Misbehavior, Conflict Resolution and the ecology of classrooms Conflict Resolutionthe ecology of classroomsConflict Resolutionthe ecology of classrooms

Misbehavior, Misbehavior, Conflict ResolutionConflict Resolution and and the ecology of classroomsthe ecology of classrooms

MisbehaviorMisbehavior

• What is it?What is it?

• What will you do?What will you do?– At the schoolwide levelAt the schoolwide level– In your classroom beforeIn your classroom before– In your classroom duringIn your classroom during– In your classroom afterIn your classroom after

Schoolwide and classroom: Schoolwide and classroom: attributes of well-disciplined schoolsattributes of well-disciplined schools (1 of 2)(1 of 2)

• Staff commitment.Staff commitment.

• schoolwide emphasis on the importance of schoolwide emphasis on the importance of learning and intolerance of conditions learning and intolerance of conditions which inhibit learning. which inhibit learning.

• High behavioral expectations. High behavioral expectations.

Schoolwide and classroom: Schoolwide and classroom: attributes of well-disciplined schoolsattributes of well-disciplined schools (2 of 2)(2 of 2)

• Clear and broad-based rules, made known Clear and broad-based rules, made known to everyoneto everyone

• Warm school climate. Warm school climate.

• A visible, supportive principal. A visible, supportive principal.

• Delegation of discipline authority to Delegation of discipline authority to teachers.teachers.

• Close ties with communities.Close ties with communities.

Classroom StrategiesClassroom Strategies• Plan:Plan:

– Student bill of rightsStudent bill of rights– TransitionsTransitions

• Practice:Practice:– Use 1st weeks to practiceUse 1st weeks to practice

• Include:Include:– Use groups and social contextUse groups and social context

• Respond:Respond:– Address issues as they arise, quicklyAddress issues as they arise, quickly

Responding “in the moment”Responding “in the moment”• Proportioned respondProportioned respond

• Try to restore calmTry to restore calm

• 1. Understand underlying motivation (if feasible involve participants in 1. Understand underlying motivation (if feasible involve participants in discussion of events)discussion of events)

– if uncertain, start with assumption the misbehavior is unintentionalif uncertain, start with assumption the misbehavior is unintentional

• 2. Validate each participant's perspective and feelings2. Validate each participant's perspective and feelings

• 3. Indicate how the matter will be resolved emphasizing use of previously 3. Indicate how the matter will be resolved emphasizing use of previously agreed upon logical consequences apply to this case. agreed upon logical consequences apply to this case.

• 4. If the misbehavior continues, revert to a firm but nonauthoritarian statement 4. If the misbehavior continues, revert to a firm but nonauthoritarian statement indicating it must stop or else schoolwide policies will apply (suspension). indicating it must stop or else schoolwide policies will apply (suspension).

• 5. As a last resort use crises back-up resources5. As a last resort use crises back-up resources– a. If appropriate, ask student's classroom friends to helpa. If appropriate, ask student's classroom friends to help

– b. Call for help from identified back-up personnel b. Call for help from identified back-up personnel

• 6. Throughout the process, keep others calm by dealing with the situation 6. Throughout the process, keep others calm by dealing with the situation with a calm and protective demeanorwith a calm and protective demeanor

The aftermath...The aftermath...

• Removal/deprivation (e.g., loss of Removal/deprivation (e.g., loss of privileges, removal from activity)privileges, removal from activity)

• Reprimands (e.g., public censure)Reprimands (e.g., public censure)

• Reparations (e.g., of damaged or stolen Reparations (e.g., of damaged or stolen property)property)

• Recantations (e.g., apologies, plans for Recantations (e.g., apologies, plans for avoiding future problems)avoiding future problems)

Conflict ResolutionConflict Resolution

Cooperation & ConflictCooperation & Conflict

With collaboration comes conflict!With collaboration comes conflict!

Think...Think...

• Describe one recent conflict with an Describe one recent conflict with an individual in your life. individual in your life.

• What does this other person think about the What does this other person think about the conflict? conflict?

• How would that person describe what you How would that person describe what you think about the conflict? think about the conflict?

Value of ConflictValue of Conflict

Negative OutcomesNegative Outcomes• winning at another's winning at another's

expense; expense;

• creating anger, creating anger, resentment, hurt feelings, resentment, hurt feelings, and distrust; and and distrust; and

• decreasing participants’ decreasing participants’ ability to resolve future ability to resolve future conflicts constructively.conflicts constructively.

Positive OutcomesPositive Outcomes• enhancing mutual problem enhancing mutual problem

solving; solving;

• maximizing joint maximizing joint outcomes; outcomes;

• strengthening liking, strengthening liking, respect, and trust; and respect, and trust; and

• increasing participants' increasing participants' ability to resolve future ability to resolve future conflicts constructively.conflicts constructively.

