ERIC Number: ED408407
Record Type: Non-Journal
Publication Date: 1997
Reference Count: N/A
Managing Diversity-Based Conflicts among Children. Fastback 414.
Scott, Charles C.; And Others
This guide is designed to provide assistance in handling complex situational conflicts involving diversity through appropriate conflict management strategies for diverse classrooms at the elementary and middle school levels. Diversity-based conflict is not new in the United States. The classroom is, as it has been historically, one of the major arenas for socialization. In addition to the traditional "three R's," students need to master the "R" of relationships, and teachers must help them accept diversity and learn to resolve conflict. Conflicts can be positive if they result in increased communication and understanding. Teacher communication with children is a critical element in promoting cultural harmony in any classroom. Teachers must also recognize their own cultural biases when communicating with students. They should try to model affirmation, appreciation, and acceptance for their students to create a supportive learning environment. The Peace Maintenance System described by L. Quigley and M. Zakierski (1997) and based on the Children's Creative Response to Conflict program (P. Prutzman, 1977) is an approach that enables students and teachers to create an environment in which mutual respect is paramount. Peer mediation is another approach by which conflict resolution is encouraged can be encouraged in the schools. (Contains 20 references.) (SLD)
Descriptors: Conflict, