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A1. Prior to PE lesson, boys play fighting that progressed something more physical and serious. Whole lesson was spent by class focusing on the issue between the two boys and speculating what might happen next! #ukedchat
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A1 Conflict has sometimes disrupted learning (refusal to follow instructions) but I've learnt to see conflict as learning opportunity: "Why do we have to learn this?" - "Ah - good question - you see...". I now think conflict creates opportunities, if handled well. #ukedchat
#ukedchat A1 I teach at an #SEMH school, so there is always conflict or the potential for it between students. You just have to manage it. Diffusing using humour or calm talking/describing reality usually works.
A2: It doesn't always work facing it head on with confrontation. Finding a way around the issue, diversion back into learning, humour, listening - all these are good tactics to try. Otherwise it's fight or flight! #ukedchat
A1 #UKEdChat : The occasions when a student is corrected for doing something wrong at the start of a lesson and spends the rest of the lesson doing the 'bare minimum, grumpy grunts and one word answer' thing. Whole lesson of poor levels of learning for that individual.
A1 Conflict is a part of life, and a healthy part of life (though doesn't always feel that way at school, I know!). I agree with you, it's all about managing and channeling it int he best way. Staying calm absolutely essential, where at all possible! #UKedchat
#ukedchat A1 I teach at an #SEMH school, so there is always conflict or the potential for it between students. You just have to manage it. Diffusing using humour or calm talking/describing reality usually works.
#ukedchat A2 Shouting. Losing your temper. Arguing back. It doesn't work. Sometimes kids WANT conflict/argument. You need to find a way of shutting it down without escalating the situation. Helps if you know what the students' triggers are...
A1 #UKEdChat Usually problems in the playground, playing unfairly, being mean, hurtful, disrespectful etc. Have spent lesson time talking about it. It’s amazing how quickly issues are solved when you take up their break to talk about it...
A2 Yes, perhaps teacher training should help student teachers find ways to manage conflict. I learnt most from a headteacher in a single sex school (boys). He always said use humour. He was right - 90% of the time it works! #ukedchat
A2. Shouting. Surely there is no way to go once you start shouting. Only place to go is to shout louder. Total waste of energy and emotions. Really try and avoid shouting unless a safety issue. #ukedchat
Exactly. If a student is looking for an argument, depersonalised it. "You want to argue. I don't, so I'm not going to" rather than "You are being rude, how dare you..." Etc.
A3 As a number of people have been saying - stay calm, use humour if possible, depersonalise, guide back to learning, connect.... Great suggestions from everyone. #ukedchat
#ukedchat A3: a combined effort including emotional labelling ('I'm wondering if...'), making students feel safe, offering protected chat time, offering ways out, e.g. sensory breaks, time out whilst delivering social skills therapy to develop understanding.
A2 Trying to stick to your plan all the time and sticking to the what you set out to do. Got to have the capacity to adapt to situations and move things forward. #ukedchat
#ukedchat A3: a combined effort including emotional labelling ('I'm wondering if...'), making students feel safe, offering protected chat time, offering ways out, e.g. sensory breaks, time out whilst delivering social skills therapy to develop understanding.
A2 Trying to stick to your plan all the time and sticking to the what you set out to do. Got to have the capacity to adapt to situations and move things forward. #ukedchat
#ukedchat A3: Allowing a forum for both sides to express their reasons for the cause of conflict. Facilitate those involved in the conflict to provide suggestions for the best way to move forward - Enabling pupils to acknowledge and independently correct behaviour.
#ukedchat A3 Depersonalise it. Don't escalate it. "I can see you want to argue about it. What's bothering you..?" Read the warning signs and stop it before it happens where possible. Helps if you know what makes the student tick. Distraction or changing the subject works too.
A3 - agree - in more serious conflict situations this kind of mediation is important for students to get things off their chests and move on. #ukedchat
#ukedchat A3: Allowing a forum for both sides to express their reasons for the cause of conflict. Facilitate those involved in the conflict to provide suggestions for the best way to move forward - Enabling pupils to acknowledge and independently correct behaviour.
