1. Welcome to ITEN Webinar Series! “Whole School Conflict Management Programs”

2. 153 Participants Registered– 26 countries Webinar participants

3. Presenter: Jennifer Batton M.A., is the director of Global Issues Resource Center at Cuyahoga Community College in Cleveland, Ohio, USA where she coordinates the college’s certificate program in Conflict Resolution and Peace Studies, coordinated an on-line national How to Manual for Community Colleges Developing Peace and Conflict Studies Programs with the United States Institute of Peace, and coordinated the development of a study abroad program in Peace and Conflict Studies in Costa Rica through Community Colleges for International Development (CCID). Batton is the former director of education programs for the state government office, the Ohio Commission on Dispute Resolution and Conflict Management in Columbus, Ohio, USA (1998 – 2006).

4. Whole School Conflict Management Programs Jennifer Batton, MA, Director, Global Issues Resource Center, Cuyahoga Community College, Ohio, USA www.CREducation.org

5. What is Conflict Resolution Education (CRE)? Models and teaches, in culturally meaningful ways, processes, practices, and skills that help address individual, interpersonal and institutional conflicts, and create safe and welcoming communities. This helps individuals understand conflict and empowers them to use communication and critical thinking to build relationships and manage and resolve conflicts fairly and peacefully. (Association for Conflict Resolution, 2002)

6. Conflict Resolution Education Skill Set 1. Understanding Conflict: Identify constructive/destructive conflict, conflict triggers in self/others, needs-based conflict 2. The Role of Emotion in Conflict: Building emotional vocabulary/skills, increasing cultural sensitivity to emotions, identifying emotional triggers, identify anger style

7. Conflict Resolution Education Skill Set 3. Communication: Listening for feelings, perception checking, paraphrasing, summarizing, using neutral language, adapting to cultural differences in non- verbal and verbal communication styles 4. Problem Solving: Steps in decision making, testing options for effective decisions, recognizing interests and positions, being competent at enacting all conflict styles

8. Where is the conflict among us in schools? Staff - Staff Staff - Student Student - Student Parent – School Administration/Staff Community Members – School Staff/Administration

9. Conflict Management Applications in Schools Adapted by Marina Piscolish from Ellen Raider 1987 Institute for International Conflict and Cooperation, Teachers College, Columbia University, NY, NY.

10. Potential Linkages of Conflict Resolution in Education School board development Administrator development Staff development Engaged-Learner Instructional Practices Facilitation of planned change Shared governance practices Labor-management relations Parent involvement Re-invention of discipline and classroom management Prejudice reduction and diversity training Crisis intervention and violence prevention

11. Negotiation Curricula After School Programs Bullying Prevention Restorative Justice Peer Mediation Expressive Arts Classroom Management and Adult Modeling of Constructive Behavior Social and Emotional Learning Diversity, Bias Awareness, Multicultural Education Curriculum Infusion Teacher and Administrator Education

12. Sample Tools for Creating Safe and Supportive Learning Environments Classroom Curriculum Integration Classroom Agreements Class Meetings Whole School Peer Mediation Restorative Justice

13. Curriculum Integration: Integrating CRE/Social Skills in Academics Language Arts /Languages Speaking Skills Listening Skills Critical Thinking Skills Negotiation Skills Perception Skills Feelings/Emotions Communication Skills Social Studies/History Role Play Mediations Evaluating News Articles/Points of View Practice Governance Models Problem Solving Diversity

14. Integrating CRE/Social Skills in Academics Math/Science/Arts/Counselor-Guidance Science: Different Points of View, Problem Solving Guidance/Counselor: Communication Skills, Problem Solving, Anger Management Math: Problem Solving, Diversity Art/Music: Ideas?

15. Classroom/Whole School Effective Conflict Management: Discipline Versus Punishment PUNISHMENTDISCIPLINE  Stops a behavior  Stops or ignores the behavior  Demeaning, humiliating, physically painful  Respects the importance of the relationship with the child  No long-term, positive effect  Teaches or reinforces skills that have a long-term, positive effect  About adult control, power and authority

16. Classroom Management: Classroom Agreements A Good Classroom Agreement, Guideline or Rule has certain qualities including: Specific – it is specific about behaviors that are desired Positive – it is phrased in terms of what to do rather than what NOT to do Consequential – it has logical consequences that are understood and applied

17. Classroom Agreements: Logical Consequences A discipline technique that focuses on the consequences of misbehavior Emphasizes internal control rather than external control Three criteria for consequences ◦ Related ◦ Respectful ◦ Reasonable Example: Making reparations “You Break it - You fix it”

