Rubric for Resolving Conflicts
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Rubric for Resolving Conflicts

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This was made with Jon Schatzky and Barney Trezona. ...

This was made with Jon Schatzky and Barney Trezona.

As a task in our MYP Areas of Interaction workshop, we worked together to unpack on AOI for students. We chose Approaches to Learning, and then focused on 'Social'. Using the document "Making the PYP Happen' and its trans-disciplinary skills, we then decided to create a rubric for the skill of 'Conflict Resolution'.

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  • 1. Rubric for dealing with and teaching conflict resolutionAOI:Approaches to Learning ATL:Social (Resolving conflict – from PYP Trans-disciplinary Skills[Making the PYP Happen])Potential uses: Self-reflection when conflict occurs, teaching aid for conflict resolution/ resilience, matrix for analyzing global issues, Professionaldevelopment tool for pastoral care/ leadership development Resolving Conflict Naughty-naughty With Intervention With some initiative Top Bloke/ Nice Sheila Refuses to listen to peers and Listens only to peers or authority Listens to all peers and authority Listens reflectively to peers and authority figures. figures that are sympathetic to figures. authority figures. their cause. Chooses to speak or argue while Communicates their Listening Carefully to others are talking. Speaks or argues with some understanding of what has been others peers or authority figures. Communicates some said (by asking questions or Does not show an understanding understanding of what has been repeating main ideas). of what has been said to them. Shows limited understanding of said (through body language). what has been said to them. Refuses to accept the point of Can paraphrase the point of Recognises that the points of Recognises disagreement and view or wishes of the other view or claims of the others view of others involved have makes an active attempt to party. involved, with intervention. some validity. understand the point of view of others involved. Compromising & Seeks an outcome which is Being Fair heavily biased in their own Seeks an outcome which is most Makes some attempt to seek a Actively seeks to find ajust favour. fair to themselves. win-win outcome. solution which may reach beyond those directly involved in the conflict. Chooses to disrespect or Demonstrates some respect, Shows some respect and Shows respect and empathy to disregard the feelings and needs with intervention. empathy to the ideas and the ideas and feelings of others. of others involved. feelings of others. Tempers their physicality and Advocates the point of view of Reacting reasonably Uses physicality as a means of language, with intervention. others, even they if they don’t to the situation intimidation or argument. Ends the conflict amicably agree. Ends the conflict amicably (handshake or smile). Uses inappropriate verbal and/ (handshake or smile), with Ends the conflict amicably or body language. intervention. (handshake or smile). Refuses to acknowledge their Acknowledges their role in the Admits and accepts some Fully admits and accepts Accepting role in the cause of the conflict. conflict, with intervention. personal role in the conflict. personal role in the conflict. responsibility appropriately Offers some restitution. Offers and follows through on appropriate restitution. Barney Trezona, Jon Schatzky, Stephen Taylor at an MYP AOI workshop, Singapore, April 2012
  • 2. Rubric for dealing with and teaching conflict resolutionSeeing the MYP ATL’s move to five (social,communication, self-management, research, thinking), wesaw the connection with the PYP’s trans-disciplinaryskills. These are in the Making the PYP Happen document(get it from the OCC). This excerpt shows just how thePYP have unpacked the ‘Social’ element (Making the PYPHappen, page 22).It will be interesting to see how this is translated oradapted over to the move to MYP (and the Approaches toTeaching and Learning in DP).Next steps with this document: Align the language throughout the descriptors, to make it more cohesive Test it in a class or with students Take these descriptors and transform them into a more visual/ student-friendly format for posters/ handbooks Develop the rubric further as a webpage, hyperlinking key words and phrases (such as reflective listening), to point to resources which can be used by teachers, students and parents.Barney Trezona, Jon Schatzky, Stephen Taylor at an MYP AOI workshop, Singapore, April 2012