Probably in my top 5 things I find toughest about actually teaching, as it's a difficult behavior to 'put your finger on'. I have some students I'll be blunt with about it, tell to stop being silly or at least cover up their disdain better. 1/2
#ukedchat A3: I work with younger children and I often say “I really like you and I am so impressed with xxxx but your behaviour now is making me sad “
A3 Clear expectations that classroom is your workspace and if there are issues, you are willing to listen at the appropriate time.favourite strategy was to set class task,sit in chair (power positions/relaxed)call pupil/s over and discuss issues very quickly and quietly #ukedchat
#ukedchat A4: a few ideas...decent training, performance management, modelling of strategies by therapists/behaviour management, core group meetings....
A4 avoid the term "personality clash" as it can be used by students/parents to defend the indefensible! If a doctor makes a mistake it's not a "personality clash" -nor is it a wonderful meeting of minds if they get the diagnosis right! It's professional skills. #ukedchat
A4. Sometimes we have to admit as teachers that we made a mistake / error of judgment. Actually most children will accept this and move on, and respect you more. #ukedchat
#ukedchat A3: having a calm place they can choose to go to often works for certain children. Also if you’re de-escalating with an individual. Talking about something irrelevant like “my favourite biscuits are jammie dodgers. I hope there’s some left in my cupboard” !
A3. Depends on the conflict. I try to use the conflict corner approach. This puts the emphasis back on the students and helps them resolve the issue. Check out https://t.co/hToNJmloKk#ukedchat#physed#pe
#ukedchat A4: Initially, it is crucial for the teacher to set the tone with a positive, open-minded, non-judgemental dynamic between themselves and the individuals in their care. Any subsequent personality clashes requires the teacher to consciously adopt the professional's role.
A4 a bit of give and take, have the humility to say that you misread the situation but always point out that it is their bests interest you are working for. #ukedchat
#ukedchat A3: having a calm place they can choose to go to often works for certain children. Also if you’re de-escalating with an individual. Talking about something irrelevant like “my favourite biscuits are jammie dodgers. I hope there’s some left in my cupboard” !
Putting your mindset into that of the pupil. Being empathetic and understanding how they see you in your role and being aware that they bring a hole host of issues/ experiences to your classroom but they aren't necessarily mature enough to know that you do too! #ukedchat
A3 #ukedchat : reiterate boundaries. If it hasn't already escalated significantly, then I like to ask for silence. They know the consequences of not doing so, so often stop. This also gives me time to make the necessary people aware of the conflict to stop it spilling over.
A4 - Yes, being positive so important. Not always easy. Can drain your inner reserves! But that's the great challenge... #ukedchat Once we start being negative as teachers, watch that conflict escalate and the atmosphere dive...
#ukedchat A4: Initially, it is crucial for the teacher to set the tone with a positive, open-minded, non-judgemental dynamic between themselves and the individuals in their care. Any subsequent personality clashes requires the teacher to consciously adopt the professional's role.
A3. Not asking questions at the time- just state the issue and what needs to change and then move on. Questioning at this point can lead to more conflict. Just be matter of fact and neutral and you can ask questions later #ukedchat
A4. You just have to professional and objective about the situation. Clear behavior policies are useful to provide consistencies between teachers and students #UKEdChat
Putting your mindset into that of the pupil. Being empathetic and understanding how they see you in your role and being aware that they bring a hole host of issues/ experiences to your classroom but they aren't necessarily mature enough to know that you do too! #ukedchat
A4. Careful planning of class lists by HoD, monitoring classes throughout the year, regular discussion in briefings about how to deal with conflict, supporting staff where conflict arises and moving students if necessary #UKEdChat
A4 a bit of give and take, have the humility to say that you misread the situation but always point out that it is their bests interest you are working for. #ukedchat
#ukedchat A4 Wipe the slate clean every lesson. If you have had a big conflict with a student, talk to them. "I know we had an issue last time, I want you to be successful, let's work together." Some teachers clash because they have no personality...!
A4. Careful planning of class lists by HoD, monitoring classes throughout the year, regular discussion in briefings about how to deal with conflict, supporting staff where conflict arises and moving students if necessary #UKEdChat
A4 #ukedchat : Can't be avoided- we're all just people. Managed? Stay professional, get the job done! Although I am lucky enough to work with some incredible young people who are amazing in many ways, my job is to teach them (whether they like me or not!).