18. Classroom Management: Basic Classroom Meeting Students sit in a circle Greeting activity Explain Ground Rules ◦ Talking piece gives right to ‘voice’ ◦ Participation is voluntary ◦ Respectful listening – everyone pays attention and uses active listening ◦ Respectful Speaking – no one tries to be offensive or dominate discussion Set Agenda Discuss (go around the circle or by acknowledged turns) Bring to a Close --Summary of Meeting Reminders of Action/Next Steps Affirmations to the Group

19. Whole School Programs: Peer Mediation (PM) Students act as mediators (neutral third parties) and help students resolve their own conflicts through the mediation process (third-party neutral facilitates communication and negotiation to promote voluntary decision-making by the parties in dispute). (Association for Conflict Resolution 2007)

20. Peer Mediation – Types of Conflicts Topics may include: Relationships – Girlfriend/boyfriend issues, friends Property – Theft, damage Race Religion Sexual orientation Gender Personal beliefs Etc.

21. Recommended Training Length Elementary: 12 – 18 hours Basic Training, plus practice, and co-mediating Middle School: 12 – 18 hours Basic Training, plus practice, and co-mediating High School: 15 – 20 hours Basic Training, plus practice, and co-mediating On-going mediation for all peer mediators per year – an additional 12 hours per year.

22. Sample Peer Mediation Model Cadre Model - group of students trained to be mediators ◦ May be linked to school discipline policies ◦ May be linked to other school programming such as student ambassadors, student council, restorative justice ◦ May be linked to peer counseling structures ◦ May be conducted in classrooms, or playground, etc.

23. National Standards for Peer Mediation Conduct for Peer Mediators Program Development and Management Training Evaluation Available on the Association for Conflict Resolution’s Web page at: www.acrnet.org www.acrnet.org

24. Restorative Justice in schools... Practices that focus on: 1) repairing harm done to relationships 2) people over and above the need for assigning blame and punishment. Key values create an atmosphere of respect, inclusion, accountability and taking responsibility, commitment to relationships, impartiality, being non-judgemental, collaboration, empowerment and emotional articulacy. Require the same skills as conflict resolution education:  effective communication, active listening skills,  understanding escalation, seeking perspectives, seeking and evaluating alternatives.. and more.

25. Restorative Justice: Circles When the circle discussion concerns a specific incident the focus is usually on having the broader student community have an opportunity to share how this affects them Some circle processes are more informal and “everyday” and some are more situational in response to a larger issue or event derived from aboriginal and native traditions; intentionally use ritual to create safe space that lifts barriers between people; build trust, respect, good will, and re-connection, allow for accountability, responsibility, and reparation to repair harm, can take many forms and serve many purposes. www.creducation.org CRETE Project

26. Classroom Meetings and A Restorative Justice Circle Process Classroom meetings can be used as opportunities for restorative justice. One or two trained “keepers” guide the circle, The circle uses a Talking Piece to ensure respect for speaker and listener, Builds on the values and principles of the people in the circle.

27. Results of a Comprehensive Model Increase Time Spent on Teaching Improved Academics Improved Attendance at School Improved Relationships Between Students/Staff/Parents Improved Behavior in the Classroom, School, and Community Increase valuing of diversity and practice of tolerance Increased connection to the community

28. Create a Safe Learning Environment Decrease anti-social behavior that leads to violence Decrease conflicts between groups of students Decrease suspensions, absenteeism, and drop out rates Decrease incidents of violence

29. Creating a Comprehensive Program: Beginning Stages Assess Needs ◦ Identify the goals ◦ Assess interest Secure Administrative Support ◦ Maintain that support Orient Staff Give detailed information Have open discussions about utility Clarify staff expectations of involvement or support

30. Creating a Comprehensive Program: Beginning Stages Select Site Leadership Team (SLT) Identify staff Discuss time/ resource commitments Orient Students Select Students/Staff Providing Training Don’t overestimate the learning curve

31. Creating a Comprehensive Program: Beginning Stages Publicize Program Manage expectations Utilize Program Initiate and sustain the program Coordinate with other initiatives Refresh skills/knowledge Maintain a high profile in the school

32. Create a Comprehensive Program: Continual Process Evaluate Program (Emphasize student assessment) Evaluate on an ongoing basis Feed information back to improve program

33. Conflict Management Models Comprehensive Model: Free 5 day on-line course from USDE/NASP Managing and Resolving Conflicts Effectively in Schools and Classrooms www.CREducation.org Mediation and Comprehensive Programs: National Recommended Standards for Peer Mediation Programs and Comprehensive School/District Programs www.acrnet.org

34. Free CRE Resources: www.CREducation.org

35. Thank you for your participation! Continue the debate on this forum open for discussion: http://community.oas.org/iten_ried/iten/f/1534/t/5740.aspx Upcoming Webinars “Effective Clasroom Management” Presenter: Ms. Sonya Fultz March 20, 2012 11:30 am (English)