| Category: |
Description |
Extract |
| A1. Connection betwee theory and practice |
Practical application of the theoretical contents of conflict prevention and resolution. |
“… It proved rewarding for laying the foundations of the theories relating to conflict prevention and resolution” G1.8 |
| A.2. Importance of coordination between educational stakeholders |
Appreciate the importance for conflicto prevention and resolution of the coordination of the entire educational community |
“The education of the pupils depends on the joint action of all the different socio-educational agents … The coordinated action of schools and families is necessary …” G1.2 |
| A.3. Awareness of the complexity and importance of the role of the teacher as a mediator |
Know how to act as mediators, bearing in mind the complexity and importance of the mediation role, the need to acquire the relevant skills, need for self-awareness and training. |
“In our role as future teachers, we will have to deal with the conflicts that arise. We must always be aware of the complexity and multiple causes (of these conflicts) to be able to resolve them as well as possible.” G2.4 |
| A.4 Awareness of diversity |
Understand the diversity of opinions from a situational perspective and in connection with needs. |
“… The degree of threat and concern that each one of the characters feels varies according to the type of needs … that are put at risk … This is observed in the intrapersonal conflict that they suffer … and in the intergroup.” G2.1 |
| A.5. Conflict: process and reality |
Understand that conflict is part of the teachers’ experience. It is a process that evolves and an opportunity for improvement. |
“Conflict management will be part of our daily work. Rather than avoid it, we should make the most of it as an opportunity for growth and for creating an atmosphere of communication and understanding in our group …” G2.7 |
| A.6 Teacher as a model of values |
Realize how important it is for teachers to behave ethically and consistently as this has direct and indirect influences on conflicts. |
“To know how to pass on a series of values … to the students to ensure that they learn and develop well during their time at school.” G1.7 |
| A.7. Balance between person, possibilities and rules. |
Keep an open mind in the search for solutions, bearing in mind the people involved, the limits established by the rules and the structure of the school. |
“In order to be able to resolve conflicts … There is a set of regulations which every teacher must know and apply. The administrations have … systematized procedures to improve the general atmosphere … The most important things cannot be regulated: personal involvement, the motivation of each member of the educational community and the little things that we can do each day to improve the climate in the school.” G2.5 |
| A.8. Conflict prevention and resolution actions in secondary schools. |
Understand that harmonious coexistence is approached from a preventive perspective moving from a general framework to specific contextualized actions and taking into account the organizational structure of the school. |
“Schools must try to regulate conflicts by taking a step further to create innovative programmes adapted to the individual characteristics of their environment, and since 2011 Living in Harmony Plans have been implemented in schools... In the last year they have also begun to introduce and implement equality plans.” G2.8 |
| A.9. Keys to conflict inadolescence. |
Including the stage of development, in this case adolescence, in the conflicto analysis. |
“In secondary schools, disputes … are normallymore significant than at primary level, not onlybecause of the seriousness of the problem but alsobecause of the stage of life of the students.Adolescents believe that everything revolvesaround them, without realizing that the real world is often quite different from the way they see it.” G2.5 |
| A.10. Importance ofdiscovering the conflict |
Investigating the nature of the conflicto and distinguishing between its structural elements: needs, interest, position, emotions … as well as the types of conflict (on the basis of who is taking part or the particular setting) so as to be able to mediate according to the situation. |
“We observed that problems not only arise between students, and instead are present in allrelationships: between students and teachers,students and parents, between teachers, teachersand parents etc.” G3.2 |
| A.11. Importance ofdeveloping conflictprevention andresolution skills |
Develop the necessary skills forconflict prevention and resolution:assertiveness, listening, empathy … |
“… they teach techniques such as active listeningand assertiveness which are useful in the resolution of conflicts.” G1.2 |
| A.12. Usefulness of thesystemic approach toconflict. |
Approach conflict from differentperspectives so as to gain an insightinto the interrelation between thedifferent agents and contextsinvolved, as well as a global overview of the same. |
“Any conflict, whether there are two or morepeople involved or even just one, affects all of them and must be dealt with in such a way as to resolve it satisfactorily for all concerned.” G1.7 |
