PPT - Assertiveness Conflict Management - schd.ws - Assertiveness... · Zimmerman,2004; Ursache,Blair,& ... Buell&Snyder,1981;Grove,Hussey,&Jetter,2011; ... 5 Passive Behaviors Assertive

2/9/2018

1

The Skills that Matter: Conflict Management and

Assertiveness

Contact us with any questions you have about the College & Career Competency Framework.

http://CCCFramework.org

Pattie Noonan, [email protected]

Who we are, our work, and our mission


Systematic Instruction & Application

• The competencies are not new.

• Educators are already supporting students to learn many of the competencies.

• School initiatives support development of many of the competencies.

The Challenge: Systematically providing instruction and application of the competencies for all students, focusing on the aspects that current research has

identified as most important.

2/9/2018

2

COGNITIVE competencies

INTERPERSONAL competencies

INTRAPERSONAL competencies

• Effectively solve real‐life problems.

• Understand more course content and retain more information.

• Generalize information to apply in multiple contexts.

• Better physical and mental wellness and social functioning.

• Improved school attendance.

• Feel more engaged in school.

• Spend more time studying.

• Higher employment rates.

• Earn better grades and achievement scores.

• Better able to effectively overcome stressors.

• Sustain attention in class better.

• Improved retention of subject matter.

• Earn higher salaries and advance further in careers.

• Better able to avoid drug use.

• Reduced bullying and victimization.

(Brewer, 2000; Chang, Wu, Weng, & Sung, 2012; English & Sriraman, 2010; Kuo, Hwang, & Lee, 2012).

(Davidson & Demaray, 2007; Malecki & Demaray, 2002; Opengart, 2007; Rosenfeld, Richman, & Bowen, 2000; Sabo, Miller, Melnick, Farrell, & Barnes, 2005; Schwab, 2013).

(Dignath, Buettner, & Langfeldt, 2008; Duckworth, Peterson, Matthews, & Kelly, 2007; Durlak, Weissberg,Dymnicki, Taylor, & Schellinger, 2011; Eskreis‐Winkler, Shulman, Beal, & Duckworth, 2014; Nota, Soresi, & Zimmerman, 2004; Ursache, Blair, & Raver, 2012).

Why focus on…

Assertiveness

Assertiveness Video


2/9/2018

3

Assertiveness: What does it mean?

Defined as: Even when it’s difficult, expressing your wants, needs, and thoughts while respecting others.

• What does “even when it’s difficult” mean? What are some examples?

• What does “expressing your wants, needs, and thoughts” entail? What does this look like when it is happening?

• What does “while respecting others” mean? What does this look like when it is happening?

Essential Components● Essential components “make up” the competency.

● Competencies are complex. For example, assertiveness is more than just asking for help.

● Teach the essential components and use the essential components to shape your instruction.

● Essential components provide a checklist (learning schema) for our brains.

2/9/2018

4

Student example: how could assertiveness help these students?

● Sent to the office for telling a teacher that she was unfair

● Alienates friends when they don’t follow her advice

● Suspended for punching a boy who was calling his girlfriend bad names in the hallway

Female aged 14Male aged 17● Rarely expresses any emotion

● Almost never asks a teacher for help, even when he really need help

● Typically does whatever his friends want to do without expressing an opinion

Research on assertivenessWhen adolescents lack assertiveness:

• Higher chance of becoming withdrawn and isolated, experiencing depression and anxiety

• More likely to be bullied OR bully, responding to both situations with anxiety and anger

• More likely to respond with aggression to difficult situations (especially males)

When adults lack assertiveness:• It can lead to high unemployment or

underemployment

When students learn assertiveness:• Promotes the ability to manage

conflicts with more productive solutions

• Reduces adolescent anxiety, and helps them avoid drug use and unhealthy sexual behavior

• Reduces the likelihood of sexual coercion or assault

Providing instruction & practice to teach assertiveness prepares students to:

• advocate for themselves

• resist peer pressure

• manage conflicts

• seek future educational and career opportunities

(Bandura, 1973; Brenner, Head, Helms, Williams, & Williams, 2003; Buell & Snyder, 1981; Grove, Hussey, & Jetter, 2011; Hall, 2006; Hecht, Corman, & Miller‐Rassulo, 1993; Huey, 1983; Huey & Rank, 1984; Lane, Wehby, & Cooley, 2006; Lee, Hallberg, & Hassard, 1979; Paglia & Room, 1999; Polansky, Buki, Horan, Ceperich, & Burows, 1999; Rowe, Jouriles, & McDonald, 2015; Schmid, Leonard, Ritchie, & Gwadz, 2015; Thompson, Bundy, & Wolfe, 1996; Tschann, Flores, de Groat, Deardorff, & Wibbelsman, 2010; Wolfe, Crooks, Chiodo, Hughes, & Ellis, 2012)

What is already in place?

