain times (Hanna, 1988). Most good teachers know and accept that helping their students develop self-discipline is the ultimate goal of all their work with classroom and school behavior (Sylvester, 1971).

Self-discipline is usually best achieved through a series of consistent but gentle nudges and interactions than with dramatic, sweeping behavior controls that usually only serve to embarrass the student, not motivate him or her to change how they are acting (Sylvester, 1971). To that end, it is important for teachers to establish rules at the beginning of the school year. Problems are often best handled in a calm setting, and depending on the child's age, lessons about compromising, tolerating others, and exercising self-control are ways to develop human relations components (Hanna, 1988).

Conflicts That May Arise in School

Early in students' school careers, they become familiar with behavior control methods and how and when they are used. The student comes to expect that particular types of behavior are not acceptable in the classroom and that teachers will move to mediate certain situations before they escalate. This type of conflict mediation is accepted and understood by teachers and students and students are comfortable with the process even though they may not welcome it (Sylvester, 1971). Those teachers who are most effective with managing their classroom are those who are able to skillfully use their classroom management techniques so students aren't really aware that their behavior is being controlled (Sylvester, 1971). However, this doesn't always work.

Behavior problems and conflicts can vary in both nature and severity. Some disputes are merely distractions in the classroom, while others may put students in danger (Sylvester, 1971). Conflicts in school will often be similar to the types of conflicts found in society. These can include problems such as actual crime to another student or within the school, racial injustice, and perceived or actual unequal treatment of males and females (Bickmore, 2001). Conflicts can be physical fighting between students, arguing among students, one student giving another the silent treatment, students calling each other inappropriate names, students starting rumors about each other, and students ganging up to turn other students against another student (Williamson, et. al. 1999). These are all serious problems and all must be mediated and extinguished as quickly as possible, so as to not cause a distraction or danger to the rest of the students in the classroom and school.

Common Teacher Interventions

Depending on the severity of a particular situation, teachers and administrators will decide how best to handle the situation. In some less serious cases, it is easiest and best to simply ignore the behaviors. For example, some students may be using their actions to elicit attention for themselves. By not acknowledging the behavior, it may be more easily extinguished (Sylvester, 1971).

Most teachers are aware that other problems can escalate if they are not dealt with effectively and immediately, or if they are not managed correctly. Compounding this, in most classrooms there are a few students - usually just one or two - who the teacher knows will require special attention throughout the school day. The teacher is usually aware from the beginning of the school year that he or she will have to exert plenty of ingenuity to anticipate conflicts in the classroom and mediate them quickly and effectively. Most experienced teachers will regard these types of students and situations as a challenge instead of as a source of anxiety (Drayer, 1979).

There are students, for example, that must be closely monitored because of particular medical or health problems which sometimes include behavior issues. These problems may often require them to take medication, and those students who haven't taken the appropriate dosage at the correct time may need reminders about when to take it rather than punishment when their behavior escalates and becomes unacceptable in the classroom. Teachers should be able to recognize the difference and handle each situation individually (Hanna, 1988).

Other students may feel they are misunderstood, and also that they are misunderstanding their peers. This can cause stress for the student, which can invite conflict. The anxiety felt by the student may sometimes help him to work through his feelings of unclear communication on his own, but most of the time it contributes to the student's poor self-image. The student's thoughts can be disorganized or distorted, and emotions and values may be confused, too. These all may often lead to disruption and conflict at school (Hanna, 1988).

Applications

Mediation Measures

The classroom can be an excellent laboratory for students' development of lifelong skills for communication, interacting and getting along with others. Since many different types of problems can occur in the classroom, students can observe and take part in tactics to limit the amount of negative reactions to certain types of communication. They may be able to contemplate the consequences of some types of behaviors as they observe other students and situations as they are taking place. Students can work on problem-solving skills in a structured environment and learn to work well with others. All learning that happens in the classroom takes place within some sort of lesson framework and behavior lessons may sometimes be framed this way as well (Clark, Erway & Beltzer, 1971).

