Presentation on peace

1. Teachers’ Workshop on
Managing Conflict and
Beginning a Journey as
Peace-Builders

2. OBJECTIVES
• To strengthen awareness on managing
conflict and cultivating peace
•To enhance learning outcomes on
promoting a culture of tolerance and
respect
•To increase teacher’s self-confidence in
sowing seeds of peace and respect for
cultural diversity

3. Topic Outline
Conflict Management and
Peace-Building
•Cultivating Peace and Managing
Conflict
•Promoting Peace by Respecting
Others
•Sowing the Seeds of Peace and
Respect for Cultural Diversity

4. Expected workshop outputs
• Reflection
•Action Plan
•Integrating Peace Education
in Lessons

5. Implementation strategy for
workshop learnings and
outputs
• Real life situation application
•Lesson integration
•Lesson integration

6. •Are you ready to begin
your journey towards
championing the cause of
peace and respect for
cultural diversity in our
school?

7. •own attitudes and perceptions of
conflict, violence
•their causes and effects
• honest look at your own beliefs and
opinions.

8. •close your eyes
•think about what it would be like if
you could make our school a center of
peace in our community.
• think about the powerful role you can
play as teachers in making this dream
a reality.
•Finally, take a deep breath and open
your eyes.

9. Cultivating Peace
and
Managing Conflict

10. •“He who lives in harmony with himself lives
in harmony with the universe.” - Marcus
Aurelius
•“As human beings, our greatness lies not so
much in being able to remake the world-
that is the myth of the ‘atomic age’ - as in
being able to remake ourselves. - Mahatma
Gandhi

11. is described as the hostility or
antagonism towards another due to
a difference in ideas, interests,
desires, or needs. The situations of
conflict you have experienced may
have involved school head co-
teachers, students, or even parents
and members of the community.
Conflict

12. •experienced in your life as teachers
•Include the situations in which you were
directly involved in the conflict and
situations where you had to mediate
between two parties.

13. •describe the conflict
•Gravity of the conflict
•Cause of the conflict
•Effects of the conflict
•Who were involved?
•Resolution of the conflict
ACTIVITY

14. •we examined a conflict situation and how one might
have dealt with that conflict.
•We described the conflict and determined its causes
and effects.
•We also examined how we might have dealt with the
conflict and what the results of our actions might have
been.
•the approach to the conflict was constructive, and
finding the solution involved each of the concerned
parties. There may have been other options in dealing
with this conflict. These options may have also
resolved the conflict, or they may have deepened the
conflict.

15. •conflict situations in your life,
•realized that conflicts
•vary in terms of their effects on
people.
•choices that you make in dealing with
them.

16. (a) Do you see any general pattern in
the cause of each conflict?
•Conflicts usually arise when two
parties have different in ideas, needs,
or interests that they cannot reconcile.
Many times, conflicts begin when
parties cannot agree on something, or
hold strong, divergent opinions on an
issue.

17. (b) Can you determine how you usually deal
with conflicts based on the ones that
you identified?
•Looking at the conflicts that you identified, you
must have noted that you can deal with
conflicts in many ways. Was there an instance,
for example, when students were sent to your
office because they were caught copying from
one another during an exam? What did you tell
the students? How did you handle the teacher
who might have harshly scolded the students
before the whole class, and threatened to give
failing marks in that subject?

18. •Each method of dealing with conflict has certain
implications that could help or hinder the resolution of
the conflict in a constructive way. As teacher, you must
determine the best approach to dealing with conflict. If
a heated debate between two parents or between a
parent and with co-teacher occurs during the Parent-
Teacher Association (PTA) meeting, you should be able
to effectively manage that conflict. Determining the
most appropriate way to resolve a conflict in a manner
that creates trust and understanding between two
parties is a critical skill all of us must possess

19. (c) If some of the conflicts you identified have not yet
been resolved, why do you
think do they remain unresolved?
•There are many reasons why conflicts remain
unresolved even if one or both parties make
an effort to end the conflict. Many times,
conflicts can persist because the methods
used by each party are not considerate of the
needs and concerns of the other party. Fear,
anger, and pride are some of the strong
emotions that can affect the willingness of
each party to dialogue.

20. •Conflict can affect a school deeply and will
hinder efforts to create an environment of
peace and understanding. With knowledge
of appropriate conflict resolution
techniques, individuals will be more
confident about dealing with conflicts and
resolving them in ways that build trust and
understanding between two parties.