How are we currently helping students learn and practice

assertiveness?

2/9/2018

5

Passive Behaviors Assertive Behaviors Aggressive Behaviors

Being afraid to speak up Speaking openly, but without interrupting or

disrespecting others

Interrupting and talking over

others

Speaking softly Using a conversational tone Speaking loudly

Avoiding looking at people Making good eye contact Glaring and staring at others

Showing little or no expression Showing expressions that match the

message (honest and direct, but still

respectful and not intimidating)

Intimidating others through use of

expressions

Slouching and withdrawing Relaxing and adopting an open stance and

expressions; not invading others’ personal

space, but demonstrating engagement rather

than withdrawal from the interaction

Standing rigidly, crossing arms,

invading the personal space of

others

Isolating oneself from groups Participating in groups Controlling groups

Agreeing with others despite

one’s personal feelings

Expressing one’s feelings honestly but

respectfully, and considering the feelings of

others; keeping to the point

Only considering one’s own

feelings and/or making demands

of others

Valuing oneself less than others Valuing oneself equal to others Valuing oneself more than others

Hurting oneself to avoid hurting

others

Trying to hurt no one (including oneself) Hurting others to avoid being hurt

Not reaching goals for fear of

hurting/inconveniencing

others; perhaps not even

having goals, and simply doing

as others suggest

Having goals of one’s own, and generally

reaching those goals without hurting others

Reaching goals, but hurting others

in the process

Adapted from Counselling Service in France (2012) counsellingservice.eu/tell‐the‐difference‐between‐assertive‐passive‐and‐aggressive‐behaviour

Assertiveness:Essential Component 1

Essential Components:1. Even when it’s difficult, express my wants, needs, and thoughts.

2. Even when it’s difficult, respect what others want, need, and think.

Discussion:Think of ways your students attempt to express their wants, needs, and thoughts now.

• What does it look like?

• Do we understand what they are trying to express?

Feeling Words Wheel

Vocabulary.com. (2014). Get into the mood with 100+ Feeling Words. Retrieved from vocabulary.com/articles/wl/get‐into‐the‐mood‐with‐100‐feeling‐words/

1

2/9/2018

6

Teach students how to expressthemselves assertively.

Adapted from: http://cci.health.wa.gov.au/resources/infopax.cfm?Info_ID=51 and embracethefuture.org.au/resiliency/index.htm?http://www.embracethefuture.org.au/resiliency/social_skills.htm

Passive Assertive Aggressive

Body Language

• Turned away

• Collapsed posture

• No eye contact

• Facing other person

• Open posture, feet solidly planted

• Level, eye to eye contact

• Invading other person’s space

• Crossed arms

• Sulking, hostile, or bored expression

Voice • Quiet, inaudible, or quavering tone

• Uncertain intonation

• Firm and audible

• Clear and reasonable tone

• Muttering under breath

• Insincere, hostile, bullying tone

• Shouting

Words • Capitulating (“OK, whatever you want.”)

• Excessive apologizing

• Self-recriminating (“I’m such an idiot!”)

• “I” statements

• Makes point rationally and sticks to the point

• Takes responsibility forself

• Abuse (“You’re pathetic!”)

• Generalizations (“You never…”)

• Sarcasm (“Well, Mr. Perfect…”)

• Feigned indifference (“Whatever”)

• Insincere agreement (“Fine!”)

• Silence or grunts

1

Teach students how to express themselves in writing.

https://www.pinterest.com/pin/62206038579773297/

Use specific writing formats that teach students to expressthemselves.

Enokson. (2011). Types of Writing. Retrieved from http://schools.natlib.govt.nz/resources‐learning/high‐interest‐topics/forms‐writing

1

Protective Assertion (Boundaries)

• People may not:_____________ (e.g., gossip about others, call me names, touch me unless I say it’s okay, take my things)

• If I don’t want to, it’s okay for me to:___________ (e.g., leave the uncomfortable situation, skip a party, choose someone else to ride home with, not be friends with someone anymore, etc.)

1

2/9/2018

7

Assertiveness:Essential Component 2

Essential Components:1. Even when it’s difficult, express my wants, needs, and

thoughts.

