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P R O F E S S I O N A LD E V E LO P M E N T

conflict resolution and violence prevention strategies

teacher’sguide

This guide was produced by

Educational Resources CenterRuth Ann Burns, Director

Project Director:Robert A. Miller

Supervising Editor:David Reisman, Ed.D.

Design:vanOs

Writer:Kathleen Mayo Cochran

Copy Editor/Proofreader:Stephanie Fleischmann

Advisers:Kelly BrilliantAssociate Project DirectorCenter for Violence Prevention and ControlEducation Development Center

Ellen RaiderTraining DirectorInternational Center for Cooperation and

Conflict ResolutionTeachers College, Columbia University

Amota SiasSocial Studies TeacherBrooklyn Technical High School

PEACEFUL SOLUTIONSThe video series was produced byThirteen/WNET

Executive Producer: Sandra Sheppard

Producer:Jill Peters

Associate Producer: Suzanne Rose

Production Coordinator:Naomi Edelson

Consultants:Kelly BrilliantKathleen M. Cochran

PEACEFUL SOLUTIONS and these educationalmaterials are made possible with support from:

Visit the PEACEFUL SOLUTIONS site on the World Wide Web(http:www.wnet.org/wnetschool/peaceful). For more information about PEACEFUL SOLUTIONS call (212)560-2069.

Copyright 1997 Thirteen/WNET

Dear Colleague,

If I were to give the human species a report card as it enters the 21st century I would give it high marks in math, science, and technology. But its marks for themanagement of conflict need much improvement. In far too many interpersonal,intergroup, and international conflicts, we continue to learn and practice intoler-ance, prejudice, and violence.

Social scientists have told us that these destructive behaviors are learned and passedon from generation to generation. In many polarized communities these behaviorsare fueled by self-serving leaders who manipulate the media and promote biasedand prejudiced versions of history in the classroom. Thus, schools can become partof the problem.

Imagine if all the teachers in the world were suddenly empowered to help their stu-dents unlearn the ABCs of hatred and exclusion, and learn the skills to achievepeaceful and just solutions to human conflicts. An unattainable ideal? I think not.Over the past 20 years as a trainer/mediator, I have been a participant/ observer ofan unprecedented movement in classrooms, communities, corporations, and inter-national councils to better understand the nature of conflict and how to achieveconstructive solutions.

WNET’s Peaceful Solutions, in part, documents best practices in the classroom. Itgives educators and students a unique opportunity to critically evaluate for local useoutstanding examples of violence prevention curricula. These strategies have beendesigned to engage young people in building a better future for themselves, inwhich conflicts will not be eliminated, but creatively used to bring about personal,organizational, and social growth.

To learn how to teach these lessons to young people, teachers, of course, will need toparticipate in staff development activities such as the ones suggested in this guide.Perhaps more importantly, however, educators and other concerned adults need tobroaden and deepen their own knowledge, skills, and constructive conflict resolutionpractices through in-depth education programs in this emerging field of study. Onlyenlightened and self-reflective adults can serve as authentic role models and helpthe next generation make the grade.

Sincerely,

Ellen Raider

Training Director, International Center for Cooperation and Conflict Resolution, TeachersCollege, Columbia University

contents

program 1 2 Community Service Learning

4 Model U.N.

program 2 6 Bias Awareness

8 Media Literacy

program 3 10 Communication Skill Building

12 Academic Controversy

program 4 14 Changing Habits of Thought

16 Mediation

workshops 18 Program 1

20 Program 2

22 Program 3

24 Program 4

1

introductionThis teacher’s guide has been developed for use with the PeacefulSolutions video series. It provides valuable information for educatorswho want to learn more about how to prevent or reduce youth vio-lence. Through video, print, and on-line components, PeacefulSolutions is intended to increase awareness about educational prac-tices that help promote peace. It provides opportunities for discussion,activities, and next steps for involvement with violence reduction pro-grams. One of Peaceful Solutions’ ultimate goals is to help studentsdevelop attitudes and abilities that will have a lifelong value, such asproblem-solving, communication, and leadership skills.

Peaceful Solutions consists of four half-hour videos. Each videoincludes two violence prevention strategies. Program 1 and Program 2show educational approaches with societal or global perspectives onreducing or preventing violence. The first features community servicelearning and the Model U.N. program; the second focuses on biasawareness (Facing History and Ourselves) and media literacy. Thestrategies in Program 3 — communication skill building and acade-mic controversy — and Program 4 — changing habits of thoughtand mediation — are techniques for reducing interpersonal conflicts.The strategies featured in all these videos are drawn from respected pro-grams used in schools around the country. These segments are intend-ed to be used in professional development workshops with teachers.They may also be shown and discussed with students.

The components of the guide include:

☛ an introduction to the strategy or program described in the segment;

☛ a video summary that provides a brief synopsis of the segment;

☛ activities that help students understand the main points of the program, and encourage independent and cooperative learning;

☛ resources, including organization listings, suggested readings,and web sites; and

☛ workshops that provide teachers and administrators with hands-on activities and suggestions.

Please note: Teachers need to learn conflict resolution and otherviolence prevention skills at their own level before they try to teachthem to students. We encourage teachers to get training in thestrategies they are interested in to enhance their own skills andknowledge. Training may be available from violence preventionprograms themselves, and there are many graduate programsnow available throughout the country that offer credits in conflictresolution and other strategies. Please see the resources sections ofthis guide for contact names and addresses.

peacefulsolutions

participation

community service learning

As educators and communities have expanded

their efforts to teach young people to be

responsible and caring, community service

learning programs have gained momentum.

Service learning programs provide carefully

designed work opportunities that help stu-

dents expand their social perspectives, skills,

and knowledge while making positive contribu-

tions to their schools and communities. This

approach, as its name implies, gives equal

weight to service and learning. More struc-

tured than volunteerism, service learning

incorporates a broad range of learning activities.

video summaryAt Putnam High School in Springfield, MA, violence and loss permeatedthe lives of many students. In their search for ways to counter violenceand gangs, staff and administrators turned to community service learn-ing. Today, service learning is an integral part of the program atPutnam.

Through the service learning program, students now work on diverseprojects ranging from historic renovations to mentoring secondgraders. They use their energies to contribute to their community andtheir school, applying learning from their academic and vocationalclasses to their experiences in the real world. Students are more com-mitted to school than ever before. They have developed skills in plan-ning, cooperation, and problem-solving that they never dreamed theywould have, and their self-esteem has soared. Through service learn-ing, students truly gain by giving.

program 1segment one

There are several key elements of successfulservice learning programs:

participationStudents should be involved in choosing anddesigning their service experiences.

planningTo ensure success, service projects must becarefully structured.

preparationStudents must obtain the information anddevelop the skills they need to perform a service.

supportDuring the project, it is vital that studentsreceive adequate assistance.

reflectionStudents need to think about a project after it’sdone. Evaluation and analysis are essential.

learningWhen designing a service learning project,take the opportunity to build in experiencesand activities that promote learning in a vari-ety of disciplines and subjects.

reflection2

What is Service Learning?

James and Pamela Toole, of the CompassInstitute, define service learning as “a form ofexperiential education where students useknowledge, skills, critical thinking, and wisejudgment to address genuine communityneeds.” The Alliance for Service Learning inEducational Reform (ASLER) characterizesservice learning experiences as those that:

• meet community needs

• involve collaboration with school and com-munity

• are integrated into the student’s academiccurriculum

• provide structured time for students tothink, talk, and write about what they didand observed during the service activity

• provide young people with opportunities touse academic skills and knowledge in real-life situations

• extend students’ learning beyond the class-room

• foster the development of a sense of caringfor others

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and supportive relationships through servicelearning projects.

Health-related projects. There are nat-ural tie-ins to science and health curriculainherent in projects such as helping AIDSpatients, working on health fairs for bothschool and the community, and producingpamphlets about health-related issues such asdrug education.

Social action projects. Promoting voterregistration, raising awareness about environ-mental issues, addressing poverty and home-lessness — such projects connect to youngpeople’s interest in and desire for social justice.

Activities for Students

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spiritshave gone up

Research and report on the programs and clubs currently active in your school that doservice projects. Students can then discuss which of these might work in conjunction witha service learning program.

Conduct a brainstorming session to generate ideas, creating as long a list as possible andthen choosing several ideas to pursue further. Local newspapers can be a good source ofideas.