21. (d)If you were given a second chance, is
there anything that you would do differently
in the way you managed each of the conflict
situations you identified?
•You may have realized that over the years, you
have gone through experiences that changed the
way you view certain situations. As such, you may
deal with conflict differently today than the way
you did when you were much younger. Over time,
you meet different types of people and grow in
knowledge about different issues and social
concerns. This knowledge will have an impact on
your perception of conflict and how you handle it.

22. Even as a child, you experienced conflict when you had
to share things with your siblings, or when you were
forbidden from doing things by your elders.
Throughout your life, you encounter situations that put
you in conflict with others. For example, you may have
experienced having a different opinion with your co-
teachers on certain policies. You may have expressed
your opinions to your School Head, who might have
disagreed with your views.

23. Dealing with Conflict
 In our everyday dealings with people–
even our closest of friends – we
encounter conflict. Everyone has
opinions, wants, and needs, and
sometimes these clash with our own
opinions, wants, and needs.

24. • Differences in ideas, opinions, values, and
beliefs
• Non-alignment of wants and needs of both
parties
• Differences in the goals and interests of each
party
• Misunderstanding or miscommunication
• Competition over resources or opportunities

25. •Nario-Galace (2006) describes three ways
you can deal with conflict:
•i) avoidance, ii) aggression, and iii)
problem-solving or negotiation.
Each of these methods carries certain
implications in terms of their effects on
people and how effective they are in
resolving conflicts.

26. Dealing with Conflict
through Avoidance

27. •There is a tendency for the more combative party
to rule over others.
• Pretending that the conflict is not there while
secretly nursing a grudge can damage
relationships over the long term.
• A lack of trust can emerge when there are doubts
about the other person’s ability to bridge
differences or even the sincerity of the efforts, and
if these doubts exist in the mind, it means closed
doors for dialogue and resolution of the conflict.

28. Dealing with Conflict
through Aggression

29. •It introduces power as a factor in resolving conflicts, and it
turns the dialogue into a power struggle that can alienate
and increase the frustration of those who have little
control in the interaction.
• Verbal and physical assaults can hurt and dehumanize the
other party, put people on the defensive, and reduce trust
and confidence in the other.
• Finally, acting aggressively does not solve the conflict. It
can lead to broken relationships or physical and
psychological harm. It might lead to a situation where
both adversaries lose.

30. Dealing with
Conflict through
Problem-Solving

31. • Discussing the problem with the other party
• Honestly stating our interests, feelings, and
opinions
• Listening to what the other party has to say
• Working towards a solution to the problem

32. • It does not result in hurt feelings
because its objective is to explore options
and not secure one’s position. There is an
openness to the ideas and opinions by
others, and the goal is to listen and
understand the feelings and needs of the
other party.

33. It increases trust between the two
parties. When one party feels that
the other is considering their
feelings and needs, it will help open
the doors to increased
understanding. It builds the
relationship rather than strain it.

34. Conflicts between two groups of people that
escalate into violence and armed struggle may
affect student relations in school. Students
from two opposing cultural groups may feel
strong negative emotions towards each other.
This may affect either group’s ability to solve
problems constructively, and may even
manifest itself in aggressive or violent
behavior. Students of one culture may keep
together and protect each other when one is
wronged.

35. •In the preamble of the UNESCO
constitution (UNESCO, 2009), you can
find the following statement:
•“Since wars begin in the minds of men,
it is in the minds of men that the
defenses of peace must be constructed.”

36. Conflict erupts because there is a lack of
concern by an individual for another
individual. Usually, people who are not
open to new ideas or who are not willing
to accept differences have a difficult time
managing conflict with others. This can
result in serious divisions between
groups of different cultures and can be
counterproductive to peace efforts. In
fact, if conflict is not managed in a
constructive manner, it can lead to more
serious forms of conflict.

37. Many of us may feel that war and
violence is inevitable simply because it is
all around us. We see it in the media or
hear about it from other people. Some of
us might have even experienced war or
violent conflict ourselves. Because it is all
around us, it is understandable that there
may be a feeling of helplessness.

