When a conflict occurs, some teachers believe that it s easier to simply step in as the authority figure and tell students what to do. When the teacher uses authority and settles the dispute, the conflict is theoretically over and everyone abides by the teacher s ruling. This method may be easier for the teacher, but it doesn t address the long-term process of helping students learn to get their own needs met in a positive, productive way. When the teacher settles disputes, students don t learn the problem-solving, nonviolent conflict resolution skills they need for life. Many teachers, dissatisfied with traditional methods of settling disputes, have tried new ways of conflict resolution, such as negotiation.
Students can adapt the process of negotiation as part of a problem-solving philosophy.
Conflict resolution training is most effective when it happens in a cooperative context, teaches students to quickly identify conflicts and stresses concrete negotiation procedures. Conflict Resolution Developmental Sequence Conflict resolution viewed as curriculum to be taught is no different than any other subject. When planning instruction to teach negotiation skills, teachers need to ensure that expectations are developmentally appropriate for the age and grade level of the students. Objectives are reasonable only if learning opportunities and guided practice have been provided. The following negotiation developmental sequence is intended to provide guidelines for developing lesson objectives to help students learn about and develop proficiency in negotiation.