Teachers may sometimes choose to use the mediation of a particular disruptive situation as a teaching moment so other students may learn more about appropriate behavior in the classroom. In some situations, teachers must respond immediately to mediate a situation. The teacher finds herself playing a variety of roles, from police officer, to prosecutor, to judge and jury, all in a quick span of time and with the goal of getting back to the lesson that may have been interrupted, restoring order in the classroom (Sylvester, 1971).

Teachers may also use disciplinary measures that are unpredictable to the students - and these seem to be more effective than those the students may anticipate. This may be because the unpredictable measures draw attention to the situation and require the student to think about the possible consequences of her actions in a new way. This may cause the student to think before attempting the same behavior again. Unpredictable disciplinary measures may include sending a student to the principal's office or denying a student the right to participate in a particular activity (Sylvester, 1971). These methods are often more effective for younger students; older ones have different needs.

As children become adults, their development becomes more internal. It involves changes first in how they perceive things and then in their behavior. Since these types of developmental changes occur slowly and gradually, they aren't always immediately perceived by others. Often the changes are painful for the adolescent, but they do serve to alert the individual that change is important. This is the time when they will realize they are in charge of their decision-making. While teachers, family, and friends are still there to help and guide, it is the individual who must actually make those decisions as the crises and problems present in life are encountered. As she faces each struggle, she grows as a person, establishes a personal identity, develops a newfound intimacy toward those around her, and becomes a person of integrity (Leatzow, Newhauser & Wilmes, 1983).

Good teachers are those who are in touch with the individuality of each student they work with. They have a solid belief that each student can exhibit acceptable behavior. These teachers work hard to find ways to turn unacceptable behaviors and conflicts between students into ones that are appropriate to the classroom and school community (Leatzow, Newhauser, & Wilmes, 1983).

The Conflict Mediation Program

Some serious problems are difficult to resolve and need direct attention and time to work through effectively. These more severe types of conflict are best mediated so that the students involved are first given an opportunity to discuss the situation (Williamson, et. al. 1999). To effectively mediate a conflict, disputing students and those mediating must first agree to cooperate with each other, must strive to understand and accept each others' viewpoints, must agree to avoid the behavior that caused the conflict, and must agree to work together to respond to and rectify the conflict (Carter, 2002). To get to this point, the students will

• First explain what is going on,

• Tell how they feel,

• Find a compromise,

• Lessen the conflict, and

• Discuss any underlying issues that may be present (Williamson, et. al. 1999).

These are all components of a good conflict mediation program.

It is important to have this type of strong conflict mediation program in place from the beginning of the school year. Students should be aware of the consequences of their actions and behaviors and should be encouraged to work toward self-control and personal integrity.

A good and effective conflict mediation program will take into account the school population. There may be a mix of cultures, socioeconomic groups and exceptionalities. Schools also need to consider the amount of time spent mediating student problems and compare it to the time those students are not spending in the classroom as these conflicts are being worked out. Students need to also have assistance throughout the mediation process, especially to ensure that agreed-upon solutions are carried out as they should be. Throughout the conflict mediation process, students should experience positive interactions with teachers and administrators (Carter, 2002).

Peer Mediation

Peer mediation may be a strong arm of a school's conflict mediation program. Some schools' experience and observations show that a straightforward and easy-to-use peer mediation program will be successful for the types of conflicts they experience. Teachers can work with peer mediation in a variety of classroom settings. Teaching students about conflict management can play a significant and important role in ensuring peaceful classrooms and schools (Williamson, et. al. 1999).

Most often conflict mediation in the schools means using structured problem-solving skills. These are usually executed between the students involved in the dispute and the teacher or a student mediator. The student mediator will attempt to guide the students toward a resolution that is mutually acceptable for their problem. Peer mediators have been trained to provide prompts to students involved in the conflict. These prompts and the students' feelings resulting from the discussions will assist in bringing about a mutually agreed upon way to rectify the problem. The mediators strive to facilitate the negotiations between the disputing students and often have the students sign an agreement acknowledging what has been worked out (Carter, 2002).