Meet with leaders of community and civic groups, charitable organizations, and elemen-tary schools to discuss ways in which students might become involved in service projects.

resources

Compass InstituteJames and Pamela TooleP.O. Box 8007St. Paul, MN 55108(612)787-0409

National Organization forVictim Assistance (NOVA)1757 Park Rd., NWWashington, DC 20010(202)232-6682

National Peer HelperAssociationP.O. Box 1862Kinston, NC 28503-1862(919)522-3959

suggested reading

Cottom, Carolyn. “A Bold Experiment inTeaching Values.”Educational Leadership,Volume 53, No. 8, pp.54-58, May 1996.

Hill, Marie Somers.“Making Students Part ofthe Safe SchoolsSolution.” NASSPBulletin, Volume 80, No.579, pp. 24-30, April1996.

Shumer, Robert and BradBelbas.“What We Know aboutService Learning.”Education and UrbanSociety, Volume 28, No.2, pp. 208-223, February1996.

Yoder, Denise, et al.“Service Learning:Meeting Student andCommunity Needs.”Teaching ExceptionalChildren, Volume 28, No.4, pp. 14-18, Summer1996.

“When I first came to Putnam as a

ninth grader, the students had a lot of

fights, people skipped a lot, and

students didn’t really like their teachers

much. But now, since

community service has come into the

picture, the students’

spirits have gone up.”

— Marcus Bledsoe,Putnam High School senior

Ideas for Community Service Learning

Working with younger students.Partnerships can be formed with elementaryor middle school classes in which high schoolstudents tutor, read to, or act as “buddies” foryounger students.

Working with peers. Peer helping andcounseling projects provide opportunities forpeople to learn and practice valuable “peo-ple” skills while supporting and aiding theirfellow students.

Working with senior citizens.Teenagers and the elderly can overcomemutual negative stereotypes and build warm

diplomacy

model U.N.With global strife as ubiquitous and intractable

as ever, it is vital that young people consider

the problems of international conflict and

develop a conceptual framework and skills for

understanding these difficult problems. A sim-

ulation developed by the United Nations

involves students in playing the roles of U.N.

delegates. Acting in these roles, they experi-

ence the dynamics of international conflict and

negotiation. Participants in the Model U.N.

consistently report that the experience is not

only enjoyable but also expands their view of

the world.

video summaryAt the Salk School of Science in New York City, sixth and seventhgraders practice conflict resolution skills through a model U.N. pro-gram — a simulation of a U.N. Security Council meeting in which coun-try delegates deal with a dispute between Guyana and Venezuela.Students, in their roles as delegates, resolve the conflict through dis-course, negotiation, and compromise. In the process, they developvaluable skills and expand their consciousness of global issues.

program 1segment two

Step 2: Participation Students apply theinformation and knowledge they gained inthe research stage as they become diplomatswithin the actual simulation. Their goals areto address the issues on the agenda and devel-op a workable resolution that a large numberof nations can support. Delegates, in theircooperative teams, make speeches, caucuswith delegates of other countries, producedraft resolutions, and work towards reachingan agreement among delegate groups. Theprocess culminates in the adoption by vote ofone or more resolutions.

Step 3: Evaluation Participants reflect onwhat they learned from their experience. Theyconsider:

• What did the session accomplish, from thepoint of view of the country that you repre-sented?

• How closely did the Model U.N. simulate thereal U.N.?

• In what ways do you see world affairs andthe U.N. differently than before?

• What impressed you most about the experi-ence?

• What skills did you develop?

• What skills did you identify that you need towork on?

• What questions did the Model U.N. raisethat you might want to explore in greaterdepth?

resolution4

What Is the Model United Nations?

The Model U.N. program is a simulationdesigned to help students learn through expe-rience about international conflict and diplo-macy. Students participate in a mock meetingof the United Nations General Assembly,assuming the roles of delegates from variouscountries who must grapple with the issueson the agenda. (The agendas vary; there area number of different scenarios that can beused.)

Schools structure the Model U.N. program inmany different ways. The program caninvolve one class, one grade, the wholeschool, or several schools. Some regionalModel U.N. programs draw hundreds of stu-dents from a large geographic area. Theduration can run anywhere from a weekend(with advance preparation) to a number ofweeks. The scale and the scope of the pro-gram can be tailored to fit the goals andresources of the organizers.

The Model U.N. process consists of three basicsteps:(adapted from the pamphlet “Introduction to the ModelU.N.,” published by the United Nations Association ofthe United States of America.)

Step 1: Preparation Students learn aboutthe U.N. and how it works, and they researchthe country they represent and the issues onthe agenda. Research is done as a groupeffort by teams of delegates from the variouscountries, and it can take considerable time.

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Skills and Knowledge

Through their experience in the Model U.N.program, students gain:

• knowledge about the U.N., specific nations,and the processes of diplomacy

• comprehension of national interests, geog-raphy, cultural characteristics and values,and international legal and financial systems

• understanding of current events and history

resources

The United NationsAssociation of the UnitedStates of America485 Fifth AvenueNew York, NY 10017-6104Phone: 212-697-3232.Web site:http://unausa.peak.org

suggested reading

Day, Arthur R. andMichael W. Doyle.Escalation andIntervention:Multilateral Securityand Its Alternatives.Boulder, Colo.: WestviewPress, 1986.

Muldoon, James P., ed.A Guide to DelegatePreparation, 1995-96edition. New York:United NationsAssociation of the UnitedStates of America, 1995.

Rothman, Jay. From Confrontation toCooperation: ResolvingEthnic and RegionalConflicts. ThousandOaks, Calif.: SagePublications, 1992.

“In a conflict, students might react with a fist out of

anger. And now as the students research

and they see this as countries,

and fists turn into guns and tanks,

and guns and tanks turn into death, then it

takes a new level of importance and they see: ‘

Maybe we should talk this out

and maybe we should seek a third party

to help us resolve our conflict.’”

— Tim Simonds, Teacher

If students are interested in starting a Model U.N. program, involve them in the planningand design process. Issues to consider are:

• What information do we need? (See resources for suggestions on whom to contactand what to read.)

• What are the roles, functions, and tasks involved in a Model U.N. program?

• What time frame do we want to allow for this? (Weekend, in-class, etc.; students mightcontact other schools in their areas with model U.N. programs for examples to follow.)

• What grade or grades would be involved?

• Would we want to invite other schools?

• What kind of support will we need from faculty? Will we need support from parents?

To begin to get a sense of what the U.N. is and what it does, students can gather articlesand report on TV news stories involving the U.N. for a period of several weeks. You mightset aside a brief time every day to review students’ findings. Students can create bulletinboard displays to showcase their research.

• research and reading comprehension skills

• public speaking and debating skills

• information analysis, synthesis, and evalu-ation skills

• critical thinking and problem-solving skills

• negotiation skills

• social skills of cooperation and leadership

• appreciation of the perspectives and con-cerns of others

outtalk it

choices

biasawareness

Living peacefully and interacting productivelyin a diverse world is a central challenge for allpeople in all nations. Educators who see theirmission as developing an informed, compas-sionate, and moral citizenry can challengetheir students to grapple with issues of perse-cution and understand the meaning of toler-ance through bias awareness. In the process,students confront their own values and behav-ior and their own responses to racism and cru-elty. Ultimately, this helps to develop schoolsas caring communities and to produce youngpeople equipped to live as part of a diversesociety.

video summaryAt Packer Collegiate Institute in New York City, teacher ErlandZgmuntowicz and his students work with a curriculum called FacingHistory and Ourselves, which focuses on the Holocaust as a jumping-offpoint to explore issues of racism, prejudice, and discrimination. As stu-dents explore this dreadful chapter in the history of the 20th century,they develop their thoughts and reflections through journal writing.They also explore the nature of discrimination and persecution, as wellas the meaning of justice and moral behavior, in classroom discussions.

This is strong material and many educators may be reluctant toaddress such sensitive topics. Yet Zgmuntowicz’s students do notshrink from the intensity of this subject matter as they struggle tounderstand the broader implications of the Holocaust — what it tellsus about the human condition and our personal and collective responsi-bility to each other and society.


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What Is Facing History and Ourselves?

Facing History and Ourselves is a nationaleducational and teacher-development organi-zation that encourages adolescents and adultsto examine profound moral and ethical ques-tions about history and human behavior. Thecenterpiece of Facing History andOurselves, a curriculum that bears the samename, is an 8- to 10-week unit of study thatfocuses in detail on the Holocaust and theevents leading up to it. The program isdesigned to help students comprehend thathistory — even sweeping, cataclysmic eventslike the Holocaust — develops incrementally,shaped by individual and collective choicesand decisions. As students think critically andanalytically about history and explore com-plex questions of human motivation andbehavior they inevitably face the question:

What would I have done?