2. Even when it’s difficult, respect what others want, need, and think.

Discussion:Think of ways your students demonstrate that they respect what others want, need, and think.

• What does it look like when it is happening?

• What knowledge or skills support students in showing others respect?

Identify one emotion this person may be feeling

1. Parent whose child was just accepted at a college on the East Coast

2. Parent without electricity 2‐weeks after a storm

3. A friend who just got engaged

4. A person who is struggling financially who receives a decent tax return

5. A neighbor who had a tool stolen out of the garage

6. A football player who is kneeling during the anthem

7. Me, teaching a competency for the first time

2

Listening‐Paraphrasing StrategyGuidelines for paraphrasing (listener role):

• Focus on listening closely to what the person is saying.

• Show understanding and acceptance by nonverbal behaviors: tone of voice, facial expressions, gestures, eye contact, and posture.

• Restate the other person’s wants, feelings, and reasons in your own words. Start your remarks with statements like, “You want…” “You feel…” and “You think…”.

She says, “I’m not sure what to do. I totally bombed that test, and my parents are going to be so mad. They might not even let me go to the game Friday night when they see that my grade has dropped.”

• You wouldn’t say (give non‐example violating the guidelines):

• You could say (give example using Guidelines for Paraphrasing):

2

2/9/2018

8

Rules for Speakers & Guidelines for Paraphrasing (Listener)

Speakers:

• Explain a real dilemma—possibly with a student or parent.

• Relate events, results, and feelings; do not blame others.

• Provide a couple sentences at a time and then pause for the listener to paraphrase.

• After the listener paraphrases, continue to explain and pause until the whole situation is described in detail.

Listeners:• After the speaker says a couple sentences and pauses, paraphrase (restate) what you heard without providing additional thoughts or information. Use the Guidelines for Paraphrasing. Repeat this process until the speaker seems finished describing the situation.

• Ask, “Is there more?” The speaker has the opportunity to continue with the listener paraphrasing until he or she is done.

• Summarize the situation, using the following template: “So what I hear you saying is _____. And you’re feeling _______. And you’re thinking about doing _____. Did I understand correctly?” If the speaker indicates a misunderstanding in your paraphrasing, allow them to re‐explain.

• As the listener, you should not at any time:• give advice,• offer solutions to a problem, or• tell the person what you would do

2

3‐Part Assertive Statements• Part 1: The statement begins with an empathy

statement, or indication that you understand another

person’s perspective and feelings.

• Part 2: The second part is the rationale behind the action. Provide some reasons and your feelings to

support your opinion. Do not blame others (e.g.,

don’t say “you make me angry”), but do share

feelings (e.g., do say “I feel frustrated”).

• Part 3: The third part is a clear, direct statement of

what you want to happen. Be clear and detailed.

1&2

Assertive Statements

Situation and Statement

Assertive

statement? (Y/N) How could it be modified to

become an assertive statement?

Situation: Riley is distracting you in class.

Statement: I want you to stop interrupting

my reading. You are frustrating and making

me angry.

Situation: Hope dislikes you and makes fun

of you with her friends.

Statement: If you stop making faces/

gestures/put‐downs about me, I will help

you with biology.

Situation: You used too much data last

month so your guardian took your phone

away.

Statement: I want my phone back…it is

killing me not being able to talk with

friends. I need it.

2/9/2018

9

Anticipating Outcomes of Communication Styles

Using the arrow, mark

where Peter’s behavior

falls on the spectrum of

passive, assertive, and

aggressive.

Passive Assertive Aggressive

Predict what will happen

next.

What could Peter have

done to be more assertive?

If he was more assertive,

predict what would

happen next.

Scenario: Peter’s mother‐in‐law criticizes his parenting decision on Facebook. Peter responds asking what she knows about good parenting.

Assertiveness in content instruction

• Language arts: Analyze literary characters for instances of assertive, passive, and aggressive behavior. Examine what resulted from each type of behavior.

• Social studies: Analyze instances of assertive, passive, and aggressive behavior among historical figures or actors in current events. Examine the historical results of each type of behavior.

• Math and science: Use instances of actual scientific and mathematical debate to role‐play how assertive strategies could be used to defend a position.

Learning & Practicing Assertiveness

1. Role‐play of assertive communication, creative writing, Socratic seminar on situations to be assertive, Assertiveness Lessons 1‐8

2. Cooperative Learning• Group work and discussions

• Team assignments

• Paired problem‐solving

• Project‐based learning

3. Use writing & presentations to build students’ assertive and persuasive communication (e.g., OREO; assertive body language, voice, and words; etc.).