Some situations are beyond CR Some situations are beyond CR (1 of 2)(1 of 2)

• Those involving physical violence, most especially in the presence of weapons.

– Trained, authorized persons are needed to defuse such conflicts.

• Those involving disputants with unequal power such as disputes between a student and a teacher.

– Such disputes require a ‘higher authority’ to resolve them – a principal or a school committee or a court of law, an entity which has authority over both/all antagonists and access to mechanisms for enforcing their decisions.

Some situations are beyond CR Some situations are beyond CR (2 of 2)(2 of 2)

• Those involving matters properly belonging in courts of law, situations governed by statute and potentially requiring long-term supervision and enforcement as when property or custody are involved.

• Those involving a set of legitimate rules or established customs which are breached.

– For example, if two kids get into a verbal argument—even a screaming match-- about who sits in a specific chair in the cafeteria, the dispute can be arbitrated; if one has dumped the other out of the chair, they’ve engaged in a sanctioned behavior with standardized negative consequences.

Identified strategies that workIdentified strategies that work

• Stop, think, communicate, listen.Stop, think, communicate, listen.

• Peer mediation.Peer mediation.

• Consult with the Community (class).Consult with the Community (class).

CR steps... beforeCR steps... before

• establish a cooperative contextestablish a cooperative context

• use academic controversies in the classroomuse academic controversies in the classroom

• implement a conflict resolution / peer implement a conflict resolution / peer mediation programmediation program

CR Steps during… CR Steps during… (1 of 3)(1 of 3)

• Stop! Disruption of the physiology and psychology of anger– stopping whatever one is doing, be it verbal or stopping whatever one is doing, be it verbal or

physical; physical; – creating physical and psychological space creating physical and psychological space

between/among antagonists; between/among antagonists; and, yes, – taking a deep breath.


• Identifying one’s own goals and feelings, communicating these to the other using “I” statements.

• Listening to the goals & feelings of the other antagonist(s), – making sure one has heard and understood

through reflecting back.• Taking a third-person perspective which includes

the goals and feelings of both/all disputants and describes the situation as a non-participant way


• Collaborating with each other – peer mediators—to describe the core problem rather than the conflict;

• Identifying multiple solutions to the core problem, trying to recognize the most realistic one in the circumstances;

• Implementing a resolution; and

• Reflecting on the process.

Sample Steps in Peer Mediation Sample Steps in Peer Mediation (1 of 5)(1 of 5)

Part I. IntroductionPart I. Introduction

• 1. Have participants introduce themselves.1. Have participants introduce themselves.

• 2. Explain the mediator's role.2. Explain the mediator's role.

• 3. Explain the ground rules. An example of 3. Explain the ground rules. An example of a good ground rule is: Respect each other.a good ground rule is: Respect each other.

• 4. Explain steps of mediation.4. Explain steps of mediation.

• 5. Ask for any questions before you begin. 5. Ask for any questions before you begin.


Part II. Telling the StoryPart II. Telling the Story

• Both parties tell their side of the story to the Both parties tell their side of the story to the mediator.mediator.

• Summarize both parties' side of the story.Summarize both parties' side of the story.

• Make sure you understand the conflict.Make sure you understand the conflict.

• Make sure the parties understand the Make sure the parties understand the conflict.conflict.


Part III. Identifying Facts and FeelingsPart III. Identifying Facts and Feelings

• Parties tell their side of the story to each Parties tell their side of the story to each other.other.

• Bring out facts and feelings of what the Bring out facts and feelings of what the parties say.parties say.

• Have parties change roles.Have parties change roles.

• Summarize the facts and feelings of both Summarize the facts and feelings of both sides. sides.


Part IV. Generating OptionsPart IV. Generating Options

• Ask both parties how they can solve the Ask both parties how they can solve the problem.problem.

• Detail or write down all solutions.Detail or write down all solutions.

• Select only the solution(s) that both parties Select only the solution(s) that both parties can agree to. can agree to.


Part V. AgreementPart V. Agreement

• Use only the solutions that both parties Use only the solutions that both parties agree to.agree to.

• Get verbal or written agreement. Get verbal or written agreement.

• Follow-Up.Follow-Up.

The ecology of the classroomThe ecology of the classroom

Planning and managing for the Planning and managing for the dynamics of a hands-on, minds-on dynamics of a hands-on, minds-on

learning environment.learning environment.

Attributes of effective classroom Attributes of effective classroom managers managers (1 of 3)(1 of 3)

• PlanPlan– have a clear, specific plan for introducing have a clear, specific plan for introducing

students to classroom rules and procedures. students to classroom rules and procedures.

• Set Limits Early Set Limits Early – spend much of the first days of school spend much of the first days of school

introducing and practicing rules and introducing and practicing rules and procedures, until the students know the rules procedures, until the students know the rules and how to accomplish the procedures. and how to accomplish the procedures.