The themes and content of the curriculumare linked to common adolescent concernssuch as identity; group membership and loy-alty; labeling; relations to authority; follow-ing rules or resisting them. Students exploresuch issues through a series of readings,videos, and films, and through presentationsby guest speakers as well. They learn about

the importance of bearing witness as theywrite response journals, hold discussions,design murals, or build models of monu-ments.

The goals of Facing History and Ourselvesare to:

• develop an educational model thathelps students move from thought to judg-ment to participation as they confront themoral questions inherent in a study of vio-lence, racism, anti-Semitism, and bigotry;

• reveal the universal connections of his-tory through a rigorous examination of aparticular history; and

• further a commitment to adolescents asthe moral philosophers of our society andhelp them build a “civil society” throughan understanding that turning neighboragainst neighbor leads to violence.

— from the Facing History and Ourselves resource book (page xxiii)

tolerance

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4how does it

feel?

resources

Facing History andOurselves 16 Hurd RoadBrookline, MA 02146-6919(617)232-1595

Education DevelopmentCenter, Inc. (EDC)Center for ViolencePrevention and InjuryControl55 Chapel StreetNewton, MA 02158(617)969-7100

suggested reading

Facing History andOurselves: Holocaustand Human BehaviorResource Book.Brookline, Mass.: FacingHistory and OurselvesFoundation, 1994.

Healing the Hate: AJuvenile Hate CrimePrevention Curriculum.Newton, Mass.:EducationDevelopment Center,1994.

Gudykunst, William B.and Young Yun Kim.Communicating withStrangers: An Approachto InterculturalCommunication, 2nded. New York: McGraw-Hill, 1992.

Ponterotto, Joseph G.and Paul B. Pedersen.Prejudice: a Guide forCounselors andEducators. ThousandOaks, Calif.: SagePublications, 1993.

prejudice the formation of an opinion about a person based on real or imagined

characteristics of a group to which that

person belongs;

in the negative sense, antipathy towards

an individual or a group based on faulty and

inflexible generalizations

fundamental attribution error the fallacy of attributingone’s own behavior to situational influences,

while attributing the behaviors

and motivations of others

to character flaws or negative intent

To help students begin to think about prejudice and stereotyping, use brainstorming pro-cedures to develop a list of “-isms.” Write the term “-isms” on the chalkboard or a flipchart. Explain that an “-ism” has to do with categorizing someone for the purpose of dis-criminating against them. Write the term sexism as an example, then point out thatthere are other kinds of “-isms” — for instance, sneakerism would involve discriminat-ing against someone on the basis of his or her footwear. Encourage students to think ofother “-isms.” Record students’ contributions. When a list has been generated, bring outthe idea that all of us have, at one time or another, experienced discrimination. Then dis-cuss how it feels to be put down or discriminated against on the basis of a quality thatyou possess.

There is never a dearth of news stories involving discrimination and bias. Students canfind such stories in newspapers and magazines. Have students bring them in for discus-sion. They can explore controversial topics like affirmative action using the process ofacademic controversy (see pages 12-13 of this guide).

A rich body of literature vividly communicates how it feels to be the victim of discrimina-tion. Students can read and report on any of these works. Consult the school or publiclibrarian for help in selecting books to put on reserve. They can also research and reporton topics related to social/historical issues including slavery, civil rights, women’s rights,gay rights, or the treatment of immigrants.

To what extent does the media perpetuate stereotypes? Students can look at how women,minorities, and others are portrayed on television programs and in the movies. Ask stu-dents to keep a notebook handy while watching their favorite shows so that they canrecord their observations about stereotyping (or lack of it). Students can share theirobservations in small groups, and the groups can then report to the class. (This activityrelates to media literacy. See pages 8-9 of this guide.)

awareness

media literacy

In August 1993, the Commission on Violence

and Youth of the American Psychological

Association issued a report confirming the

serious effects on young people of repeated,

long-term exposure to violence in mass media.

To counter these effects, educators and others

are working to help young people develop

media literacy. The movement for media litera-

cy aims to educate youth about the media and

help them become conscious, active, critical

viewers. Further, the hope is that these stu-

dents will become agents for change, pushing

the media to change its programming.

video summaryAt Lincoln Middle School in Catasaqua, Pennsylvania, Mary BethZiegenfuss works with students to develop their critical awareness ofthe effects of violent programs. Students record how many hours oftelevision they watch in a typical week and what kinds of programsthey prefer. They also look at the number of violent incidents on TV anddiscuss the difference between violence in real life and on TV.

As students engage in classroom discussions, they start to develop ananalytical mindset that enables them to deconstruct television mes-sages about violence and that may afford them some protectionagainst daily bombardment by violent images.


• raise students’ awareness of their ownhabits of media consumption

• lead students to examine the impact of vio-lent images in the media

• empower students to use critical thinkingskills to evaluate and judge what they see inthe media

• help students examine how courage, action,and heroism are shown in the media andconstruct their own meanings for theseconcepts

• heighten students’ awareness of their roleas media consumers and of the tactics usedby television companies and advertisers tomanipulate consumers

• introduce students to the concept of mediaadvocacy and help them develop skills toorganize for change

critical thinking

8

What is Media Literacy?

Media literacy consists of a set of informationand skills that allow viewers to analyze and“deconstruct” what they see in the media —primarily television but also film and print.The movement for media literacy began inthe early 1970s as a part of efforts by grass-roots organizations, many spearheaded byconcerned parents, that red-flagged violence,racism, and sexism in the media and calledfor consumer activism to press the media formore socially responsible programming.

Media literacy programs focus on givingviewers the tools to exercise critical judgmentof the media, make responsible choices asmedia consumers, and become advocates forconstructive change in the media. Key goalsof media literacy are to:

resources

American PsychologicalAssociationPublic InterestDirectorate750 First Street, NEWashington DC 20002-4242(202)336-5500

Center for Media Literacy4727 WilshireBoulevard, Ste. 403Los Angeles, CA 90010 (213)931-4177www.medialit.org

The National Academy ofTelevision Arts andSciences111 West 57th Street,Ste. 1020New York, NY 10019(212)586-8424

suggested reading

Greenfield, Patricia M.Mind and Media: TheEffects of Television,Video Games, andComputers. Cambridge,Mass.: Harvard UniversityPress, 1984.

Medved, Michael.Hollywood vs. America:Popular Culture and theWar on TraditionalValues. New York:Harper Collins, 1993.

Singer, Dorothy G. andJerome L. Singer.Creating CriticalViewers: A PartnershipBetween Schools andTelevisionProfessionals. Denver:Pacific MountainNetwork, 1994. (Note: In 1997 an updatedversion of this 10-chapterworkbook and accompany-ing video will be availablethrough The NationalAcademy of Television Artsand Sciences; see listingabove.)

Strasburger, Victor C.Adolescents and theMedia: Medical andPsychological Impact.Thousand Oaks, Calif.:Sage Publications,1995.No. 4, pp. 14-18,Summer 1996.

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Students can make a “viewing habits tally” like the one depicted in the video. Ask studentsto log their television viewing, by program and by time, for a week. Then compile the datato create a profile of the class’s television viewing.

The rating system for movies is a matter of some controversy in the U.S. Students canresearch different proposals for ratings, then choose the one they believe would be best ordesign their own. They can then present the rating system of their choice and their ratio-nale to the class. (This topic could be addressed as an academic controversy activity —see pages 12-13 of this guide.)

Some people assert that the media promote violence against women. Students can viewone or more popular television shows or movies, paying particular attention to howfemale characters are treated and portrayed, taking notes while they watch. They can thenget together with others who watched the same programs or movies to discuss their obser-vations and comments. Afterwards, they can present their findings to the whole class.

Step 3: Reflection. Students consider howthey would like to see the media changed orimproved, as well as how they would like tochange their own media-related choices andhabits.

Step 4: Action. Students formulate ideas forconstructive action to change their ownmedia choices and to work for changes in themedia.

Beyond Blame, a curriculum from theCenter for Media Literacy, follows a four-stepmodel for active learning, based on the workof social activist and educator Paolo Freire:

Step 1: Awareness. Students begin to dis-cover and articulate their own ideas andexperiences related to violence in the media.

