Helping Your Pupils to Communicate Effectively and Manage Conflict

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Routledge, 2008 - Education - 65 pages
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‘Why can’t you just get along?’ This is a question children are commonly asked. But they will usually have a very ‘good’ reason for their conflict – ‘Because he’s always telling me what to do!’; ‘She stole my lunch!’. The fact is that any in social situation there is a potential for conflict. What children need are the skills to manage conflict when it does arise.

Helping your pupils to communicate effectively and manage conflict looks as the basics of effective communication and the essential skills for forming and sustaining productive relationships. Focusing on promoting a culture of fairness, respect, inclusiveness and cooperation in the classroom, this book shows teachers how they can help their pupils understand things from another’s point of view and foster empathy, by learning specific skills (such as describing behaviours, checking one’s perceptions, summarising ideas and feelings and giving and receiving feedback) and practicing specific activities (such as role play, structured controversy, problem-solving, simulation, discussion and reflection).

This book suggests ways to organise the classroom, provides teaching strategies and pupil activities and gives notes on assessment and record-keeping. It is complemented by several pages of proformas, which can be copied or amended for use in the classroom.

 

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Contents

1 What is the relationship between effective communication and conflict management?
11
2 What are the benefits of effective communication and conflict management?
12
3 The role of the teacher
15
4 Organising the classroom
21
5 Strategies and activities
25
6 Frequently asked questions and troubleshooting
34
7 Tips for the teacher
39
8 Assessment and record keeping
41
9 Proformas for the classroom
44
10 Further reading
64
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About the author (2008)

Robyn English is currently Assistant Principal of a large primary school in Melbourne. She gives professional development presentations in a variety of areas, particularly assessment and thinking skills, and writes regular classroom support materials.

Lynette Longaretti is currently completing her PhD at the University of Melbourne. She is an experienced primary school teacher and part time lecturer in Education.

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