Conflict Resolution and Peacemaking

Conflict Resolution and Peacemaking

Individual’s face conflicts regularly through life. Conflict is defined as a “perceived incompatibility of actions or goals” (Myers, 2010, p. 484). Conflict could be resolved by following basic steps to reach a solution. Many adults cannot resolve conflicts in a positive and effective manner. This is a result of not being taught the process of conflict resolution and peacemaking as children. A teacher in California attempts to change that with her students.

Tiffany Hunter made the decision to teach her students in an environment that will develop them into a society instilled with peace (Hunter, 2008). Her mission is to teach values such as compassion and peace to her first graders. The class made a commitment to avoid violence as a solution to conflict. Instead the students sit at the peace table, a place to discuss and resolve conflicts. Students may use a mediator during conflict resolution. Mediators help by facilitating communication in a constructive manner (Myers, 2010). Ms. Hunter does not mediate for all conflicts her students face. She makes herself available but desires for the students to reach a solution on their own. Through activities in the classroom, Ms. Hunter teaches her students about empathy, diversity, community, and conflict resolution.

Empathy is defined as perceiving another’s thoughts and feelings (Myers, 2010). Empathy is vital to the conflict resolution process. Empathy is what helps an individual understand how the conflict affects the other person. Emotions can be expressed verbally or nonverbally. Children need to learn to understand their own emotions in order to develop empathy. Ms. Hunter works with her students on identifying emotions and understanding ways to change them. And individual’s social world involves diversity. Interactions occur with people of different gender, race, economic class, ethnicity, and characteristics. As children, individuals should promote social equality (Hunter, 2008). Through experiences with people of different backgrounds and abilities, individuals learn about equality.

Children should learn to use nonviolent approaches in problem solving (Hunter, 2008). By practicing the process of peaceful conflict resolution, individuals learn the skills needed for compromise, negotiation, and mediation. Ms. Hunter uses a three step process. The first step she uses is cool down when angry. After the students have cooled down, they begin the next step. The second step is to communicate. During this step she requires her students to discuss the conflict. The students must also listen to one another. It is during this step that her students realize that the conflict is a shared problem. This is the point of the conflict that the parties understand there is conflict and understand what the conflict is about. During communication empathy is formed. Communication is a vital aspect of conflict resolution. The third step in her process is to solve the problem together. The students are asked to brainstorm possible solutions to the conflict. These solutions should be win – win solutions. During conflict, individuals tend to focus on win – lose solutions. This means that one side is pleased whereas the other side is not. In a win – win solution both sides are pleased. After the students brainstorm solutions, they agree on one to try. Sometimes the conflict resurfaces because the solution was not the right one. When this happens, the students are required to sit down again and choose a different solution. During this process the students are taught efficient and peaceful conflict resolution.

Ms. Hunter believes that her method of teaching is beneficial to the students and the community. By using her methods, students develop skills needed to live and work in society (Hunter, 2008). She also believes that when students feel valued then they also feel empowered to make a positive social change. Conflict resolution should be handled in a peaceful and productive manner. By teaching children the proper process, a sustainable society will be formed. If all teachers taught these techniques, the cycle of physical and emotional violence can be broken. Children will develop into adults that are compassionate, empathetic, and understanding of diversity. 

References

Hunter, T. J. (2008). Creating a culture of peace in the elementary classroom. The Education Digest, 74(1), 54-58. Retrieved from http://search.proquest.com/docview/218177790?accountid=35812

Myers, D. (2010). Social Psychology (10th ed.). New York, NY: McGraw - Hill.

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