4. Team sports

5. Small group & individual discussions/practice

2/9/2018

10

Setting the Stage to Demonstrate Assertiveness

Build classroom culture and climate that:

• Fosters respect for everyone, even in tense or difficult situations

• Promotes direct, respectful communication

• Encourages students to be aware of their wants, needs, thoughts, and personal boundaries and to remember that others have wants, needs, thoughts, and boundaries, too

What supports this in your current classroom climate and school discipline protocol?

Demonstrating Assertiveness

• Assertiveness Log

• Group work with reflection on both essential components of assertiveness

• Assertive discussions to divide work for team assignments and for collaboration on project‐based learning

• Teacher‐Student Mini‐Conferences

• Teachable Moments

• Writing/discussion prompts

• Classroom culture• Established expectations for assertive behavior during classroom activities

Conflict Management

2/9/2018

11

Conflict Management Video


Conflict Management:What does it mean?

Defined as: knowing how you usually respond to conflict, the reasons behind specific conflicts, and taking steps to resolve conflicts.

• What does “knowing how you usually respond to conflict” mean? What are some examples of how we respond to conflict?

• What does “the reasons behind specific conflicts” mean? How can we determine these?

• What does “taking steps to resolve conflicts” mean? What might this look like? Why does this include the word “resolve”?

2/9/2018

12

Nearly all educational roles and content areas inherently deal with conflict and conflict

management.

Do you agree? Disagree? Discuss with your team.

Research on conflict managementConflict management:

• Brings attention to issues

• Encourages self‐reflection

• Makes relationships stronger

• Improves students’ abilities to work through obstacles while under stress

• Is most successful when integrated with subjects that already deal with conflict (e.g., literature, history, science)

Students who develop conflict management skills:

• Report greater satisfaction with life

• Have better physical and mental wellness

• Have improved school attendance and engagement in school

• Have higher employment rates

• Are better able to effectively overcome stressors

(Davidson & Demaray, 2007; Johnson & Johnson, 2004; Malecki & Demaray, 2002; Opengart, 2007; Rosenfeld, Richman, & Bowen, 2000; Sabo, Miller, Melnick, Farrell, & Barnes, 2005; Schwab, 2013; Ubinger, Handel, & Massura, 2013)

What is already in place?

How are we currently helping students learn and practice conflict

management?

2/9/2018

13

Conflict Management Lessons

• Lesson 1: Defining Conflict Management

• Lesson 2: Understand Your Ability to Manage Conflicts

• Lesson 3: Understand Your Natural Response to Conflict

• Lesson 4: Understanding Anger

• Lesson 5: Understanding Context

• Lesson 6: Managing the Conflict

• Lesson 7: Helping Others Manage Conflict

• Lesson 8: Practicing Conflict Management in Scenarios

Conflict Management Student Formative Questionnaire

Individually, complete the Conflict Management Questionnaire

URL: http://is.gd/rcsurveys

Code: [code]

Student Number: type anything

Conflict Management: Essential Component 1

Essential Components:

1. Know your natural response to conflict(s).

2. Understand the reason for the conflict and perspectives of everyone involved.

3. Take steps to manage the conflict.

Discussion:Think of ways your students commonly respond to conflict.

• What does it look like?

2/9/2018

14

Conflict Management Styles

Collaborating: Owls highly value both their goals and their relationships. They view conflict as a problem to be solved and seek a solution that achieves both their goals and the goals of the other person.

Avoiding: Turtles tend to value avoiding confrontation more than either their goals or their relationships. They often find it easier to withdraw from a conflict than to face it. This might even include completely giving up relationships or goals associated with the conflict.

Competing: Sharks typically value their goals over relationships, meaning that if forced to choose, they might seek to achieve their goals even at the cost of the relationship involved. Sharks are typically more concerned with accomplishing their goals than with being liked by others.

Accommodating: Teddy Bears typically value their relationships over their goals; if forced to choose, Teddy Bears might sacrifice their goals in order to maintain relationships. Teddy Bears generally want to be liked by others, and prefer to avoid conflict because they believe addressing it will damage relationships.

Compromising: Foxes are moderately concerned with both their goals and their relationships. Foxes typically seek a compromise; they give up part of their goals and persuade the other person in a conflict to give up part of their goals.