Adapted from the Virginia Tech web http://www.tandl.vt.edu/doolittle/4124/notes/cm.html


• Give SpecificsGive Specifics– teach students specific procedures for specific teach students specific procedures for specific

situations.situations.

• Include all studentsInclude all students– work with the whole group initially, making work with the whole group initially, making

sure all students are active, even if they plan on sure all students are active, even if they plan on using group work later. using group work later.



• Ensure Early Success Ensure Early Success – use initial activities that are clear, simple, fun, use initial activities that are clear, simple, fun,

varied, and ensure early success. varied, and ensure early success.

• RespondRespond– to classroom misbehaviors immediatelyto classroom misbehaviors immediately


Common Transition Mistakes Common Transition Mistakes (1 of 3)(1 of 3)

• Abruptness: Abruptness: – abruptly ending an activity, leaving some students with abruptly ending an activity, leaving some students with

the desire to finish the activity.the desire to finish the activity.

+ provide a warning that the end of an activity is near.provide a warning that the end of an activity is near.

• Dangling:Dangling:– when students are ready to begin a new activity and the when students are ready to begin a new activity and the

teacher is busy obtaining materials, reviewing lesson teacher is busy obtaining materials, reviewing lesson plans, or talking with a student; plans, or talking with a student;

+ be prepared and use routines where useful (handing out be prepared and use routines where useful (handing out

materials).materials).


• Flip-Flopping Flip-Flopping – this occurs when a teacher, engaged in an this occurs when a teacher, engaged in an

activity, re-engages a previous activity (such as activity, re-engages a previous activity (such as assigning homework for an activity that has assigning homework for an activity that has already been completed).already been completed).

+ make sure an activity is complete before make sure an activity is complete before moving on (and make sure the students move moving on (and make sure the students move on with you!). on with you!).


• Fragmenting: Fragmenting: – when the class is advanced to the next activity when the class is advanced to the next activity

piecemeal, one group at a time, or early piecemeal, one group at a time, or early finishers first. finishers first.

+ As much as possible, start and stop activities As much as possible, start and stop activities together as a class (such as rotations through together as a class (such as rotations through learning centers).learning centers).

Some management suggestionsSome management suggestions

• Your first priority when the class starts, is to get students Your first priority when the class starts, is to get students to work. to work.

• An assignment is posted that the student completes upon An assignment is posted that the student completes upon entering the classroom. entering the classroom.

• "Bell Ringer" procedures: class work should be placed in a "Bell Ringer" procedures: class work should be placed in a consistent place. consistent place.

• The students are responsible for completing the posted The students are responsible for completing the posted assignment. assignment.

• Once the students are on task, then the teacher takes roll Once the students are on task, then the teacher takes roll without student involvement.without student involvement.

The First Minute of Class:

Establish Rules and Routines Establish Rules and Routines EarlyEarly

• Examples: Universal RulesExamples: Universal Rules• 1.Follow directions the first time they are given. 1.Follow directions the first time they are given. • 2.Raise your hand and wait for permission to 2.Raise your hand and wait for permission to

speak. speak. • 3.Stay in your seat unless you have permission to 3.Stay in your seat unless you have permission to

do otherwise. do otherwise. • 4.Keep your hands, feet, and objects to yourself. 4.Keep your hands, feet, and objects to yourself. • 5.No cursing or teasing.5.No cursing or teasing.


• Examples: Elementary Specific RulesExamples: Elementary Specific Rules

• 1.Wait for directions with no talking. 1.Wait for directions with no talking.

• 2.Eyes front when the teacher is talking. 2.Eyes front when the teacher is talking.

• 3.Change tasks quickly and quietly. 3.Change tasks quickly and quietly.

• 4.Complete the morning routine. 4.Complete the morning routine.

• 5.Report directly to the assigned area.5.Report directly to the assigned area.


• Examples: Secondary Specific RulesExamples: Secondary Specific Rules

• 1.Be in your seat when the bell rings. 1.Be in your seat when the bell rings.

• 2.Bring all books and material to class. 2.Bring all books and material to class.

• 3.No personal grooming during class time. 3.No personal grooming during class time.

• 4.Sit in your assigned seat daily. 4.Sit in your assigned seat daily.

• 5.Follow directions the first time they are 5.Follow directions the first time they are given.given.

Discuss and Post ConsequencesDiscuss and Post Consequences

• Discuss the rules and their purposes.Discuss the rules and their purposes.

• Describe the consequences to breaking rules.Describe the consequences to breaking rules.

• Collaboratively construct a bill of rights.Collaboratively construct a bill of rights.

• Don’t make infractions personalDon’t make infractions personal– Invoke established consequences.Invoke established consequences.

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Misbehavior, Conflict Resolution and the ecology of classrooms Conflict Resolutionthe ecology of classroomsConflict Resolutionthe ecology of classrooms