Conflict Resolution
3-323
Celines Lewis
INTRODUCTION
There is a high volume of student incidents occurring during lunch and recess where students feel they are being bullied. These incidents are occurring because some students are not managing their emotions or adhering to social norms. They are being unkind to one another and not resolving conflicts properly or with respect.
TASK
Fellow
third graders need you to show them how to manage emotions and practice
conflict resolution in order to avoid disagreements during lunch and recess.
You will research ways to resolve conflict and then create a poster that your
principal can share with Ms. Gonzalez and other classes. In the poster you will
include ways that students can solve a problem. Your description of the problem
will include examples of some incidents occurring during lunch and recess. Your
solutions will give examples of how the situation could be avoided or resolved.
PROCESS/RESOURCES
Fellow third graders need you!
We have looked at the "Children Bullying during Lunch and Recess” presentation. Using the PPA Process, you will follow the six steps to solving the problem of students and conflict resolution. The six steps of the PPA Process are: define the problem, gather the evidence, identify the cause, evaluate the existing policy, develop a solution, select the best solution. You and your group will research, create a canva slideshow and present it to the class on a common lunch/recess conflict that you selected. You will be provided with a checklist and rubric to help guide your presentation.
You will:
1. List the four key steps to problem solving:
Introduction: I am a Problem Solver:
https://app.seesaw.me/a/f00b5b53-6b6d-4681-8454-f84d61d8fca1
2. Decide on a common conflict to resolve as a group:
3. Create a Canva Slide that follows this guideline:
➔ Slide One: Title Slide
Name the problem that you are solving
➔ Slide Two: Brainstorm-list at least 2 ways that the problem can be solved
➔ Slide Three: Steps to Solve This Problem
What are some steps people can take to solve this problem?
➔ Slide Four: Reflect: How effective is our solution?
Effectiveness (How likely is it to solve the problem? Will this change be effective?)
Some videos to guide your research are linked here:
Strategies for resolving conflict:
Conflict Resolution:
Helping Kids Resolve Conflict:
4. Present your Slides to the Class
Day 1: Define the Problem
At our school, we’ve encountered some issues at recess where students are having conflicts. Why do you think these conflicts are happening?
Day 2: Gather the Evidence
You along with students of other grades will complete the Google form stating what you have noticed. How can we help one another?
Day 3: Identify the causes
What is conflict resolution?
Introduction: I am a Problem Solver:
https://app.seesaw.me/a/f00b5b53-6b6d-4681-8454-f84d61d8fca1
Day 4: Analyze the Data
Let’s analyze the survey data! With your group, analyze the results of the survey about conflicts that occur during lunch and recess. Brainstorm with your partners some reasons as to why students are encountering these problems. Discuss the role emotions play in conflicts. We will chart the reasons we came up within discussions.
Based on the survey data we’ve collected, why do you think there’s so much conflict in the school building during recess?
The causes for conflict can be linked to one or more of the following:
You will create posters on Canva or Google slides helping students to become peaceful problem solvers.
Day 5: Evaluate the Existing Policy
Now that we know more about the conflicts in our school community and what is causing them, let’s discuss the policies we have in place at our school to help our school community with problem resolution:
“By failing to support and effectively implement conflict resolution and social/emotional programming, the DOE undermines its own efforts to improve student achievement. Studies demonstrate that conflict resolution programs successfully teach children to act cooperatively and express themselves non-violently, which, in turn, leads to safer schools and a classroom environment more conducive to teaching and learning. “
https://www.nyc.gov/html/records/pdf/govpub/moved/pubadvocate/ConflictResolutionReport.pdf
EVALUATION
CONCLUSION
You have successfully completed solving a problem that occurs during lunch/recess-kudos! You analyzed possible solutions and presented this information using Google Slides or Canva. All of your hard work has been shared with our school counselors Ms. Gonzalez and Ms. Vascones.
STANDARDS
Research to Build and Present Knowledge
Standard6: Conduct research based on focused
questions to demonstrate understanding of the subject under investigation.
Standard7: Gather Relevant Information from Multiple Sources, assess the credibility and accuracy of each source, and integrate the information in writing while avoiding plagiarism.
Speaking and Listening Comprehension and Collaboration
Standard 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners; express ideas clearly and persuasively, and build on those of others.
Standard 2 Integrate and evaluate information presented in diverse media and formats (including visual, quantitative, and oral).
Standard 3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. Presentation of Knowledge and Ideas
Standard 4: Present information, findings, and supporting evidence so that listeners can follow the line of reasoning. Ensure that the organization, development, and style are appropriate to task, purpose, and audience.
Standard5: Make strategic use of digital media and visual displays to express information and enhance understanding of presentations.
Standard 6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of academic English when indicated or appropriate.
Language Standards
Conventions of Academic English/Language for
Learning
Standard 1: Demonstrate command of the conventions of academic English grammar and usage when writing or speaking.
Standard 2: Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing.
SL.3.1d Explain own ideas and understanding in light of the discussion.
SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.