Adapted from Docstoc, http://img.docstoccdn.com/thumb/orig/47081621.png 1

Characteristics of Conflict Management Styles

Which style would be valuable in these types of situations:

• Company policy

• Law

• Ethics

• In an emergency when time is critical

Adapted from: Easy Conflict Resolution 1‐2‐3 presented by Bart Chaney 3/28/14

1


• When preserving or building a relationship is more important

• When it is not a significant cost to you to do so

• To restore harmony during a tense moment or after a disagreement

• To satisfy a complaint when in the process of providing customer service



1

2/9/2018

15


• When the issue is trivial and other issues are more important

• When there is no opportunity to constructively address the concern

• To buy time to let angry people cool down

• To refrain from making a rushed decision and have more time to gather information or support



1


• When there is little time pressure

• When the issue is of high importance involving priorities, principles, or values.

• When maintaining a close, mutually supportive relationship with the other party is important.

• When you have similar levels of authority and can benefit others beyond your agreement.


1



• Dividing a work load (we have a lot to accomplish)

• We can’t do it all because we have different priorities, so each person gives up a little.

• Finding something both parties can live with, neither being totally satisfied.



1

2/9/2018

16

1






Discussion:Think of common conflicts happening in school.

• What are common reasons behind the conflicts? Give example perspectives within a common conflict.

Example reasons behind conflict• Misunderstood humor

• Different meanings/contexts for specific words

• Unsolicited advice/suggestions

• Different importance placed on issues

• Body language

• Different levels of communication skills

• Different opinions

• Cultural differences

• Lack of trust

• Lack of commitment

• Emotionally‐charged situations

• Different values

• Poor listening skills

2

2/9/2018

17

Understanding Context• Context is the set of circumstances or facts that surround a particular event, situation, or conflict.

• “Seek first to understand, then to be understood” – Stephen R. Covey

• Have you experienced a situation in which you failed to seek first to understand?

• What happens when we don’t understand context and instead jump to conclusions?

• Why is understanding context challenging, and what can we do to overcome the challenges?

2

Perspective

1. Each person has a unique perspective.

2. A person’s perspective informs what that person experiences in each situation.

3. Each person can have different perspectives at different times.

4. The same message can mean two entirely different things from two different perspectives.

The Blind Men & the elephant: youtu.be/evGn3Dm_fYM

2

Given the prevalence of misperception, we must continually ask ourselves:

• Why might he/she be feeling that way?

• How would I feel in that situation?

Dr. Brené Brown defines empathy: youtu.be/1Evwgu369Jw

We should strive to be self‐aware, asking ourselves:

• What do I contribute to this situation in terms of behavior, actions, or thoughts (both good and bad)?

• How do I feel and why might I be feeling that way?

2

Empathy & self‐awareness in conflict

2/9/2018

18

Communicate to Find out More• Assertive Statements

• Listening/Paraphrasing

2

Guidelines for Listening and Paraphrasing:• Focus on listening closely to what the person is saying.

• Show understanding and acceptance through nonverbal behaviors: tone of voice, facial expressions, gestures, eye contact, and posture.

• Restate the other person’s wants, feelings, and reasons in your own words. Start your remarks with, “You want…,” “You feel…,” or “You think…”

Adapted from Johnson, D.W. & Johnson, R., (2005). Teaching Students to be

Peacemakers (4th Ed.) Edina, MN: Interaction Book Company.






Discussion:Think of ways your students manage conflict now.

• What does it look like when students try to work through conflict? Are they successful? Why or why not?

Conflict Management Strategies

Collaborate:Work to solve the conflict by seeking a solution that achieves both your goals and the goals of the other person.

Avoid: Withdraw from the conflict, potentially including the issues and the person/people causing conflict.

Compete: Strive to accomplish your goals, even if this means forcing the other person/people to accept your solution and potentially damaging the relationship.

Accommodate: Give up your own goals to let others have what they want.

Compromise: Give up part of your own goals and persuade the other person to give up part of their goals.

3

2/9/2018

19

1, 3

Conflict Scenarios1. Your child wants a candy bar and you are thirsty, and

you only have $1.

2. You are asked by your boss to attend a training but you are swamped with work and can’t get your students prepared for finals.

3. You don’t want to spend much for holiday gifts but your spouse wants to purchase one large gift for each person in his/her family.

3

Negotiation1. Describe what you want.

2. Describe how you feel.

3. Describe the reasons behind your wants and feelings.

4. Listen to the other’s perspective and summarize your understanding of what the other person wants, how the other person feels, and the reasons underlying both.

