Conflict resolution
Language: English
Material type: Instructional material
Key words:
Time required for lesson: 60
Targeted skills:
Abstract
Context: This lesson focuses on explaining and teaching the ways of resolving conflicts .
Relevance: My lesson is based on what Aisha , one student in Togo described about their conflicts with the community members on various issues. From her description it's clear that, the community members, specially elderly members have some reservations on girl's education and students like Aisha could not find a way to resolve this conflict. This lesson will help prepare learners like Aisha to understand how to deal with conflicts and try to resolve them.
Learner Audience
Teachers, parents, community members
Educational Use
Curriculum/Instruction
Language
English
Material Type
Instructional Material
Key words
Conflict resolution, ways to deal conflict
Time required for the lesson
60 minutes
Targeted Skill
- Conflict resolution
- Dialogue
Learning Objectives
At the end of the lesson students will be able to-
- understand how it is to be in a conflicting situation
- practice the skills of dialogue
- build consensus
Prior Knowledge
Learners need to know how to
Required Resources
Lesson author and licence
Farjahan Shawon
CreativeCommons CC BY 4.0 license
Part 2: Lesson
Instructional Strategies and Activities
Warm up (5 min)
Teacher will
This will help breaking the initial ice and they will feel free.
Introduction (10 mins)
Teacher will introduce the topic 'conflict' and 'conflict resolution' by a short video clip (52 sec) from the the movie despicable me (Coffin and Renaud, 2010). In this clip, there's a conflict between Gru and Agnes because of the Toy, but with Agnes' cute protest, Gru had no choice but to think of way of giving her toy back. which in that case, solves the so-called "conflict".
After watching the video, teacher will ask question on what was the issue here, how that was solved etc. The questions will guide students to get the idea of 'what conflict is' and 'how simply it can be solved.' From there, teacher will ask students, about similar kinds of conflicts that they face in their daily lives or any other types of conflicts. The discussion will lead towards issues that they face in their community. Once they share/talk/discuss about some of the conflicts that they have in their community, teacher will also share her personal experience of conflicts. This could be simple example of argumentative conflicts in between family members.
Presentation/Modeling (10 mins)
Teacher will show another short video clip from the the
After watching the video, teacher will ask what they noticed here that seemed different than any conflicting situations in their and others lives. Through asking this question and guiding the discussion, teacher will explain how 'asking question and listening to the answer' makes a difference which is known as ' dialogue'. It's like debate but not debate or not like a conversation either. The main point here is to to come to an
Guided Practice (10 mins)
After the discussion, students will play a game called ' anything goes' based on a game described in The Big Book of Conflict Resolution Game by Mary Scannel ( 2010), which will help them understand how it feels to be in a conflicting situation and how it's possible to solve conflicts through dialogues.
Procedure of the game: It's a game that leads participants to engage in a mini-conflict with another participant. This conflicts are nonthreatening.
Step 1 - Teacher will ask participants to find a partner and instruct each pair stand face to face, right fist out (as in Rock, Paper, Scissors). They will say together, “Nothing, something, anything!” When the word anything is said, the participants will scream out the name of any item they can think of (dog, coffee mug, shoe).
Step 2: Next, team members must now debate with one another as to why their item is better than the other person’s item. They will have 2-3 minutes for this debate.
Step 3: Once they are done debating, teacher would call a brief time-out to discuss the difference between debate and dialogue. And the teams will
Teacher will explain, how in dialogue, the intention is to really listen to one another’s perspective with a willingness to be influenced by what we hear. Dialogue allows people to develop understanding for one another’s perspectives, thoughts, and feelings as well as to reevaluate their own position in light of the other’s understanding. In dialogue, everyone has a chance to be heard, understood, and to learn from each other.
Assessment (10 min)
Teacher will divide students in 3-4 large group (depending on the class size) and instruct them to come up with an imaginary or from their practical life conflicting scenario. They will present on a poster how they can resolve the conflict and write 2-4 ways of making a dialogue to solve that. Once they are done creating the poster, they will present in front of the whole class.
Application (10 min)
After the poster presentation, whole class along with teacher will
1. What was your reaction to the mini-conflict situation with another classmate?
2. What is your normal way of reacting to a similar situation in real life? Is it similar to the way you did now ? Why or why not?
3. Describe the process you were able to come to a consensus?
4. Did you notice some differences when you switched from debate to dialogue?
5. What do you do when someone disagrees with you? Is it normal that you always stop to ask questions?
6. How difficult it is to listen when someone disagrees? And why it is difficult?
7. Tell us one point that was made easier in this activity?
8. What are some ways you could use these skills the next time you’re in conflict with
another person?