1. Scenario 24: Conflict resolution (B)
Behaviour Scenarios
A specially commissioned set of resources for tutors, school mentors and trainee teachers
Scenario 24: Conflict resolution (B) 1

2. Scenario 24 Conflict resolution (B)
(This scenario is linked to, and is a development of, Scenario 10)
Scenario 10: You are walking across the play area and two pupils start to push and shove each other. Other pupils shout, “Fight, fight!” and start running towards the scene. What do you do?
Scenario 24: After you have resolved the immediate problem you call the pupils together. How do you set about resolving the conflict more permanently? 2

3. Key Learning Outcomes
Knowledge about how to resolve conflicts between pupils effectively and an understanding of the contribution conflict resolution approaches can make to SEAL.
The opportunity to model, practise and gain feedback in a school situation using the seven steps for resolving conflict between pupils.
Relevant QTS Standards: Q1, Q2 & Q21(b) 3

4. What do you do?
Discuss the punishments that would be likely to deter such behaviour in future.
Help the pupils find alternative solutions to the problem.
Show the antagonists some of the techniques for being assertive so they can avoid aggression in future.
Tell them they should not be so silly and show them how to sort out their differences in another way.
Explain the school rules about fighting and tell them that you are calling in all their parents to discuss a lasting solution with them. F 4

5. What may be the best choice?
Help the pupils find alternative solutions to the problem.
The purpose of further intervention is to teach the pupils how to avoid conflict and prevent it escalating. Scenario 23 describes 7 steps to follow and finding alternative solutions is the 5th step.
Research shows that the pupils who can think of the most alternative forms of behaviour are those most likely to avoid conflict. 5

6. How might you prevent a recurrence?
Resolving a conflict is an opportunity to teach pupils how to avoid conflict in the future by finding alternative ways of behaving that are more productive. The teacher could use a simplified version of the 7 steps approach:
Get the facts and the feelings.
Help pupils see the solutions.
Generate alternatives.
Evaluate consequences.
Ask for a decision.
The Notes for this slide explain each stage. 6

7. Underlying principles
Effective conflict resolution involves a solution focussed approach.
The antagonists will learn to resolve conflict themselves if they are taught how to select behaviours which will avoid conflict escalating.
As in so many other situations, punishment will only be effective if it helps understanding of better alternative behaviour.
It is essential to allow the pupils concerned to find their own solutions and to practise them.
The process of conflict resolution helps with SEAL education 7

8. Rights and Responsibilities
Helping pupils to resolve conflict makes a valuable contribution to the SEAL curriculum which is such an essential part of education for life. It is a very good illustration of a ‘behaviour for learning’ approach
Schools are required to educate children for life in a democratic society. A key skill for democratic citizenship is knowing how to resolve conflict and disagreement peacefully.
Pupils need to be taught how to resolve conflict. It is a problem solving skill that has to be learned. 8

9. Activities to try
When you next encounter an argument or disagreement amongst pupils in school, consider applying the simplified steps for conflict resolution between pupils described in slide 6. Reflect on how effective you felt your intervention was
Design a lesson to teach children some of the basic techniques. You could involve role play and discussions about alternatives to conflict. You could include circle time discussion as part of the lesson 9

10. Want to find out more? References on the B4L web-site
EPPI Centre review - Conflict resolution, peer mediation and young people's relationships
Teachers TV – Working with TAs – Primary – Dilemmas
Teachers TV – Primary Admin staff – Dealing with Parents
Teachers TV - Primary Management – Transactional Analysis
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