5. Come up with three possible solutions to the conflict that benefit everyone involved.

6. Together, choose the wisest course of action and state the agreement verbally.

3

Johnson, D.W., & Johnson, R. (2005). Teaching students to be peacemakers (4th Ed,). Edina,

MN: Interaction Book Company.

2/9/2018

20

MediatorsCharacteristics:• Good listener

• Creative at problem solving

• Trustworthy

• Respectful

• Able to work well with others

• Able to talk about feelings

• Non‐judgmental

Primary task: Facilitate negotiation between willing parties

Mediation Skit Observation Checklist

3

MediationWhat the Mediator Does What the Negotiators Do

Make sure that both parties want to solve the problem and are willing to try to find compromise. Those in conflict should have a safe space and a private, confidential environment in order to discuss their disagreement/differences.

Discuss interest in managing the conflict with the mediator.

Before the people in the conflict meet, gather some information from everyone involved. Meet with each person separately to get a summarized version of events (their story). Actively listen (empathize, paraphrase, nod, etc.). Be sure to ask questions in order to understand the roots of the problem.

Individually meet with the mediator to summarize what you want, how you feel, and the reasons behind your wants and feelings.

As you bring everyone together to discuss the issue, introduce ground rules such as no fighting/blaming/insults/threats, no interrupting, everything said stays in the room, speak truthfully, etc.

Agree to ground rules or suggest revisions as needed.

Help each person describe his or her wants, feelings, and reasons. Ask follow‐up questions to prompt clarification as needed and limit interruptions. Limit blaming and accusing statements and refocus each person as needed to communicate their wants and feelings. Help each side state the other’s point of view.

With each other, take turns to:• Describe what you want.• Describe how you feel.• Describe the reasons behind your wants and feelings.• Listen to the other’s perspective and summarize your understanding of what the other person wants, how the other person feels, and the reasons underlying both.

Help brainstorm multiple creative solutions that benefit everyone involved. Encourage ideas and expansion of concepts. Offer examples when people are stuck. Be supportive, yet challenge people to expand their ideas to benefit others.

Come up with three possible solutions to the conflict that benefit everyone involved.

Re‐state the agreement in a somewhat formal way focusing on stating what each person will do. Reiterate that the agreement will be binding, and each person is committing now to this course of action. Have each person verbally state, “I agree.”

Together, choose the wisest course of action and state the agreement verbally. 3

Conflict Management in Content Instruction

• Language arts: Analyze literary characters for instances of displaying various conflict management styles, or strategies such as negotiation or mediation.

• Social studies: Analyze instances of conflict among historical figures or actors in current events. Examine the historical results of each type of conflict management style.

• Math and science: Use instances of actual scientific and mathematical debate to role‐play how conflict management strategies could be used to defend or further a position or idea.

2/9/2018

21

Learning & Practicing Conflict Management

1. Facilitating role‐play of conflict management styles, negotiation, mediation, Conflict Management Lessons 1‐8

2. Cooperative Learning

• Group work and discussions

• Team assignments

• Paired problem‐solving

• Project‐based learning

3. Team sports

4. Small group & individual discussions/practice

Teachable Moments

Old method• What happened?

• What did you do wrong?

• This is the consequence – learn your lesson

Conflict Management Method• Describe your perspective on the conflict.

• What do you think the other person is thinking or feeling? Describe his or her perspective on the conflict.

• What conflict management approach did you use? How did this approach work for you?

• What other approaches could you have used to address this conflict? How would the outcome have been different if you used some or all of the six steps of negotiation?

Setting the Stage to Demonstrate Conflict Management

Build classroom culture and climate that

• Fosters positive attitudes toward conflict

• Promotes constructive problem solving

• Encourages students to think about what goals and relationships are most important to them

What supports this in your current classroom climate and school discipline protocol?

2/9/2018

22

Demonstrating Conflict Management

• Group work with reflection on all three conflict management components

• Negotiation of team assignments

• Team Captain: Peer mediation during project‐based learning

• Writing/Discussion Prompts

Thank you for attending!

Pattie Noonan, [email protected]

Please contact us with any questions you have about the College & Career Competency Framework.

Documents

PPT - Assertiveness Conflict Management - schd.ws - Assertiveness... · Zimmerman,2004; Ursache,Blair,& ... Buell&Snyder,1981;Grove,Hussey,&Jetter,2011; ... 5 Passive Behaviors Assertive