Frameworks for Student Problem Solving and Conflict Resolution

1. Frameworks for Student Problem Solving and Conflict Resolution Brent Watkins Saturday, October 1st, 2011

2. Session Norms

3. What We’ll Do • Think about how our students are resolving conflicts • Discuss conflict resolution structures • Build our own conflict resolution structure

4. Why it’s Important • Teacher-centric problem solving is unsustainable • Peaceful classroom environments are productive classroom environments

5. Let’s Check Ourselves…

6. Let’s Frame the Problem… • Think about your current situation. What are some key questions you’d like to get answers to today? • Think… • Where do I see my students struggling to solve problems? • What are they currently doing? • How do they treat each other?

7. Point 1: Student are GOING to have Conflict • Video 1 • Key Take Away: • Conflict WILL happen • You only have few chances to intervene • Student/student conflict affects students in STRANGE ways

8. 2 Minute Reflection • Create groups of three • Think about a time that you had a major conflict with someone • List ALL the things you did to resolve the conflict

9. Critical Point 2: Students Don’t Have a Natural Framework • Video Two • Take Away: • Students’ do not have a productive schema for conflict resolution. • Two choices: • Your way • Students way

10. Point 3: Conflict Resolution is Entirely Taught • Video 3 (2:03) • Key Take Away: • You create the problem solving reality in your class • Framework is ENTIRELY taught • Involves a lot of practice for student internalization

11. 5 Minute Break

12. Share Out What are you currently doing to help students solve their problems?

13. Some Non Negotiables • Student Centric, NOT teacher centric • Quick, Easy, and Produces something • Resolves problem • Teachable procedure • Lots of role playing • Structure for accessing the structure • Clear choice between peace table and teacher solution

14. Peace Table • Dedicated space where students can solve their problems • Simple framework: • Negative Action • Student Asks to go to the Peace Table • Communicate problem (when you _____ it makes me feel ______) • Sorry • Thanks • Students solve problem vs. teacher solving the problem

15. Deploying in Your Classroom • This doesn’t happen over night! • Begin with Read Aloud and Discussing Emotions • Introduce your structure and MODEL MODEL MODEL • Practice with actual student problems • Release when students are ready (this make take a while)

16. Tattle Ear

17. Word Grave Yard • Brainstorm inappropriate words • Put them in the graveyard • Teach kids to own their classroom environment • When you say _____ it _____ • Teacher can own this too! • Takes teacher out of the picture

18. Disagreeing with Each Other • Develop a structure for kids to disagree respectfully. • Nuh uhh = Graveyard Word • Suggestions: • Excuse me ___, I beg to differ • Excuse me ___, I’d like to disagree • Excuse me ____, I think it might be ____

19. Let’s create a framework for your classroom • Group by grade levels • Use the next thirty minutes to formalize a problem solving structure for your classroom • Map out a mini lesson for how you’re going to introduce the peace table • Role Play your mini lesson *Guidance Document on the Wiki*

20. Share What We’ve Created

21. Closing Circle Talk What are you going to do on Monday as a result of this session?

22. Your Next Steps • Begin implementing your framework • Move slowly • Think…. • Mini lessons on meaning of peace • Model Model Model • Slowly release students on their own • Don’t get frustrated • Keep reflecting on your framework

23. Reach Out! Brent Watkins Director, Teaching and Learning E-mail: Brent.Watkins@TeachforAmerica.org Mobile: 646-522-7719 Office: 410-662-7700, ext. 15155

24. Questions?