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THE RESOLUTION OF CONFLICT MODEL

BY BARBARA SMITH & TERESA FITZPATRICK. THE RESOLUTION OF CONFLICT MODEL. CONFLICT RESOLUTION RESEARCHERS. Hilda Taba “ a genuine learning experience involves the emotions of the learner” Israel Scheffler “overcoming] the breach by outlining basic aspects of emotion in the cognitive process

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THE RESOLUTION OF CONFLICT MODEL

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  1. BY BARBARA SMITH & TERESA FITZPATRICK THE RESOLUTION OF CONFLICT MODEL

  2. CONFLICT RESOLUTION RESEARCHERS • Hilda Taba • “a genuine learning experience involves the emotions of the learner” • Israel Scheffler • “overcoming] the breach by outlining basic aspects of emotion in the cognitive process • Antonio Damasio • “education systems might benefit from emphasizing unequivocal connections between current feelings and predicted future outcomes”

  3. Family of Model Social Family

  4. Type of Instruction • Inductive • Students are first presented with specific data or facts, then through the process of investigation and reasoning, they form the generalization. • Highly student-centered • Induction is more conducive to stimulating students’ thinking.

  5. Purpose of Conflict Resolution • Teaches students to evaluate and explore their feelings about a particular situation. • Develops an understanding of other people’s thoughts and feelings. • Teaches students to appreciate different views and perspectives.

  6. BENEFITS • Construct understandings of disciplinary knowledge. • Make inferences about the conflict, the participants in the conflict, and their response to the conflict. • Formulate interpretations of the feelings and perspective of others involved in the conflict. • Think critically and analytically about a problem. • Draw conclusions about a problem based on discussions and fact finding. • Defend claims associated with personal perspective about the problem.

  7. Resolution of Conflict Components • Step 1 – List all facts that pertain to the conflict -- in group discussion, list all facts pertinent to the conflict being analyzed – information should be written and visible to group • Step 2 – Identify the reasons for the actions, the feelings of the participants, and the reasons for those feelings – repeat for each character in a story or individual in an article

  8. Components, continued • Step 3 – Propose solutions and review their possible effects – examine various choices and their ensuing effects • Step 4 – Decide on the best resolution and hypothesize what the consequences would be – will produce differences in opinion; students can defend their choices; group comes to consensus about best action for characters

  9. Components, continued • Step 5 – Discuss similar situations – apply hypothetical analysis to real life through the use of personal examples • Step 6 – Evaluate the decision and look for alternative solutions – review the effects of the decision made in Step 4; look for additional solutions, as well

  10. Components, continued • Step 7 – Arrive at generalizations – statements explaining behavior in certain situations • Step 8 – Evaluate – gauge students’ abilities to propose solutions to conflicts that consider the feelings of all involved

  11. OUTCOMES • Courtesy - being polite to each other  • Listening - really hearing others • Participation - equal, without dominating • Views - thoughtfulness and originality

  12. Conclusion Because a relationship does exist between intellect and emotion, teachers must be careful to stimulate both. The classroom can provide a safe and supportive environment in which students can communicate feelings. Students can take pride in expressing themselves. When the student interacts with others and verbalizes his or her own ideas, learning is more likely to be effective.

  13. RECIPE 1. List all facts pertinent to the conflict. 2. Identify the reasons for the actions , the feelings of the participants, and the reasons for those feelings. 3. Propose solutions and review their possible effects. 4. Decide on the best resolution and hypothesize what the consequences would be. 5. Discuss similar situations. 6. Evaluate the decision and look for alternative solutions. 7. Arrive at generalizations. 8. Evaluate.

  14. Resolution of ConflictQuiz • As the teacher it is important to focus on disagreements in order to solve conflicts. FALSE • In a conflict resolution lesson, only one solution is correct. FALSE • There are eight steps to the Conflict Resolution Model. TRUE • A primary focus in this model are the feelings and views of people. TRUE • This model uses a lot of deductive questioning techniques. FALSE • Verbalizing your ideas and having those ideas challenged increases your educational experience. TRUE • It is hard to come up with conflicts for this model because Conflict is something that happens infrequently. FALSE • The downside to this model is that it teaches students that there are other perspectives and ways to interpret different events. FALSE • If you do not understand a students’ response, ask them to support their response. TRUE • Hilda Taba was the main researcher of the Conflict Resolution model. TRUE

  15. Homework Read Chapter 12 Pages 226-241

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