Step 2: Analysis. Students explore andexamine the political, economic, social, andcultural factors that influence media portray-als and representations.

analysis

reflection

actionBeyond Blame: An Active Learning Model

encourage

communication skill building

Poor communication is a key factor in destruc-

tive conflict. Accusatory statements, defen-

sive or inflammatory language, and unwilling-

ness to listen can provoke conflicts and fuel

them once they are underway. On the other

hand, when there is good communication, con-

flicts can be resolved peacefully, collaborative-

ly, and without rancor. Like other social skills,

communication skills can be taught and

learned, and they improve with practice. They

are the cornerstone of all training in construc-

tive conflict resolution.

video summaryAt Roosevelt Middle School in Oceanside, California, trainers from theResolving Conflict Creatively Program (RCCP) model good communica-tion skills and help students practice these skills through role-playingand other exercises. Students learn to use communication skills in theprocess of collaborative conflict resolution, to reach win-win solutionsthat meet the needs of all parties.


Active ListeningActive listeners:

• encourage the speaker with nonverbal cues,such as facial expressions, gestures, andverbalizations.

• check for understanding by asking questionssuch as “What did you mean . . . ” or“Could you tell me more?” They also restatein their own words what the speaker said.

• “reflect back” the speaker’s feelings, sayingthings like “It sounds like you’re reallyupset.” Only when feelings are acknowl-edged will the speaker feel heard andunderstood.

“I” Messages“I” messages are a way of saying how you feelwithout attacking or blaming. “I” messageshelp to de-escalate conflicts and facilitateconstructive dialogue and problem-solving.Here is an example of the difference betweena “you” message and an “I” message:

“You” message: “You selfish jerk! You thinkthe TV belongs to you. Well, it’s my turn now.”

“I” message: “I feel annoyed when you switchthe channel without asking. I want to be ableto watch my show all the way through.” (Formore on “I” messages, see the sidebar.)

Win-Win SolutionsWin-win resolutions of conflicts are those inwhich the needs of all parties are satisfied.They stand in contrast to win-lose resolutions,in which a conflict is seen as a zero-sum gamewhere one party’s gain is another’s loss. Toarrive at a win-win resolution requires clearcommunication and collaborative negotiation.

understand

10

What Are Communication Skills?

Communication skills encompass a variety ofstrategies and techniques that aid interper-sonal interaction. Using good communica-tion skills is not a matter of simply being“nice.” Rather, communicating well facili-tates information-sharing, perspective-taking,and genuine understanding. When commu-nication flows well, conflict is more likely tobe resolved in a collaborative fashion, ratherthan escalating to destructive levels. Key ele-ments of effective communication are:

resources

Creative Response toConflict (CRC)521 North Broadway,Box 271Nyack, NY 10960(914)353-1796

Educators for SocialResponsibility (ESR)23 Garden StreetCambridge, MA 02138(617)492-1764

International Center forCooperation and ConflictResolution (ICCCR)525 West 120th StreetBox 53Teachers College,Columbia UniversityNew York, NY 10027(212)678-3289

Resolving ConflictCreatively Program(RCCP)National Center127 East 22nd StreetNew York, NY 10003(212)387-0225

suggested reading

Kreidler, William.Conflict Resolution inthe Middle School: ACurriculum andTeaching Guide.Dubuque, Iowa: Kendall-Hunt Publishing, 1996.

Sadalla, Gail, MantiHenriquez, and MegHolmberg. ConflictResolution: A SecondarySchool Curiculum. SanFrancisco: TheCommmunity BoardProgram, 1987.

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3

With a student volunteer or another adult, first demonstrate poor listening and thengood, active listening. For poor listening, look away; fiddle with paper or pencil; inter-rupt; change the subject; and so on. For good listening, model the skills described onpage 10. After each demo, ask students to tell you what they noticed. Help them identifyand understand what behaviors are involved in poor listening and good listening. Thengive students an opportunity to practice active listening. Have them pair off and taketurns talking and listening about a nonthreatening topic such as “Something I AmProud Of” or “My Favorite Holiday and Why I Love It.” Give each person about three orfour minutes to speak. When both members of each pair have had a chance to speak,ask students how it felt to listen and be listened to.

Students can practice constructing “I” messages in response to these situations. For fur-ther practice, have them think of other situations and then respond with “I” messages.

• Carla saw Heather with her arm around Carla’s boyfriend Greg. What could Carla sayto Heather, using an “I” message? To Greg?

• Will wants to copy Mike’s homework. Mike wants to say no, even though he let Willcopy his work once before. What can Mike say to Will, using an “I” message?

Role-playing allows students to “try on” and practice skills. Ask students to work ingroups of three or four to develop a role-play situation involving a conflict. They orother students can then role-play a constructive interaction between the characters.

Ideas for role-play themes:

• boyfriend-girlfriend issues: e.g., jealousy• property issues: e.g., property borrowed without asking first• turf issues: e.g., sharing a room or a locker• friendship issues: e.g., gossip and rumors• parent-child issues: e.g., disapproval of the child’s friends

Collaborative Negotiation

When people negotiate their conflicts collabo-ratively, they use these four main steps:

1. Pick a good time and place to talk.This can mean waiting until tempers havecooled, or choosing neutral turf on which totalk.

2. Talk it out. Each party states his or herposition and talks about his or her needs,using active listening to try to learn how theother party sees the situation. The partiesreframe the conflict as a problem to be solved,one that incorporates both party’s needs.

3. Brainstorm for solutions. Together,the parties come up with as many ideas asthey can for resolving the conflict.

4. Choose a solution. The parties choosea solution that meets their needs and towhich they can both agree. They test it out. If it doesn’t work, they try another solution.

An “I” Message Has Three Basic Parts:

• “I feel . . .”Tell how you feel. Follow “I feel” with a feeling word: “I feeldisappointed”

• “when you . . .”Tell what caused the feeling. “I feel disappointed when you can-cel our plans at the last minute.”

• “I want . . . ”Tell what you want to happen: “I feel disappointed when youcancel our plans at the last minute. I want you to let me knowearlier if you can’t make it.”

“I” messages can include a fourth part, a “because” section: “I feel disappointed when you cancel our plans at the lastminute because then I’m left on my own, and it’s too late toplan something else. I want you to let me know earlier if youcan’t make it.” Caution: It’s easy to add blame to the “because”statement; e.g., “I feel disappointed when you cancel our plans at the lastminute, because that’s a really rotten thing to do.”

resources

International Center forCooperation and ConflictResolution (ICCCR)525 West 120th StreetBox 53Teachers College,Columbia UniversityNew York, NY 10027(212)678-3289

suggested reading

Johnson, David W. andRoger T. Johnson.Creative Controversy:Intellectual Challengein the Classroom. Edina,Minn.: Interaction BookCompany, 1995. opinion

academic controversy

Of the many forms conflict can take, one of the

most common is disagreement about issues or

ideas. Handled constructively, such differences

can be productive, yet all too often, people

approach their disagreements destructively. In

schools, as in the larger society, students and

teachers often have difficulty knowing how to

handle differences of opinion. Academic con-

troversy is a process designed to help stu-

dents understand opposing viewpoints in a

context that is collaborative rather than com-

petitive. It turns differences of opinion into

vehicles for students’ growth and learning.

video summaryAt the Bayard Rustin High School for the Humanities in New York City,Peter Mason’s students develop conflict resolution and critical thinkingskills through the process of academic controversy. The issue iswolves — whether timber wolves in Minnesota, the last remainingviable herd in the U.S., are to be “controlled” as destructive predatorsor protected as a valuable species.

Although rural Minnesota is far removed from the Big Apple, studentsin Mason’s class have no trouble engaging the passions of this contro-versial issue. They work in groups of four: two students in each grouprepresent ecology groups that want to protect the wolves, and tworepresent farmer and rancher organizations that want to control them.Then the pairs switch sides. Ultimately, the group’s task is to developa plan for the future of the timber wolf in Minnesota on which bothsides can agree.


2. Present the best case for theirpositions. Students present their argumentspersuasively. While each side presents, theother listens, analyzing the strengths andweaknesses of the arguments.

3. Engage in open discussion. At thispoint, students on both sides continue toadvocate for their positions while attemptingto refute the evidence and the reasoning ofthe other side.

4. Reverse perspectives. Pairs switchsides, adopting the point of view they earliertried to refute. The job of each pair is now topresent the best case for what was previouslythe opposing position. In turn, they listen asthe other side presents the best case for whatused to be its position.

