Scenario 10: Defusing a conflict between pupils Behaviour Scenarios A specially commissioned set of resources for tutors, school mentors and trainee teachers Scenario 10: Defusing a conflict between pupils 1

Defusing a conflict between pupils Scenario 10 Defusing a conflict between pupils You are walking across the play area and two pupils start to push and shove each other. Other pupils shout, “Fight, fight!” and start running towards the scene. What do you do? www.behaviour4learning.ac.uk 2

Key Learning Outcomes Modelling and practice of ways to deal with an emergency and development of an outline plan of action should one arise. Knowledge and understanding of techniques used by the school for resolving conflict and evaluation of these. www.behaviour4learning.ac.uk 3

What do you do? Tell the pupils, preferably addressing them by name, to stop now. Sound clear, firm and calm. Send whichever pupil you know better to a senior member of staff. Take the other one with you in the opposite direction. You may need to be assertive! Blow your whistle if you have one, and/or firmly tell the other pupils to go to their next lesson/disperse, explaining that they are not helping. Ask a pupil you know to run and get help. Physically separate the pupils, if they continue, but without harming them or putting yourself at risk. www.behaviour4learning.ac.uk 4

What may be the best choice? All four may be good choices You will need to de-escalate the situation quickly and disperse the crowd if at all possible. This is one situation where you may need to raise your voice (carrying a whistle is not only useful for PE!) if you need to make your presence felt to a large number of pupils but it is important to sound calm. Try to get help quickly in case the methods you have used do not work. Do not put yourself at risk. www.behaviour4learning.ac.uk 5

How might you prepare yourself to deal with such situations? Ensure you know how to call support quickly. Discuss school policies and procedures with your mentor or other appropriate staff. If you are still concerned, raise the issue at your next meeting and request guidance. Follow up the conflict according to school policy. Always leave plenty of time to get to lessons so that you are not late for your class, even if an emergency arises. www.behaviour4learning.ac.uk 6

Underlying principles Dealing with a potential emergency requires quick thinking and firm action. Assertively making your presence known will usually stop aggression and disperse onlookers. Safety is the major issue here, both for the pupils and for yourself, and must be your priority. Teachers are not expected to put themselves at risk. Help should be summoned as quickly as possible. Resolving the conflict through follow-up action is a necessary next step once the emergency has been dealt with. www.behaviour4learning.ac.uk 7

Rights and Responsibilities Everyone in the school has the right to be safe. You need to be fully aware of the school’s policies so you know what to do in case of an emergency. Teachers have the right to use reasonable force to prevent injury. It is worth getting involved with the follow-up with the pupils concerned if possible, even if this is not your direct responsibility, as you will learn useful skills and help establish your authority. www.behaviour4learning.ac.uk 8

Activities to try It is probably best not to provoke a fight just to practise your response! However, before one occurs you should check your rights and responsibilities under the Education and Inspection Act 2006 with your school. Discuss approaches seen or used by different members of your group to try to defuse pupil conflict in an emergency. Consider the pros and cons of each. Include experiences from when you were pupils yourselves. Discuss a range of approaches to repairing relationships which you have seen, or in which you have been involved, and evaluate each one. www.behaviour4learning.ac.uk 9

Want to find out more? References on the B4L site Improving Behaviour for Learning (Secondary Schools) – The Corridor Group trainee teacher discussions – Defusing a conflict between pupils B4L Glossary item - Restorative Approaches EPPI Centre review - Conflict resolution, peer mediation and young people's relationships DCSF guidance - Social and emotional aspects of learning... improving behaviour… improving learning Teachers TV - Behaving with Cowley – Out of the classroom Teachers TV – Secondary Management - Restorative Justice in Action 1 Teachers TV – Secondary Management - Restorative Justice in Action 2 Our Reviewer’s Assessments * = Helpful/Interesting ** = Useful *** = Very Useful There is not a specific section on managing behaviour in the playground in the Improving Behaviour for Learning DVD. However, watching the three different styles for approaching the class in Section 1 shows the benefits of assertive body language with pupils who are behaving in an unruly way. Your Notes www.behaviour4learning.ac.uk 10

Conclusions What is the key message have you gained from this scenario material? How might you apply this approach in your own practice in school. Further insights and notes for tutors and mentors are available on the website Updated August 2009