1. Dr Dennis Francis Commonwealth Education Trust Being a Teacher

2. Course 2: Being a Teacher Week 3: Influences on my learning Lecture 3.3 Understanding and dealing with conflict Foundations of Teaching for Learning

3. CONTEXT SOURCES STRATEGIES

4. places in which conflict arises, within the formal, informal and hidden curriculum, in the daily routine of school life and in the ‘underlife’ of the school. Other contexts: home, community, peer relationships certain places may encourage or discourage conflict, leading to how such settings might be open to change Contexts

5. or influences, refers to the portrayal or modeling of conflict in films, television, games and social media which convey a view of the world and of society. Influences may include celebrities, sportspeople, footballers whose conduct may appear to legitimize anti- social activity, or may be used to positive benefit. Sources

6. suggests a range of approaches to pr-empting undesirable conflict, individual and collective, classroom and class based as well as in contexts beyond the school. Learning to live with, and celebrate, difference, and difference of opinion, implies creating a classroom and school culture which encourages dialogue (dia logos – meaning flowing through it) rather than discussion (discutere – to tear to pieces). Strategies

7. Discipline or punishment? Punishment Discipline The practice of influencing people to follow rules or accepted codes of behaviour. The Self controlled behavior resulting from such influence The infliction or imposition of a penalty as retribution for an offence

8. Breaking habits “Master, if you do not punish us, we will not behave and we will not learn” (in Swaffield and MacBeath, 2010)

9. The nature of learning? Implicit in this statement is a view of learning as a coercive process, driven not by self-interest, not by a natural desire to learn, but enforced by a peculiar set of conventions which, for these children, define a place called school.

10. Changing behaviour: a Ghana story Caning Harassing Intimidating Threatening Insulting Explaining Encouraging Rewarding Negotiating Respecting

11. Changing behaviour: a Ghana story Anxiety Fear Compliance Threatening Humiliation Enjoyment Aspiration Experimentation Initiation Self esteem

12. Change is possible “The students are participating. When we ask questions they are able to answer without even panicking. They feel free to talk. Cordial relationship is also flowing in the classroom. The new method that we are using now is to interact with the kids. The new image that we project is helping them answer without panicking. Now I have changed my approach.” (Basic school teacher, Ghana)

13. The 7 Deadly Sins of Discipline 1.Inconsistency 2.Favouritism 3.Injustice 4.Shouting 5.Sarcasm 6.Humiliation 7.Confrontation

14. The 7 Great Virtues of Discipline 1. Consistency 2. Equality 3. Fairness 4. Calmness 5. Explanation 6. Clarity of boundaries 7. Apology

15. Roles and responsibilities We give our students opportunities for leadership. We also give our students some roles to play – as prefects, class assistants, chaplains, etc. In the classroom we have group leaders who are responsible for the discipline and learning of the members in their group. In the group, they talk, they share ideas and discuss among each other. (Basic school head teacher, Ghana)

16. Remember the ring of Gyges Gyges: If you had a ring that could make you invisible would you still behave in the same way as if you were visible to everyone? Young student: I would like to think so, Master.

17. Course 2: Being a Teacher Week 3: Influences on my learning Lecture 3.3 Understanding and dealing with conflict Foundations of Teaching for Learning

18. Dr Dennis Francis Commonwealth Education Trust Being a Teacher