Improving School Climate To Support Student Achievement: THE CONFLICT CYCLE

1. Improving School Climate To Support Student Achievement: THE CONFLICT CYCLE

2. The Conflict Cycle As a large group, sort the provided cards into an order representing the steps in the conflict cycle. “BOOKMARK MOMENT”

3. Understanding the Dynamics of the Conflict Cycle • A stressful event occurs…ACTIVATESstudent’s irrational thoughts and beliefs • Student’s negative thoughts TRIGGERfeelings • Student’s feelings DRIVE inappropriate behavior • Inappropriate behavior INCITESadults • Adults pick up student’s feelings and MIRROR those inappropriate behaviors • Negative adult REACTIONSincrease student’s escalating stress • Student may lose “battle,” but the war is won: SELF-FULFILLING PROPHECY(irrational beliefs) is REINFORCED

4. Video Segment: The Breakfast Club (Conflict Cycle)

5. Understanding the Dynamics of the Conflict Cycle • A stressful event occurs…ACTIVATESstudent’s irrational thoughts and beliefs • Student’s negative thoughts TRIGGERfeelings • Student’s feelings DRIVE inappropriate behavior • Inappropriate behavior INCITESadults • Adults pick up student’s feelings and MIRROR those inappropriate behaviors • Negative adult REACTIONSincrease student’s escalating stress • Student may lose “battle,” but the war is won: SELF-FULFILLING PROPHECY(irrational beliefs) is REINFORCED

6. The Impact What is the potential impact of the previous interaction on the teacher? On the student? On the school community?

7. “I’ve come to a frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized.” Haim Ginott, Teacher and Child

8. Who’s Evolved?

9. Underlying Needs “Almost every conflict involves an endeavor by the disputants to meet the basic psychological needs for belonging, power, freedom and fun.” Schrumpf, Crawford and bodine

10. Basic Psychological Needs • The Need for Belonging (fulfilled by loving, sharing and cooperating with others) • The Need for Power (fulfilled by achieving, accomplishing and being recognized and respected) • The Need for Freedom (fulfilled by making choices in our lives and being safe) • The need for Fun (fulfilled by laughing and playing)

11. Generosity Belonging Independence Mastery Conflict and the Circle

12. The Conflict Cycle: Take Two How would a response from the teacher that honors the Circle of Courage / Resiliency / School Connectedness result in different impacts on the teacher, the student and the school community?

13. “I’ve come to a frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized.” Haim Ginott, Teacher and Child