5. Synthesize. Opposing pairs join togetherto select the best reasoning from both posi-tions and meld them into a new position towhich all can agree. The entire group thenwrites a joint report explaining the synthesis,including a thesis statement, a rationale, anda conclusion.

consensus12

What Is Academic Controversy?

Academic controversy is a rigorous, formalprocess in which students engage in and workthrough intellectual conflicts. David andRoger Johnson, the founders and guidinglights of the cooperative learning movement,developed academic controversy because theyobserved that students and teachers alike findit difficult to deal with divergent views andopinions. Academic controversy establishesnorms and a common “script” for resolvingintellectual differences.

In academic controversy, students work ingroups of four to address a particular issue(see sidebar). Within these foursomes, studentsdivide into pairs. Each pair is assigned one oftwo opposing points of view on the issue.They then follow the steps outlined below toair their differences and, finally, synthesizetheir arguments to arrive at a consensus.

Steps in Academic Controversy

Students:1. Create the best case for their posi-tions. Students thoroughly research theissue, then organize and frame logical, com-pelling, well-reasoned arguments.

13


1

2

Active listening is a key element of perspective-taking, and it is an important part of theprocess of academic controversy. To prepare students for academic controversy, you mightwant to use the paired listening activity on page 11 of this guide.

Students can get started with academic controversy by working first on an issue thatrequires no research — for instance, an issue involving the school, such as scheduling, ora community issue with which students may already be familiar. Take students throughthe process step by step. (As in the video, students probably will require extra support whenit is time to switch points of view and “own” the other side’s position.) Students can grad-ually work up to more complicated topics requiring considerable research. (Some possibletopics are listed in the sidebar.) If students are amenable, you might audiotape or video-tape portions of their presentations for them to critique and learn from later.

Topics for Academic Controversy

Issues that can be addressed through aca-demic controversy abound in every cur-riculum area. A few examples:

• Should tobacco companies be heldliable for tobacco-related deaths oflongtime smokers? (science, health,social studies)

• Was Ronald Reagan a great president ora disastrous leader? (history, socialstudies)

• Does Liszt or Brahms more closelyembody the Romantic spirit in music?(music)

• Was Juliet’s father justified in insistingthat she marry Paris? (literature)

Rules for Academic Controversy

(from Creative Controversy by David andRoger Johnson, page 1:33)

1. I am critical of ideas, not people. I chal-lenge and refute the ideas of the opposingpair, but I do not indicate that I personallyreject them.

2. I remember that we are all in this together,sink or swim. I focus on coming to the bestdecision possible, not on winning.

3. I encourage everyone to participate and tomaster all the relevant information.

4. I listen to everyone’s ideas, even if I don’tagree.

5. I restate what someone has said if it is notclear.

6. I first bring out all ideas and facts support-ing both sides, and then I try to put themtogether in a way that makes sense.

7. I try to understand both sides of the issue.

8. I change my mind when evidence clearlyindicates that I should do so.

academic controversy and debate: key differences

Debate is competitive. . .The two sides work against each other.

Academic controversy is cooperative.Both sides must work together to arrive at

a resolution on which they can agree.

Sides in a debate are negativelyinterdependent. . .

If one side wins, the other loses.

Sides in academic controversy are

positively interdependent.

Both sides sink or swim together.

The performance of all determines their

success.

cool

changing habitsof thought

Students who experience violence oftenbehave and react with aggression, seeing noother way to retain their standing in their com-munity and provide themselves with safety.Their mindset affords them few options, andthey act accordingly. The “habits of thought”model of violence prevention intends to helpyoung people develop new options for howthey respond to conflicts. When young peoplechange their patterns of thought and recognizethat they can choose how they respond to con-flict or threats of violence, they are on the wayto exercising control in situations where theypreviously may have felt helpless.

video summaryAt Sproul Junior High School in Colorado Springs, CO, Ann Junk and her students work with a program called Aggressors, Victims, andBystanders, based on the research of Dr. Ronald Slaby and developedby Education Development Center to help students change negative“habits of thought.” Students engage in a variety of activities toexplore their beliefs about conflict. They examine the roles of aggres-sors, victims, and bystanders, and learn new skills and concepts thatwill expand their options and help them deal positively with conflict.

The students create scenarios that present conflict situations with apotential for violence, then act out the scenarios showing two differentkinds of responses: those that escalate the conflict and those that de-escalate it. Students work in small groups to discuss and analyze thebeliefs that underlie their thoughts and actions when dealing with con-flict, and they learn a model of handling conflict called “Think First.”Through these and other activities, the students learn to think analyti-cally and critically about their own beliefs and behaviors as they ques-tion and reframe some of their basic assumptions.


Step 1: Keep Cool. Replace hot-headedthoughts and actions with cool-headed ones.

Step 2: Size Up the Situation. Be awareof “baggage” you bring to the situation andmake sure you get all the facts, rather thanjumping to conclusions.

Step 3: Think It Through. Look at yourgoals, your options, and the likely conse-quences of the actions you might choose.

Step 4: Do the Right Thing. Choose yourbest option and act on it. Then use what youlearned and apply it to future conflicts.

keep

14

What Are “Habits of Thought”?

The Aggressors, Victims, and Bystandersresource guide (page 53) defines habits ofthoughts as:

• how one thinks, as indicated by one’sskills in solving social problems

• what one thinks, as indicated by one’sbeliefs supporting the use of violence

• one’s style of thinking in conflict situa-tions, a hot-headed style of making impul-sive, incomplete, and erroneous responsesor a cool-headed style of making reflective,thorough, and accurate responses

The Aggressors, Victims, and Bystandersprogram addresses students’ habits of thoughtthrough a 12-lesson curriculum in whichstudents look at conflicts in their lives, exam-ine their beliefs about conflict and violence,and work with a process called “Think First”to develop new skills and strategies for han-dling conflict in all three conflict roles —aggressor, victim, and bystander. The ThinkFirst process has four steps:

first

resources

Education DevelopmentCenter, Inc. (EDC)55 Chapel StreetNewton, MA 021581-800-225-4276 or(617)969-7100, ext.2215

suggested reading

Prothrow-Stith, Deborahand William Kreidler.Violence PreventionCurriculum forAdolescents. Newton,Mass.: EducationDevelopment Center,1987.

Slaby, Ronald G., ReneeWilson-Brewer, andKimberly Dash.Aggressors, Victims, andBystanders: Thinkingand Acting to PreventViolence. Newton, Mass.:Education DevelopmentCenter, 1995.

15


1

2

3

4

Students can try to change a personal habit of their choice, such as nail-biting, excessivephone time, procrastinating, and the like. They can work with partners or small groups toidentify a habit, set a goal for change, develop an action plan, and follow through. (Besure to help students choose goals that are specific, realistic, and attainable. To “give upsweets” is a vague and difficult goal; to “limit myself to one treat each day” is clear andwithin reach.) Students will need several weeks to work on changing their habits. At theend of that time, discuss the process. Help students see the connection between habits ofthought and other kinds of habits.

Show students scenes from television shows, television news, or movies that portray con-flict or confrontation involving victims, aggressors, and bystanders. Discuss and analyzethe interactions that are shown. Ask students to consider: Who is the victim(s)? Theaggressor(s)? The bystander(s)? What actions do they take and what are the consequencesof their actions? What might have been the thoughts or beliefs underlying the characters’actions? Did they have any other choices, and if so, what else could they have done?

With your students, carry out the activity shown in the video using belief cards. Makeindex cards with the following statements. (The statements are taken from theAggressors, Victims, and Bystanders curriculum published by EDC. See suggestedreading.)

• Watching a fight and doing nothing is supporting the fight.• If someone disrespects me, I have to fight him or her.• If I refuse to fight, then others will think I’m a coward.• People are basically mean.

Distribute the cards to students, as shown in the video. As they consider one statement at atime, invite discussion. Help students understand that we all operate on our beliefs abouthow the world works and how people interact, and that when we make our beliefs explicit,then we can examine them, question them, and perhaps develop new ways of thinkingand operating.

Teach students the “Think First” process for handling conflict (see opposite page). Thenask them to work in pairs or groups to develop role-plays or skits in which someone usesthe Think First strategy. Groups or pairs can act out their role-plays or skits for the class.

“Teacherscan make an important

and lasting difference to many students

by helping them to develop their own

resources for solving social problems in

effective and nonviolent ways. Many students

have never been taught strategies for thinking

and acting in ways that prevent violence.

...Significant evidence exists to show that

an individual’s risk for violence can be

changed through classroom intervention.”

