Conflict arises from differences. Values, motivations, perceptions, ideas, or desires Sometimes these differences may seem trivial to you, but when a conflict triggers strong feelings, a deep personal and relational need is at the core of the problem a need to feel safe and secure a need to feel respected and valued a need for greater closeness and intimacy Cooperation I want to win and I want you to win, too. Discuss underlying needs Orange example Ask probing questions to find out needs Recognize individual differences Be open to adapting your position in light of shared information and attitudes Attack the problem, not the people Recognize the legitimacy of conflicting needs Be willing to examine them in an environment of compassionate understanding This will open pathways to creative problem solving, team building, improved relationships, and trust Successful conflict resolution depends on your ability to: Manage stress while remaining alert and calm. Control your emotions and behavior. Pay attention to the feelings being expressed. Be aware of and respectful of differences. When to use “I” statements How it is on my side, how I see it, and how I would like it to be. You need to let the other person know you are feeling strongly about the issue Others often underestimate how hurt or angry or put out you are, so it’s useful to say exactly what’s going on for you—making the situation appear neither better nor worse. When to use “I” statements How it is on my side, how I see it, and how I would like it to be. You need to let the other person know you are feeling strongly about the issue Others often underestimate how hurt or angry or put out you are, so it’s useful to say exactly what’s going on for you—making the situation appear neither better nor worse. When to use “I” statements How it is on my side, how I see it, and how I would like it to be. You need to let the other person know you are feeling strongly about the issue Others often underestimate how hurt or angry or put out you are, so it’s useful to say exactly what’s going on for you—making the situation appear neither better nor worse. When to use “I” statements How it is on my side, how I see it, and how I would like it to be. You need to let the other person know you are feeling strongly about the issue Others often underestimate how hurt or angry or put out you are, so it’s useful to say exactly what’s going on for you—making the situation appear neither better nor worse. When to use “I” statements How it is on my side, how I see it, and how I would like it to be. You need to let the other person know you are feeling strongly about the issue Others often underestimate how hurt or angry or put out you are, so it’s useful to say exactly what’s going on for you—making the situation appear neither better nor worse. When to use “I” statements How it is on my side, how I see it, and how I would like it to be. You need to let the other person know you are feeling strongly about the

1. An insight for the behavior policy which can be applied with the most
common infractions
In-class
• Not bringing books and other resources, school uniform
• Tardiness in the morning (...times, then calling parents/contract)
• Absence (...days, then calling parents/contract)
• Skipping classes
• Not following instructions
• Bad attitude towards teachers
• Fooling around and playing in class
• Taking others’ belongings
• Fighting
• Causing injury to a fellow student by pencil/scissors...

2. In-school
• MobileCamera and smart watch use
• Takingdamaging school property
• Using improper languageswearing at fathersmothers
• Bullying, in schoolsocial media
• Fighting
• Hittinginjury causing for others
• Sexual gestureslanguage
• Insulting religions
• Inciting quarrelsprovoking others to fight or encouraging them to fight.

3. What teachers can do to prevent possible infractions/incidents
• How should teachers apply preventive guidance and approach their students’
misconduct?
• (Guiding Statements & Questions).
• Posting the acceptedunaccepted behavior. Ask students to sign and agree to the classroom rules.
• Keeping constant communication with parents.
• Teachers must respond to all their students’ complaints and to be fully engaged with their students’ concerns, not to
use statements such as, I don’t care, go to the counselor, ....
• Preserving lowacceptable voice tone in the classcorridors either from the teacher or hisher students.
• Provide a list of standards and consequences to parents and students.
• Teachers need to dedicate – at least- weekly discussions regarding their students’ behavior and reminding them of the
acceptable conduct in school.

4. Continued
• Always be ready with extra paperwork to give to your students to keep them busy.
• Keep students active and interested. Bored students misbehave.
• Teachers not to appoint students to discipline other students, this leads to countless disagreements.
• The teacher must be ready before students start to line up out of the class,
the teacher should stand at the class doorstep to be able to view hisher students in and out of the class at the same
time.
• Problematic students or whom teachers suspect to cause problems should keep them in front of the line to be closer
and supervised.
• Encourage competition among students by giving a weekly rewardable objective. Rewards could be tangible
nontangible.
• The teacher is responsible for explaining to the student why he is punished and what mistakes he has committed.
• Not to send two students to the bathroom at the same time.

5. Disciplinary Actions
sequence in applying disciplinary actions is not to be followed in all
situations/incidents. Some actions could lead to immediate expulsion.
• Verbal Warning (should be documented by the teacher).
• In-school suspension-1
• In-school suspension-2
• Suspension-off school-1
• Suspension-off school-2
• Written Warning-1
• Written Warning-2
• Written Warning-3
• Expulsion