A good peer mediation program can provide opportunities for some students to develop their personalities positively as they learn to take responsibility for their behavior. When they are involved with peer mediation, students learn to troubleshoot problems as they arise and deal with real-world problems in a socially acceptable way. As they develop these mediation skills they gain valuable experience with the type of challenges that will be prevalent in the real world and in the community (Bickmore, 2001).

The Street Law Model

Williamson, et al. (1999) propose the Street Law Model, a peer mediation program which is composed of six steps:

• Introduction

A trained peer mediator first helps the disputing students feel comfortable and at ease about the process and explains the steps they will go through as part of the mediation. The conflict mediator's role is not to decide which side is right, but rather to have the disputing students have the ability to make their own decisions and agreements.

• Storytelling

After the introductory stage, each disputing student is encouraged to tell his or her side of the conflict. During this storytelling stage, only one student has the floor and interruptions by other students are not permitted. Students who are not speaking are encouraged to take notes for when it is their time to talk.

• Identification of facts and relevant issues in the conflict.

The mediator strives to employ active listening skills as he or she seeks to help the disputing students identify those issues on which both agree and those where there is conflict. The mediator works to ensure that both he and the disputing parties all completely understand the problem by asking questions and clarifying unclear parts of the story.

• Identification of possible solutions.

This is a brainstorming phase and a time when everyone involved in the conflict thinks of and suggests possible solutions. As the students suggest ideas, the mediator lists them and then elicits reactions to each.

• Revising and discussing solution ideas.

As the disputing students react and discuss each possible solution, they also talk about which one seems to be the most realistic. All disputing students must agree on the solution, which may mean that certain disputing students may need to talk individually with the mediator or with other students.

• Reaching an agreement.

The mediator notes the agreed-upon solution and then discusses what types of strategies should be employed if disputing parties don't keep to the agreement (Williamson, et. al. 1999).

Teachers may modify the peer mediation process to include more than one student mediator (a mediation team), and by sometimes including role playing of certain incidents so disputing parties and mediators can review the scenario. Prior to any mediation process, teachers will ensure that all students acting as mediators are well-trained in problem-solving skills, known to all students, were selected by the teachers, and are comfortable in their role (Williamson, et. al. 1999).

To avoid further dispute between those who have had conflicts, teachers and school staff should monitor interactions between the disputants on an ongoing basis. Follow-up is crucial even after a successful mediation and offers of continued assistance should be extended to students as they attempt to uphold their agreements (Carter, 2002). Students on both sides of a dispute (as well as those who mediate) should keep in mind that the goal of all conflict resolutions is community building. Keeping peace in the school community is tantamount to success for all students. Students should demonstrate their understanding of this crucial component of mediation by discussing it with the mediator and the teacher (Carter, 2002).

Viewpoints

An Ounce of Prevention

Prudent teachers set and maintain high behavioral standards for their students at the beginning of the school year. Teachers also need to ensure they are thoroughly organized for each class and each lesson. When students can detect teachers haven't adequately prepared for a class, they may take advantage of the distracted teacher by inciting conflicts and problems in the classroom. Ensure that all class time is accounted for. Students who are busy and working don't have time to create conflict in the classroom (Drayer, 1979).

Before beginning a lesson or a class, teachers need to ensure that students are attentive and ready to learn. Those students who aren't completely set will often not be able to key in to what is going on in the classroom and will instead distract those students who are engaged in learning.

Teachers should vary their teaching methods - mix it up and make the class period be unpredictable. This enhances students' interest and their anticipation of what will come in the class period (Drayer, 1979). Teachers should always treat students as individuals and should treat them fairly. They should also keep in mind that a sense of humor is an essential quality to success in any career, not just in teaching children (Drayer, 1979).

Conclusion

Dealing with student conflicts effectively and successfully is essential to harmony in the classroom. Successful conflict mediation serves to reduce social tension and eliminate more violent acts, and it generally results in more productive classroom settings (Carter 2002).

To prevent conflicts among some students, it may be necessary to use preventative measures. Students who are encouraged to explore what conflict means, discuss what types of situations trigger this type of behavior within themselves, and ways to prevent conflicts with others generally are more successful in handling their conflict problems (Williamson, et. al. 1999).