—from Aggressors, Victims, and Bystanders: Thinking and Acting to Prevent Violence, page 10.

think

to speak

mediationFor growing numbers of students and teachers,peer mediation programs are part of the fabricof school life. There are compelling reasons fortheir popularity. Student mediators and partic-ipants gain a greater sense of empowermentand responsibility while building importantskills such as communication, critical thinking,and problem-solving. Administrators in schoolswith peer mediation programs report reduceddisciplinary actions and improved school cli-mate. Research shows that resolutionsreached through mediation are more satisfac-tory, and more likely to hold up over time, thanresolutions imposed through formal discipli-nary processes.

video summaryPutnam High School in Springfield, MA, has a well-established peermediation program. In this video, students and teachers recreate a stu-dent–student mediation and a teacher–student mediation to show howthe process works. First, two student mediators, Shawna andGemmalee, help Damian and Nina resolve a problem in which Damianperceives that Nina is spreading rumors about him. Next student medi-ator Torres and faculty mediator Sonia Kjergaard help a student,Courtney, and a teacher, Mr. Gaylock work through an issue concerningCourtney’s poor performance in class. Several staff members and medi-ation coordinator Denise Messina talk about how a mediation programoperates and why the program at Putnam is so successful.


The mediation process is structured as a seriesof stages:

Stage 1: Introduction and GroundRulesMediators introduce themselves, explain themediation process, and request that the dis-putants agree to some basic ground rules.These generally include some form of the fol-lowing:

• allowing the other person to speak withoutinterrupting

• treating each other with respect; refrainingfrom name-calling and insults

• trying as hard as you can to resolve theproblem between you

Stage 2: Exploring the IssuesEach party tells his or her story without inter-ruption. With each in turn, the mediators lis-ten, paraphrase, and summarize. The media-tors then facilitate talking between the partiesto allow them to explore the issues, identifyneeds, and recognize each other’s point ofview. They help the parties to reframe theissues as mutual problems to be solved, andto find common ground on which they canbuild toward a solution, e.g., they both wantto remain friends.allow them

16

What is Mediation?

Mediation is a process of working out disputeswith the aid of an impartial third party — amediator. In school, students do not mediatealone, but work with a co-mediator.

Mediators are not judges or arbitrators; theydo not make judgments based on evidence,and they don’t hand down decisions by whichthe parties must abide. Rather, they act asfacilitators, guiding the disputants through acommunication and problem-solving processto arrive at an agreement that is acceptable toboth parties.

To be an effective mediator requires knowledgeof the process, excellent communication skills(especially active listening), and an ability toput judgment aside and forego prescription.Student mediators usually experience personalgrowth and develop valuable social skills. Theentire school community benefits as mediatorsmodel the skills of collaborate conflict resolu-tion, and students learn that conflicts can beresolved constructively.

▲

resources

Conflict ResolutionEducation Network at theNational Institute forDispute Resolution1726 M Street, NW,

Ste. 500Washington, DC 20036-4502(202)466-4764

Creative Response toConflict (CRC)521 North Broadway,Box 271Nyack, NY 10960(914)353-1796

Educators for SocialResponsibility (ESR)23 Garden StreetCambridge, MA 02138(617)492-1764

School MediationAssociatesRichard Cohen, Director134 Standish RoadWatertown, MA 02172(617)876-6074

web sites

Conflictnet athttp://www.igc.org/igc/issues/cr/igc.html

Peacejam athttp://www.peacejam.org

suggested reading

Cohen, Richard.Students ResolvingConflict: PeerMediation in Schools.Reading, Mass.:GoodYear Books, 1995.

Fisher, Roger, andWilliam L. Ury. Gettingto Yes: NegotiatingAgreement WithoutGiving In. New York:Viking Penguin, 1991.

17


1

23

Show students the first part of the video, through the mediation of the dispute betweenDamian and Nina. Ask:

a. Damian and Nina were very angry with each other and got into a fight in the hallway.If mediation had not been available, what might have happened?

b. Three ground rules for mediation are: no interrupting, no name-calling, and no vio-lence. Why do you think these rules are necessary?

c. Several times, the mediators ask how Damian or Nina are feeling. Why is it useful forthe disputants to talk about feelings?

d. What do you think about Damian and Nina’s agreement? Who makes the decision as towhether the agreement is a good one?

Students can invite community mediators to come and speak to students about their work.

Students can work in groups to research and report on one of these four processes for con-flict resolution: mediation, arbitration, negotiation, and litigation. Each group could alsodevelop a brief role-play (2–3 minutes) to illustrate the process they report on. These role-plays will demonstrate the key differences between these processes.

Stage 3: Generating PossibleSolutionsMediators ask parties to think of as manyideas as they can for solving the problem.(For multiple problems or issues, mediatorsmight help parties prioritize the issues andthen take the issues one by one.) If partici-pants offer no ideas, mediators can make sug-gestions, using neutral, noncoercive lan-guage. (“What would you think of . . .” or“Could it work for you if . . . ”)

Stage 4: Choosing solutionsParties pick the solutions to which they canboth agree. Mediators check to make sure thatboth parties are satisfied with the solutionsand that all issues the parties need to addresshave been included.

Stage 5: Writing the agreementThe mediators write the agreement, listingeverything that the parties have agreed to do.The language is behavioral and specific, e.g.,“David will take Mike’s jacket to the cleanerson Friday.” Items on the list are balanced sothat both parties contribute to the solution.The parties and the mediators sign the agree-ment; each disputant gets a copy, and a copyis filed.

Mediation does not replace

established discipline procedures

and policies.

If mediation is not success-

ful or does not hold up, then

discipline takes over.

Moreover, some

cases are not appropriate for

referral to mediation.

Disputes involving

weapons, drugs, or

heavy violence

are not ordinarily

dealt with through mediation.

program 1segment one(approximately 16 minutes)

Try It OutAsk participants to work in groups of four orfive to brainstorm ideas for service learningprojects. Say that they are not to elaborate anyideas; have them generate as many as possi-ble. Provide chart paper and markers, and askeach group to appoint a recorder. Allow five toten minutes for brainstorming. When time isup, ask groups to share their lists.

Next, tell each group to choose one idea thatthey all feel interested in, and then to outlinean interdisciplinary unit built around it.

Allow five minutes for groups to choose a pro-ject, checking to make sure that each group’schoice is one that all members can agree on.Allow 15 to 20 minutes for unit design. Whenyou call time, reassure participants that it isOK if they have not finished. Ask each groupto report on their plan. Finally, ascertain ifthere is sufficient momentum among the par-ticipants to pursue the plans beyond the work-shop. If so, discuss how they might proceed,including ways that students could be broughtinto the process.

Take It FurtherParticipants can research opportunities forservice in their community, with the goal ofdeveloping a database of contacts — agen-cies, organizations, individuals — that canbe the foundation for a community-servicelearning program.

18

Before the Video

Introduce the TopicAsk participants to remember a time theyhelped someone — an organized activity suchas working in a soup kitchen, or an informalact, like shopping for a sick neighbor. Whatdid they learn from their experiences? Haveparticipants form groups of three or four todiscuss this. Afterwards, ask someone fromeach group to summarize what was said.

Explain that this video features a formal,structured program called community servicelearning.

After the Video

Discuss:• how service learning differs from volun-

teerism;

• the importance of connecting service learn-ing projects to the curriculum;

• students’ roles in identifying and designingservice learning projects; balancing studentinitiative and autonomy with adult facilita-tion and guidance;

• the benefits for both high school and ele-mentary school students of the cross-agementoring program; and

• the value of service learning programs forvocational and college-bound students.

workshopsThe following are workshop plans for Peaceful Solutions. The informa-tion on each strategy in this guide (pages 2-17) can be photocopiedand handed out to workshop participants. We recommend that youshow each video once and then replay it, pausing when desired, fordiscussion. You may also choose to show a video in its entirety, oronly in segments.

Some workshop participants may be interested in developing actionplans for researching and implementing one of these strategies. (Theorganizations and suggested readings listed in this guide may be use-ful.) Before the workshop ends, these participants should plan how toshare the information and materials they obtain with other staff members.

community service learning

19

4. The process of reaching a resolutioninvolves two processes: consensus, in whichsome delegates agree among themselves on aresolution mutually agreeable to all; and vot-ing, in which the entire body makes a choicewith which some agree and some disagree.What is the value for students of experiencingboth processes?

