Conflicts at school


Published on

Published in: Education
1 Like
No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Conflicts at school

  2. 2. Conflict: what is it? Conflict is actual or perceived opposition of needs, values and interests.Conflict as a concept can help explain many aspects of social life such as social disagreement, conflicts of interests, and fights between individuals, groups, or organizations.
  3. 3. Phases of conflict:  Prelude to Conflict: Variables that make conflict possible between those involved  Triggering Event: A particular event, such as criticism which creates the conflict  Initiation Phase: Occurs when at least one person makes it known to the other that a conflict exists  Differentiation Phase: Parties raise the conflict issues and pursue reasons for the varying positions  Integration stage / Resolution: Parties acknowledge common grounds and explore possibilities to move towards a solution
  4. 4. Types of conflicts  Community  Emotional  external  group  international  interpersonal  organizational  religious-based  relationship  racial
  5. 5. School conflicts  Pupils against pupils  Pupils against teachers
  7. 7. Teachers as Targets – Violence Against Teachers  Even with all of the measures in place to try to prevent violence in schools and keep our children safer, it’s been noted that many teachers fear for their own safety when they go to work  Programs have been implemented around the world in order to help prevent school violence against children, but little focus has so far been placed on preventing violence against teachers even though the problem seems to be on the rise. If you are a teacher who has been threatened or had a crime committed against you then the first thing you need to do is speak out and report it.  Anyone who behaves violently towards another person will continue to do so as long as they feel they can get away with it and as long as you continue to let them have control over the situation.  You also need to consider the danger that you could be putting your students in by allowing a violent person to run free in your school.  Reporting violence against teachers is crucial if you want to see something done about the situation and save lives.
  8. 8. Locations forViolence Against Teachers  Cities – 109,800  Suburbs – 78,100  Towns – 27,500  Rural areas – 37,700  Secondary schools – 139,400  Elementary schools – 113,700  Male teachers attacked – 78,500  Female teachers attacked – 174,500 Aggression against teachers  85,000 teachers have experienced pupil "aggression'' over two years  297 teachers took three or more days off work due to assault  58,000 teachers have experienced parental "aggression" over two years
  9. 9. Teachers Can Diffuse Stressful Situations  Redirect student to an alternative task  Use a calm, positive tone of voice – avoid a confrontation  Give students two or three choices of academic tasks to manage behavior and increase success  Use verbal praise intermittently in class  Use humor, but not sarcasm to defuse conflicts  Move close enough to student to engage or redirect behavior (3-5 feet), yet respect personal space  Speak softly, respect the student and solve the problem privately. When Students are Violent  Isolate the student  Allow cool-down time  Document the incident  Resume your regular schedule Violence against teachers can be greatly reduced if the teacherstays alert to
  10. 10. BULLYING
  11. 11. Bullying:  direct physical aggression ( involves tangible behaviors such as hitting, pushing and kicking);  direct verbal aggression (includes name- calling and threats);  indirect aggression(spreading rumors and telling tales). girls boys girls
  12. 12. a bully aggressiveanxious •Active; •Impulsive; • assertive; •Strong; • easily provoked •takes the lead in initiating the aggression; •seeks for another bully to follow his or her instructions. • low self-esteem; • lack of confidence; • disruptive temper; • follows the aggressive bully to compensate for inadequate feelings about him or herself; • seeks approval from aggressive bullies.
  13. 13. A list of six characteristics that families of bullies tend to have:  ‘‘Cool-to-cold emotional environment’’  Permissive parenting  Isolation of family from the community, and active social life or social involvement of family is lacking  Conflict between parents, and disharmony within the family  Parents fail to punish or may even reinforce aggression  Authoritarian parenting with high use of controlling and punitive discipline  Parents try to maintain order with rigid household standards and rules
  14. 14. Bullies  Control others through verbal threats and physical actions  Are quicker to anger and use force sooner than others  Have little empathy for the problems of others in the victim-bully relationship  Chronically display aggressive behavior  Are angry and revengeful  Have contact with aggressive groups  See aggression as the only way to preserve their self-image  Have inconsistent discipline procedures at home  Think physical image is important for maintaining a feeling of power or control  Focus on angry thoughts  Have many more family problems than usual  Suffer physical and emotional abuse at home  Exhibit obsessive or rigid actions
  15. 15. Victims  Have ineffective social skills  Have poor interpersonal skills  Are less popular than others  Feel socially isolated  Are afraid of going to school  Are physically younger, smaller, and weaker than peers  Lack of communication capabilities during high-stress incidents  Perform self-destructive actions  Believe others are more capable of handling various situations  Have difficulty relating to peers
  16. 16. Schools where bullying takes place are often characterized by  Students feeling unsafe at school;  A sense of not belonging to the school community;  Distrust among students;  Formation of formal and informal gangs as a means to either instigate bullying or protect the group from bullying;  Legal action being taken against the school by students and parents;  Low reputation of the school in the community;  Low staff morale and higher occupational stress;  A poor educational climate.