A4 Yes, wiping the slate clean is so important. Sometimes we worry things will flare up again but forget how much life the student has had since last lesson, and they've already forgotten! #ukedchat
#ukedchat A4 Wipe the slate clean every lesson. If you have had a big conflict with a student, talk to them. "I know we had an issue last time, I want you to be successful, let's work together." Some teachers clash because they have no personality...!
“Personality clash” is an interesting term in teaching because you are talking about an adult & a child. I know there will never be a personality clash with my own children because I’m the parent. Have difficulty accepting a personality clash can be a thing in teaching. #ukedchat
A4 ...the depersonalising theme again, which a number of people have mentioned. It's about professional skills in the classroom, not personality conflicts! #ukedchat
#ukedchat I find it undermining when people talk about personality clashes. I'm a professional, I'm able to teach anyone who wants to learn - regardless of their personality. If they dont want to learn, that's a seperate issue.
#ukedchat A5 Don't make it public. Don't bring it into the staff room - walls have ears - or the corridors where kids might get wind. Do the same as what you would do with students - Depersonalise it, keep it professional. I have witnessed some rage quits/tantrums from staff...!!
A5 Practice what you preach. See each side of the conflict at face value (removing emotional weight) weigh up the situation and consider best resolutions for all involved. Exactly how you might do with pupils #ukedchat
#ukedchat A5: Primarlily, ensure that there are no negative effects on children. Aside, depending on your level of familiarity/position on staff body, make a judgement call regarding intervention. Consider relevant policy, inform manager(s) of concerns. Above all, be appropriate.
We have to remember teachers are responsible for safeguarding and looking out for the well being of their students. Try saying you couldn’t do that because you have a personality clash! #ukedchat
A6 #UKEdChat healthy competitiveness and very careful ‘management of conflicts’ i.e. enhancing debate skills and learning to express opposing opinions respectfully, can enhance learning, create better listeners and provide important life skills
#ukedchat A6 I think it's important to teach students how to manage conflict...there is often alot of it in my #semh kids' lives. I sometimes play a class off against another "Well, Class 10B did this lesson brilliantly...show me what you got Class 10C....!!"
#ukedchat A6: It depends on the tolerance level of individuals towards the diversity of competion. Some learners thrive with competition, others suffer. Also depends on the setting for 'managed conflict'. (A sports field? Competitive mathematicians? Vulnerable learners? SEN?)
A7 Let the parent vent, usually it is not one thing that is setting them off but a whole myriad of issues. Let them have their say, then you need discuss heart of the problem using the sandwich method. #ukedchat
#ukedchat A7 Record what was said word for word (Always cover your back) Log it, speak to SLT and have another member of staff present at meetings. Turns out my #SEMH students often have SEMH parents. Sometimes they need supporting more than the students...
A7 #UKEdChat try to avoid conflict by staying calm, try to explain that you are doing everything in your power for their child’s best interest. If parent cannot be reasoned with at all reschedule a meeting with your superiors
#ukedchat A4 so much lies underneath this. Presuming T can develop r'ps with children, so ask why the child is clashing? Usually an underlying issue. De-escalate as blanket approach, specific feedback, and promote mutual respect.
A6. Agree! Definitely depends on the learners. In PE there has to be careful planning of teams, otherwise sometimes competitiveness can increase the conflict.#UKEdChat
A7 cont. record all issues and comments. Devise an action plan moving forwards involving all parties. Follow up etc. Important thing is maintain composure and defuse. If in doubt call in second/senior person to be in the room. #ukedchat
#ukedchat A7: There's a reason for behaviour (child, colleague, parent, whoever) it may not be you - listen, remain professional, consider their stance, offer your perspective in an appropriate manner. As hard as it may prove, remain mindful of your professional responsibilities.
#ukedchat A8: within my setting I'm pushing for a more #traumainformed approach. If all staff could connect with our students & remember the importance of relationships and safety I'd be a happier #speechandlanguagetherapist 🙌
#ukedchat A8 Be careful using sarcasm. It can be a useful tool with students who know you/have a positive relationship with, but it can escalate a situation with some kids. Ditto humour. Especially if you have students who take everything literally. Speaking from experience lol
A8 #UKEdChat Conflict at some point or another is inevitable in any setting. I’d like for it not to affect me too much, I’d also like to be more diplomatic sometimes with teacher/teacher conflicts
