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CONFLICT RESOLUTION STRATEGIES FOR THE CLASSROOM AND SCHOOL SETTING: A SOCIAL SKILLS PROGRAMME

CONFLICT RESOLUTION STRATEGIES FOR THE CLASSROOM AND SCHOOL SETTING: A SOCIAL SKILLS PROGRAMME. Charlotte Minty and Jennelle Winter Shanghai Singapore International School. OUR PRESENTATION WILL INCLUDE : . Objectives S chool Values Puppets and Stories Circle Time

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CONFLICT RESOLUTION STRATEGIES FOR THE CLASSROOM AND SCHOOL SETTING: A SOCIAL SKILLS PROGRAMME

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  1. CONFLICT RESOLUTION STRATEGIES FOR THE CLASSROOM AND SCHOOL SETTING: A SOCIAL SKILLS PROGRAMME Charlotte Minty and Jennelle Winter Shanghai Singapore International School

  2. OUR PRESENTATION WILL INCLUDE: Objectives School Values Puppetsand Stories Circle Time Objectives, Rules, Results Resources

  3. OUR OBJECTIVES: To present our social skills curriculum. To emphasise the value of a social skills programme, which enables students to better communicate, resolve conflict and accept differences.

  4. S.S.I.S. I4C VALUES Our school’s I4C Values include Initiative, Communication, Care, Commitment and Collaboration. Counselling and classroom lessons are designed around these five values. Students are recognised for showing these values.

  5. SSIS I4C VALUES All staff award I4C certificates. Immediate reinforcement of values works well within our SSIS context.

  6. PUPPETS AND STORIES Using puppets and stories is a valuable way to teach social skills and conflict resolution. Puppets and stories get students’ attention and keep them interested.

  7. PUPPETS AND STORIES Stories can be developed around problems that occur in the classroom. Children are more willing to talk about problems through puppets and stories. Problems become less personal through the use of puppets.

  8. THE LESSONS The puppets or stories present the problem and students suggest ways to resolve it. The story is retold with the resolution and modelled by puppets or students.

  9. THE LESSONS Students practice the skills with each other. Circle time discussion of related situations.

  10. CIRCLE TIME Activities focus on self-esteem, mutual trust, listening skills and positive interpersonal behaviours.

  11. CIRCLE TIME: OBJECTIVES Our objectives arethe following: Getting students to know each other Building trust and empathy Developing the habit of being positive with each other.

  12. OBJECTIVES CONTINUED… Having feelings and talking about them is okay. Consider situations from the viewpoints of others. Develop listening skills. Explore strategies for conflict resolution.

  13. GOLDEN RULES Only speak when holding the talking “magic object”. Put up your hand and wait your turn. Say “pass” if you do not wish to speak. Allow everyone to be heard. What is said in Circle Time stays in Circle Time…

  14. Ice-breaker game • Sharing • Group discussion and resolution • Compliments to finish A TYPICAL LESSON

  15. EVALUATING OUR PROGRAMME We have witnessed the following: A reduction in bullying. More positive classroom atmosphere. An appreciation of cultural differences between students. More open communication about feelings. More trust between students.

  16. EVALUATION CONTINUED… Greater cross-gender co-operation and interaction. Students are more positive with each other and are often heard giving compliments.

  17. Resources We have collected and adapted our materials from a number of resources including the following: Moss, Helen; Wilson, Valerie. Circle Time: Improving Social Interaction in a Year 6 Classroom. Pastoral Care in Education. Sep 98, Vol. 16, Issue 3, p.11. Jackie Lown, Samantha Dunderdale and Poppy Nash,. Social and Emotional Learning In Circle Time:a comprehensive curriculum for primary schools.London, Optimus Education, 2010, 489 pp. Educational Psychology in Practice: theory, research and practice in educational psychology,Volume15, Issue 1, 1999

  18. RESOURCES CONTINUED Rhinestone Press. 1994. PO Box 30, Winchester-ORE 97495-0030-phone/fax 541-672-3826, 310 Singing Waters Road. Committee For Children. www.cfchildren.org. Seattle, Washington.

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