Try It OutGoing International

This activity will provide experience in debateand reaching consensus. Ask participants tojoin in small groups of four or five and giveeach group one of the following tasks. (Thesame task may be used by several groups.)Explain that they will fulfill their task bycoming to a consensus — i.e., each person inthe group will support the group’s finalanswer. This is similar to many diplomaticsituations, in which arriving at a mutuallyagreeable resolution to a problem is para-mount.

Tasks:For each of these questions, come up with asmany reasons (or for #3, differences) as youcan. Then choose the three most importantones.

1. Why should a large country like the U.S.care about what happens between relativelysmall nations like Guyana and Venezuela?

2. Why should representatives of democraticgovernments that respect basic human rightsengage in dialogue with representatives oftotalitarian governments that violate basichuman rights?

3. How is multiculturalism different from cul-tural relativism?

Before the Video

Introduce the TopicChoose and display a headline from a newsstory having to do with international conflict.Ask participants: What does this event have todo with your students? Take responses fromindividuals and record them on a flip chart,or ask participants to discuss the question insmall groups, record their responses, and thenreport out to the whole group.

Briefly discuss participants’ responses, point-ing out common themes and issues. Thenexplain that the video features the Model U.N.program, which is designed to involve stu-dents in thinking about conflict on an inter-national level.

After the Video

Discuss:

• the potential benefits for students of theModel U.N. program;

• how the Model U.N. program can enhancemulticultural studies and awareness; and

• the language and public speaking aspectsof the formal speechmaking part of theprogram.

Questions1. Are there multicultural issues at yourschool that might be addressed through thevehicle of the Model U.N.?

2. How can understanding more about inter-national strife help students think about andchange the way they personally interact withothers? What might a teacher do to help stu-dents connect international events with theirown lives?

3 How is the face-to-face talk of the studentsduring caucusing different from the rhetoricof the formal speech-making stage? What isthe value for students of experiencing bothforms of communication?

program 1segment two(approximately 13 minutes)

model U.N.

2. In CommonAsk participants to join with partners. Give thepairs three minutes to list things they have incommon. Then ask that each pair join withanother and find the items on both lists thatall four share in common. Then have eachfoursome join another foursome, and so on,until the entire group has developed a list ofthings that everyone has in common. Howhard or easy was this? Were there any surpris-es? How did people react when one person ina group was different, and therefore kept anitem off the list?

Take It FurtherAsk participants to get into groups of four orfive and list the strategies their schools use tocombat racism and discrimination. Allowabout five minutes. Then ask them to brain-storm ideas for new approaches, listing themon chart paper. Allow five to ten minutes forthis. Then ask groups to post their lists andreport to the entire group. Afterwards, eithercontinue to work as a group or regroup in away that makes sense for your participants(e.g., by grade level or discipline). Discuss thebias-reduction ideas and determine if thereare any that someone would like to try. If pos-sible, develop an action plan for implement-ing the new strategies.

20

Before the Video

Introduce the TopicHave workshop participants do the “-isms”activity from page 7 of this guide. Thenexplain that the video features a programthat helps students confront bias through anin-depth study of the Holocaust.

After the Video

Discuss:

• the potential benefits of Facing Historyand Ourselves; how studying theHolocaust could help students understandprejudice;

• students’ ideas about whether or not whathappened in Germany could happen herehow the teacher in the video facilitated stu-dents’ discussion; and

• the students’ demeanor during theirteacher’s reading of the letter and theircomments afterwards.

Try It OutFacing History and Ourselves does nottranslate easily into brief workshop activities.However, these activities relate to the pro-gram’s themes.

1. Looking at GroupsPrepare a large, simple drawing of a 12-petaled daisy on an 8 1/2-x-11 inch sheet ofpaper. Make a dot on the petal that would beat one o’clock on a clock face. Above thedaisy write “Groups.” Photocopy and distrib-ute a copy to each participant.

Direct participants to write the name ofgroups of which they are a member on eachpetal. They should start on the dotted one,working quickly in a clockwise direction. (Donot give examples; these might be leading.)Allow four to five minutes. Then ask them toform groups of four and discuss their lists forfive to eight minutes. Groups can then reportto the larger group. How were the lists simi-lar? Different? What were the first groups peo-ple thought of? Were there differences by gen-der or by ethnicity?


bias awareness

21

Questions1. What do you think students learn aboutour culture from the violent stories in themedia?

2. Do you view violent programs differentlydepending on whether the source is “art” or“trash”? How do you judge the difference?

3. Many students in the video say that theylike violence on television and in the movies.How, if at all, do you relate these responses totheir developmental stage?

4. As the students in the video watch the clipfrom The Drop Zone, how do they appear tobe affected by what they see? Is there a differ-ence between their affective response andwhat they say about the clip?

Try It Out1. Evaluate ItShow workshop participants one or more clipsfrom movies that contain scenes of graphicviolence. (Possible choices are Robocop, PulpFiction, Die Hard.) Discuss their possibleeffects on viewers.

2. No-TV WeekA number of schools have successfully runsessions in which students and their familiespledge to watch no television for a week.Students then discuss and evaluate the experi-ence. Interested participants might want to setup such an event for their students.

Take It FurtherBrainstorm activities that could help studentsacquire media literacy — the ability to viewthe media analytically and critically.

Before the Video

Introduce the TopicTry this “vote with your feet” exercise. On onewall, place a large sign that says “agree.” Onthe opposite wall, post another that says “dis-agree.” Tell participants that for each state-ment you read, they should move to a spotthat indicates their opinion — i.e., by agree,by disagree, or somewhere in between. Thiswill provide a visual “sense of the group.”

Here are four suggested statements (you maythink of others). Read one at a time. Movequickly. Allow time for everyone to look overthe distribution of the group, but hold furtherdiscussion until after the video.

1. Kids enjoy violence on television and in themovies.

2. Television and movie violence desensitizesviewers to real-life violence.

3. Television and movie violence has seriouseffects on young people.

4. Limits should be placed on violence shownon television and in movies.

Explain that the video features a programdesigned to help students become aware oftheir viewing habits and think critically aboutmedia violence. Ask participants to considerthe statements they just responded to as theywatch the video.

After the Video

Discuss:

• the above statements now that they’ve seenthe video;

• the amount of time young people spendwatching television and its effects on them;

• the activity in which students logged andaveraged weekly viewing time;

• documented effects of media violence: 1)aggressiveness and anti-social behavior; 2)fear of becoming a victim; 3) desensitiza-tion to violence and its victims; and 4)increased appetite for violence; and

• ratings for movies and television.


media literacy

Questions1. Linda Lantieri says: “Very often conflictarises out of miscommunication and reallynot understanding and hearing what theother says.” Comment.

2. Principal Larrie Hall says that diversityamong students was one factor that promptedhim to focus on communication skills. Howdoes diversity affect conflict and communica-tion?

3. It is often said that good listeners listen notjust for facts, but for feelings. What does thismean?

4. Janet Patti says that “role playing is like adress rehearsal for real life.” Comment on thevalue of role playing in teaching and learningsocial skills.

Try It OutThese are adaptations of activities suggestedfor students. (See page 11 of this guide.)

1. Listening Demo Followed by Pair SharesAsk for a volunteer to demonstrate poor listen-ing while you speak. Ask the group what theyobserved and list responses. Next, ask thesame person to demonstrate good listening.Again, ask participants what they noticed; listresponses. Add anything important that theymiss.

Finally, give participants an opportunity topractice active listening in pairs, around non-threatening topics such as “Something I AmProud Of” or “My Favorite Holiday and Why ILove It.” (You may wish to note and discusscultural differences in nonverbal behaviorssuch as eye distance and comfortable talkingdistance.)

2. “I” Message PracticeSuggested Scenarios:

• another teacher always uses your parkingspace on rainy days;

• a teacher on your team tends to quickly dis-miss others’ ideas;

• your principal expresses displeasure aboutthe noise in your classroom; and

• a student consistently comes to class late.

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Before the Video

Introduce the TopicWrite on the chalkboard or chart paper thesewords: good communication. Ask participantsto think of someone with whom they com-municate well, or a time when communica-tion was particularly good, and consider:What are the characteristics of good commu-nication? Ask for responses and record them.Take only a few minutes.

Then ask participants to think of someonewith whom they communicate poorly, or atime when communication went badly, andconsider: What are the characteristics of poorcommunication? Again, quickly record thegroup’s responses.