38. Many times, conflicts arise when people’s
rights are violated. There are instances
when we may feel that we are being
denied our rights, or when we deny others
their rights when we are in a position of
authority. Human rights are basic rights
and freedoms a person is entitled to,
regardless of nationality, sex, national or
ethnic origin, race, religion, language, or
other status.

39. In 1948, the United Nations drafted the
Universal Declaration of Human Rights
(UDHR) (United Nations, 2009). In it,
they declared that all human beings are
born with equal and inalienable human
rights and fundamental freedoms, and
they encouraged all nations to uphold
these rights.

40. 1. Why do you think did the UN identify schools
and educational institutions as an important venue
for disseminating and discussing the Universal
Declaration of Human Rights (UDHR)?
because it is important to instill the
concept of human rights in the future
leaders of every nation. The school as
a place of learning is the most
effective place where awareness of
the rights of others is instilled in
individuals

41. 2. How might I violate the rights of others with
my own thoughts, words, or actions?
We can violate the rights of others with our
own thoughts, words, and actions in many
ways. In our thoughts, we can violate the rights
of others by perceiving them as different and
undeserving of the rights as defined in the
UDHR. We can also violate the rights of others
through our words or actions. One example is
when we show intolerance for the culture or
opinions of students and teachers from
different cultural groups, or when we express
our prejudice of another’s religion, values or
beliefs.

42. 3. What effect does this have on the
persons whose rights I have violated?
When we violate the rights of others, this causes
alienation and frustration in those whose rights we
have violated. When we ourselves experience
violation of our rights, we get hurt or we get angry.
When we hear stories in the news or media of
prejudice against our beliefs and religion, we might
feel anger towards those who express this prejudice.
We may also think that those around us do not care to
know us, so this creates deep divisions between us
and others.

43. 4. What can I do to promote and protect,
instead of violate, other people’s rights?
•You can promote and protect human rights by
disseminating and encouraging the discussion
of the Declaration of Human Rights and other
important human rights documents. You can
instill respect for the rights of others through
school programs and activities that help
students understand human rights and
commit to upholding these rights. As an
individual, you can adopt the principles of the
declaration of human rights and integrate
them into your life.

44. Structural Violence
•We can never have a real culture of peace and
respect for diversity in our school if we do not
teach our students respect for human rights.
One of the foundations of peace is upholding
the rights of every person and making sure that
these rights exist and are not taken away. The
school is a critical venue for developing the
awareness of human rights in society because
the children are open to ideas that can change
the world.

45. •Aside from violating the rights of others
by what we say or do, we inadvertently
encourage violation of human rights by
not upholding the rights of others when
we see them violated. Part of upholding
human rights is not just watching our
own actions.
Structural Violence

46. •It includes being vigilant about human
rights and advocating these rights in
your community and society. Part of the
role you play as teachers is to instill in
your students a sense of responsibility
for upholding human rights.
Structural Violence

47. Human rights violations are not just
confined to the actions of one person
against another. The rights of others
can be violated by a system or
structures in society that may be
accepted as natural. A condition such
as this is referred to as structural
violence.
Structural Violence

48. Can you think of ways in
which structural violence
manifests itself in your
community?

49. Identify groups in your community whose
rights are often violated. You can look at the
situation of the poor, women, and members of
minority religious and ethnic groups, and
think of other groups not mentioned here.
Think about how the rights of these groups are
violated, and what structures exist in the
community that result in the continuous
violation of their human rights.

50. •1. What you can do to help
challenge the violation of human
rights at your school and
community?
•2. What can you do to help alleviate
economic inequity?
•3. How can you involve your school
and your community?

51. Summary
conflict is a
normal part of life
and how it can
escalate into
aggression and
violence when
not properly
resolved or
managed.

52. dealing
with
conflict
i) avoidance, ii)
aggression, and iii)
negotiation. Of the three,
negotiation is the most
effective way of dealing
with conflict because it
allows both parties to
discuss their issues in a
non-threatening
manner.

53. dealing
with
conflict
It also helps build trust
between the two parties in
conflict. If you want to
build a culture of peace
and respect for diversity in
your school, you must
apply and teach the skill of
negotiation and problem-
solving.

54. Conflict
Conflicts are part of
everyday life and they
surface when the rights
of another are violated
or denied. Awareness of
human rights and
upholding these rights
are a key component in
creating a culture of
peace in your school.

55. Lesson Tasks Reflection
Deadline: March 31, 2022