1. Scenario 23: Conflict resolution (A)
Behaviour Scenarios
A specially commissioned set of resources for tutors, school mentors and trainee teachers
Scenario 23: Conflict resolution (A) 1

2. Scenario 23 Conflict resolution (A)
You are aware that, in your school, there seems to be a lot of antagonism between staff and pupils, between pupils and pupils and sometimes between the staff themselves.
What are some of the general approaches that will help reduce or resolve conflicts? 2

3. Key Learning Outcomes
An understanding of some of the features of conflict and some of the approaches that are effective in conflict resolution.
An opportunity to model and practise some of the stages in conflict resolution
Relevant QTS Standards: Q21(b), Q30 & Q31 3

4. What do you do?
Tell the person/people that you think they should grow up and behave more considerately.
Don’t take sides but try to sort out who started it.
Listen actively to what they are saying.
Try to decide who is to blame so that you can get to the bottom of their personal problems.
Suggest that you should decide who is in the wrong.
Resolve the conflict, shake hands and agree that it will never happen again. 4

5. What may be the best choice?
Listen actively to what they are saying.
In order to understand the origin of a conflict you first need to really understand people’s feelings and needs.
In any case, the skills of active listening are essential for effective teaching.
For more information on active listening see the handout on Active Listening 5

6. How might you prevent a recurrence?
An effective approach to conflict resolution involves seven steps:
Encourage respect for the other person
Confront the problem
Define the conflict
Communicate understanding
Explore alternative solutions
Agree on the most workable solution
Evaluate after time
The Notes for this slide explain each of these steps. 6

7. Underlying principles
Active listening is an essential skill involved in both good teaching and effective conflict resolution.
It is necessary to clarify opinions and clarify the situation if the causes of conflict are to be understood.
Being non-judgemental is essential.
Conflict resolution involves creating empathy.
Solution focussed approaches can be applied to good effect.
Long term solutions are more likely if the situation is revisited after a short time. 7

8. Rights and Responsibilities
Conflict can easily turn into violence and bullying which infringe the fundamental rights of children enshrined in The UN Convention on the Rights of the Child
Article 19 requires teachers, under their duty of care (which is a common law duty in the UK), to protect children from violence and to prevent and treat instances of abuse.
It is therefore an obligation on all teachers to resolve conflict as part of their professional responsibility.
It is the responsibility of pupils to respect the rights of others in the school to be educated without suffering violence or fear. 8

9. Activities to try
Practise the seven steps for conflict resolution when you next encounter a conflict situation amongst your friends. When you have finished attempting to resolve the conflict, discuss how the protagonists felt and which of the steps you took to resolve the conflict were the most successful.
With another trainee, carry out the short exercise on active listening described in the Notes.
When you are next in school, find a teacher colleague who seems to avoid conflict better than most. Ask how he/she reduces conflict when it occurs. What is it about this person that is different and what does he/she do differently from others who encounter more conflict? 9

10. Want to find out more? References on the B4L site
Oxfam - We work together … Can you?
American Research Project - Managing Student Behavior in Today’s Schools
Teachers TV – KS3/4 PSHE – Mediating Conflict
Teachers TV – KS3/4 – Resolving Conflict
DCSF – The National Strategies - Social and emotional aspects of learning: Improving behaviour, improving learning 10

11. Conclusions
What is the key message have you gained from this scenario material?
How might you apply this approach in your own practice in school.
Further insights and notes for tutors and mentors are available on the website
Updated August 2009