“Listening” probably will figure on both lists.If not listed, be sure to bring it up yourself andwrite it down. Ask participants to briefly com-pare and discuss the two lists. Then explainthat the video shows a program designed tobuild students’ communication skills.

After the Video

Discuss:

• the potential benefits of the RCCP program;

• the role play between Linda Lantieri asmath teacher and Norman as a student;

• “I” messages: how they differ from “you”messages, why they facilitate constructiveconflict resolution; and

• “win-win” solutions: what they are, whodecides whether a proposed solution is win-win.


communication skill building

Using a Fishbowl Format for Role Plays

In a fishbowl format, observers sit in a semicircle or a “U”shape while role players act out the scene in the middle. Time-out is called at different points to ask participants to describetheir feelings and explain their choices of words and actions.Actors can also rotate in and out of the role play. For instance,after you call a time-out, you could ask that someone new takeon a particular role. As-you-go processing and role rotationkeep participants engaged and can be very helpful in definingthe issues in the scenarios and exposing the rationale behindplayers’ actions. The challenge is to keep the role-play movingby structuring breaks in the action that are productive yet nottoo long.

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Try It OutParticipants can engage in an academic con-troversy. Put them into groups of four. (If youhave an odd number, make a group of five).Ask them to pair up on either side of a con-troversial issue for which no research will benecessary, because the arguments are wellknown.

Possible issues are:

• administrative issues (e.g., block schedul-ing vs. traditional scheduling);

• curricular issues (e.g., multicultural focusvs. “Western culture” approach);

• rules or policies (e.g., summer assignmentsvs. no summer work);

• local political issues (e.g., development vs.open space preservation); and

• larger political issues (e.g., affirmativeaction vs. abolishing it).

Allow 40 to 60 minutes for the process. Stopgroups when needed to offer general guidanceor to elicit discussion. When the academiccontroversy has been completed, ask thatgroups choose a spokesperson to summarizetheir experience for all participants.

Take It Further1. Participants can brainstorm on issuesrelating to academic controversy that tie inwith their curriculum. Suggest that theyexplore possibilities for interdisciplinary workwith academic controversy as a focus.

2. Participants could choose a topic for acad-emic controversy and plan a unit around it.Creative Controversy by David and RogerJohnson can guide them through the process.

Before the Video

Introduce the TopicPoint out that arguments are more accept-able in some milieus than in others. Oneexample is the Grammy Hall dinner scenefrom Woody Allen’s Annie Hall; you mightshow this clip as a lighthearted lead-in to thistopic.

For an opening activity, ask participants toform groups of four and then briefly discusshow disagreements were handled in theirfamily of origin. Allow only a few minutes,calling time halfway through so everyone willget a chance to speak.

Ask for a volunteer from each group to sum-marize what the group found. Point out thatmany of us grew up feeling uncomfortablewith disagreements because controversy isfrequently associated with quarreling, andbecause of the feeling that in any argument,someone is bound to lose.

Explain that the video presents academiccontroversy, a process for exploring contro-versial issues that is collaborative rather thancompetitive, and one that leads to consensus.Note that the video shows the process fromstart to finish, in abbreviated form.

After the Video

Discuss:

• the benefits of academic controversy ascompared to traditional debate;

• the facilitation style and techniques of theteacher;

• the students’ preparation and the persua-siveness of their original positions;

• the tone and quality of students’ cross-con-versations;

• their presentations when they switch posi-tions — differences from their first posi-tions and their cross-conversations; and

• the process of reaching consensus, asobserved in the video.


academic controversy

2. Ann Junk says a classroom can form ateam that is thinking the same way, and that“if that team . . .can go out into the commu-nity and respond to situations in a differentway than violently, that is going to help oursituation in the world.” Comment. Whatunderlying beliefs does this statement reflect?

Try It OutThe “Think First” ProcessParticipants can practice the four-step “ThinkFirst” process. Use the following role-plays ormake up your own. You may want to try thefishbowl format described in the sidebar onpage 22.

Role-Plays1. A parent walks into a teacher’s classroomduring the teacher’s prep period without anappointment. This parent begins complain-ing, in a loud and hostile manner, about themidterm report the teacher sent home. Enactthe scene, with the teacher using the ThinkFirst process.

2. Four colleagues (A, B, C, and D) are plan-ning an interdisciplinary unit on the MiddleAges. Every idea that B suggests, D shootsdown. B is getting more and more frustrated.Enact the scene, with all participants trying touse the Think First process.

3. A teacher has longstanding problems witha student. There had been some improve-ment, but today the student is way out of line,chatting, laughing, walking around, and dis-rupting the teacher’s lesson, which is veryimportant to the unit the class is beginning.Enact the scene, with the teacher using theThink First process.

24

Before the Video

Belief CardsDo a brief version of the “belief cards” exer-cise shown in the video. Ask participants toform groups of four and give each group a setof two cards with the text below. Go throughthe cards one at a time, allowing several min-utes for the groups to discuss each card. Theninvite a spokesperson from each group tosummarize what the group came up with.Discuss how underlying beliefs affect expecta-tions and our behavior.

Belief Card Text:Belief Card 1: Watching a fight and doingnothing is supporting the fight.

Belief Card 2: People are basically mean.

(Belief Card text is from the manual forthe Victims, Aggressors, and Bystanders pro-gram. See suggested reading, page 15.)

Explain that the video features a programthat focuses on our underlying beliefs, orhabits of thought, and explores the roles ofaggressor, victim and bystander in conflict situations.

After the Video

Discuss:

• the role of bystanders in escalating or de-escalating conflict;

• “hostile beliefs” and how they feed conflictand violence;

• the “Think First” process; and

• the “hot head” and “cool head” concept.

Questions1. “. . . for some students the issue of respectis paramount. Without it, they believe thatthey do not have power and are, therefore,not safe. Ironically, students who believe thatrespect is everything may go to great lengths,even risking their own safety, to get it.” — Aggressors, Victims, and Bystanders:Thinking and Acting to Prevent Violence(page 52)

Comment on this quotation.


changing habits of thought

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3. Mediators should include “problem” stu-dents who exhibit leadership qualities. Whatwould be the benefits of such students’ beingpeer mediators?

4. Do you think the teacher in the mediationhas lost or gained power or authority?Explain.

Try It OutThe Mediation Process

Participants will not be able to learn media-tion by watching this or any other video.Mediation must be learned through rigoroustraining and refined over time.This said, ifyou feel sufficiently grounded in the process,you may let participants role-play some medi-ation scenarios, providing you make it clearthat the only way for them to gain sufficientcompetency to mediate and teach studentsmediation is through training.

Role-plays should have two disputants andtwo mediators. Use the role-plays on page 11of this guide as the basis for mediation sce-narios, or have participants make up theirown. If they are willing, you might work onan actual conflict the staff is facing. It is sug-gested that you stage the role plays in a fish-bowl format (see sidebar, page 22).

Note: It is common for role-play “disputants”to act so hostile that the mediators can’t dealwith them. Before the role-plays, remind par-ticipants that when people reach mediation,they have had time to cool down, and theycome willingly.

Take It FurtherInvite a guest speaker to make a presentationabout the mediation process and how toestablish and maintain a school-based peermediation program. Sources for speakersinclude: local court systems; other schoolswith mediation programs; training/consult-ing organizations.

Before the Video

Introduce the TopicWrite these terms on the chalkboard or chartpaper:

• negotiation• mediation• arbitration• litigation/adjudication

Explain that they relate to dispute resolution,and ask participants to define each term. Ifnecessary, help them clarify the definitions.(See definitions below.) Be sure they under-stand that in mediation, the power andresponsibility for resolving the dispute lie notwith the mediator, but with the disputants.

Definitions

• negotiation: the parties use face-to-facecommunication and problem-solving toresolve their dispute.

• mediation: the parties work towards reso-lution with the help of an impartial thirdparty, a mediator.

• arbitration: an impartial third party, anarbitrator, hears all sides and then decideswhat the resolution will be.

• litigation and adjudication: adversari-al processes whereby a judge and/or juryhears all sides of a case and makes a deci-sion on the basis of law.

After the Video

Discuss:

• the benefits of mediation compared to tra-ditional disciplinary measures;

• the two mediations in the video: student-student and student-teacher; and

• the kinds of issues that frequently causedisputes between students.

Questions1. Why is mediator impartiality critical to themediation process? What are some thingsthat would make it difficult to maintainimpartiality? What might help mediatorsmaintain impartiality?

2. Under what circumstances would media-tion not be an appropriate way to resolve adispute?


mediation

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