Paths to Peace: Every Child’s Right to a Peaceful Classroom
Presenters Nancy Brasel, University of Central Florida, Palm Bay email@example.com SherronKillingsworth Roberts, University of Central Florida, Orlando firstname.lastname@example.org Patricia A. Crawford, University of Pittsburgh email@example.com
Peace …it does not mean to be in a place where there is no noise, trouble or hard work. It means to be in the midst of those things and still be calm in your heart. --Unknown
Purposes Investigate ways to nurture supportive classroom communities that demonstrate an ethic of care Consider practical and proven strategies for helping children to resolve conflicts Investigate appropriate literacy texts and writing strategies that support and maintain peace as part of a quality education
Beginning Building a Classroom Community Where everyone is safe Where everyone belongs Where everyone is accepted Where put-downs, abuse and bullying are not allowed How Identity and Familiarity rituals (learning names, family involvement) Team and Trust building exercises Modeling, Encouraging & Noticing Pro-social Behavior
Teaching Problem Solving Skills Instead of trying to prevent conflicts, welcome them as opportunities for children to learn to problem solving strategies within a safe environment. Common steps in any Conflict Resolution program: Stop the action Identify the problem Brainstorm solutions (all suggestions are valid) Agree to try one solution (a win/win solution) Check back to make sure the solution is working
Teacher Attitudes and Skills Being aware of tone of voice Listening and taking kids seriously Enjoying the job Appreciating uniqueness Uncovering hidden talents of students Developing attitudes of ________
Having a sense of humor Respecting Students Involving students Employing forgiveness
I’m sorry. I’m sorry, but you can’t make me apologize. I apologize. I mean, I thought__________________ Really I just____________________ When you probably thought__________ I’m sorry that ___________________ I could see how ______________ Next time, I’ll ___________________ But could you see how_______? But whatever… Apologies aren’t easy, but let’s be friends You should know, All over again. I’m sorry. I’m sorry.
Let’s Give It a Try I feel _________________________. When you _______________ I wonder ______________________ And I think______________ Could I _______________________? Could we ______________________? Come on! Let’s try! Why don’t we _______________? We can do this together!
You are ________________(either a relationship or an adjective). I am __________________ (either a relationship or an adjective) Your favorite words seem to be____________________________ My favorite words seem to be _____________________________ You make me _________, ___________, _____________ (three things). I make you ___________, ___________, ______________(three things). Even though we see things differently, Even though __________________________________(must rhyme with the above line) Together we can _______________________________________.
Example You are my daughter. I am definitely your mom. Your favorite words seem to be, “I never get to do what I want.” My favorite words seem to be “we’ll see…” You make me crazy, rushed, and at the same time proud. I make you rushed, crazy, and pushed to the max. Even though we see things differently, Even though we each approach the problem by focusing only on me… Together we can work it out And make it right.
Children’s Literature Reflective quality of children’s literature Windows and mirrors