Terms & Concepts

Classroom Management: Classroom management is a teacher's ability to operate a peaceful classroom free of distractions.

Conflict Resolution: Conflict resolution is the process of resolving a problem or situation by listening to each side, negotiating, and mediating.

Disruptive Behavior: Disruptive behavior is student behavior that prevents students from learning and teachers from teaching. It is behavior that interrupts a lesson or class period, and can include talking out in class, walking around a classroom at inappropriate times, passing notes to other students, talking out in class, or bothering another student.

Mediation: Mediation is the act of assisting in negotiations: intervening in an argument or a disruptive situation.

Peer Mediation: Peer mediation is a process for resolving conflicts where both sides are heard and students are able to work out problems constructively as they respect each others' differences. Students must be willing to change how they currently relate to each other and to work toward agreement of a solution.

Self-Discipline: Self-discipline is a person's ability to stay with their own goals, actions, behaviors, and thoughts regardless of what is going on around them.

Street Law Mediation: Street Law is a conflict mediation curriculum designed for grades 3-12. Its focus is to give students the chance to manage conflicts in a responsible way.

Bibliography

Bickmore, K. (2001). Student conflict resolution. Power sharing in schools, and citizenship. Curriculum Inquiry. 2, 137. Retrieved November 18, 2007 from EBSCO online database, Education Research Complete, http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=4914919&site=ehost-live

Campbell, W. N., & Skarakis-Doyle, E. (2011). The relationship between peer conflict resolution knowledge and peer victimization in school-age children across the language continuum. Journal of Communication Disorders, 44, 345-358. Retrieved December 15, 2013, from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=60688374&site=ehost-live

Carter, C. (2002). Conflict resolution at school: Building compassionate communities. Social Alternatives. 1, 49. Retrieved November 18, 2007 from EBSCO online database, Education Research Complete, http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=6356312&site=ehost-live

Clark, M. L., Erway, E. A., & Beltzer, L. (1971). The Learning Encounter. New York: Random House.

Drayer, A. (1979). Problems in Middle and High School Teaching. Boston: Allyn and Bacon, Inc.

Ghaffar, A., Zaman, A., & Naz, A. (2012). A comparative study of conflict management styles of public & private secondary schools' principals. Bulletin of Education & Research, 34, 59-69. Retrieved December 15, 2013, from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=89631515&site=ehost-live

Hanna, J. (1988). Disruptive School Behavior: Class, Race, and Culture. New York: Holmes and Meier.

LaRusso, M., & Selman, R. (2011). Early adolescent health risk behaviors, conflict resolution strategies, and school climate. Journal of Applied Developmental Psychology, 32, 354-362. Retrieved December 15, 2013, from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=67321349&site=ehost-live

Leatzow, N., Newhauser, C., & Wilmes, L. (1983). Creating Discipline in the Early Childhood Classroom. Provo, UT: Brigham Young University Press.

Sylvester, R., (1971). The Elementary Teacher and Pupil Behavior. West Nyack, NY: Parker Publishing Co.

Williamson, D., Warner, D., Sanders, P., & Knepper, P. (1999). We can work it out: Teaching conflict through peer mediation. Social Work in Education. 2, 89-96. Retrieved November 18, 2007 from EBSCO online database, Education Research Complete, http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=1750755&site=ehost-live

Suggested Reading

Bodine, R., & Crawford, D. (1997). The Handbook of Conflict Resolution Education. San Francisco: Jossey-Bass.

Pearlstein, R., & Thrall, G. (2001). Ready to Use Conflict Resolution Activities for Secondary Students. San Francisco: Jossey-Bass.

Rosenberg, M. B. (2004).We Can Work It Out: Resolving Conflicts Peacefully and Powerfully. Encinitas, CA: Puddledancer Press.

Schrumpf, F., Crawford, D., & Bodine, R. (1997). Peer Mediation: Conflict Resolution in Schools Program Guide. Champaign, IL: Research Press.

Walker, H. M., Ramsey, E., & Gresham, F. (2003) Antisocial Behavior in Schools: Evidence-Based Practices. Belmont, CA: Wadsworth Publishing.