Steps in Resolving Conflicts

Children and Conflicts

Children frequently find themselves in difficult situations that lead to confrontations between them and their classmates that worsen. Conflicts between children can occur in any setting where children congregate, including the classroom, school bus, lunchroom, playground, while waiting in line, the library, and anywhere else (Emery 311).

Resolving Conflict

If these conflicts are not resolved, they will continue until adolescence when there is intense competition among people of similar age. The students who are in conflict will learn problem-solving abilities, listening skills, effective communication, and creative and critical thinking abilities through conflict resolution education.

The first step of resolving conflict is to first recognize the argument by assessing what was its cause, let the parties involved in the conflict to calm down, then discuss about what they are feeling and remind them of the rules (Hendrick & Weissman 211).

The second step is to ensure that both parties take responsibility for controlling themselves and when to return. When the children are ready to talk it is crucial that they are assisted so that they can understand behaviors that are acceptable and those that are unacceptable.

The last step is to make them understand that if they do repeat the unacceptable behavior, you will still uphold the suspension (Hendrick & Weissman 219).

In the conflict case of Jerry and Austin, the first step would be to let both of them cool down away from each other. After they are both calm and under control, I will bring them together and discuss the cause of the conflict and how they feel about it. I will ensure that both parties are in control of the feelings and have turns in explaining their part. I will then explain why both their behaviors are unacceptable from the beginning of the conflict without showing bias to either side. By explaining why both their actions were unacceptable, they will be able to substitute the acceptable behaviors for the ones that are wrong. The last step will be to explain to them that if they do repeat the unacceptable actions, punishment will be exercised because they did not change and do what is right.

Ways of Stopping Conflicts

There are a variety of ways of preventing conflicts the main ones being not comparing children with each other and always focusing on the positive in each of them (Hendricks & Weissman 327).

The following are ways of preventing conflicts:

- Assess the main causes of conflict, and if possible they should be mitigated so as to decrease the possibility of conflicts arising.

- Bullying should never be tolerated, and if there is a case that comes up, there should be a punishment that is applied.

- Children should be taught on the different ways of getting what they want and which do not involve the use of force or fights.

- The children’s feelings of being competent should be increased, and this is through the acknowledging of their positive behaviors and applauding them for it.

- A more social environment should be promoted that is less egocentric so that others do not feel they are better than their peers which if it is not curbed it will result in bullying.

- Children should always be made to understand why certain behaviors are unacceptable or when they do something wrong, it is important that they figure out why they are being told that it is wrong.

- A warning against bad behavior should be put across ahead of time especially when it is playtime or during lunch (Hendricks & Weissmen 331).

Conclusion

When children are assisted in employing the necessary problem-solving skills when a conflict develops, they will be able to overcome it and continue with their academic and social learning. But the biggest achievement of teaching them these skills is that they get the experience of being problem solvers and can take responsibility for controlling themselves when they are upset. These habits and competencies will grow with them and aid them even when they are grown and are faced with challenging conflicts.

Works Cited

Hendrick, Joanne, and Patrcicia Weissman. “Developmental Education for the Early Years.” The Whole Child 2.10 (2013): 200-304. Web.

Watson, Debbie, and Carl Emery. “Children’s social and emotional wellbeing in schools.” A critical perspective 1.2 (2012): 300-50. Web.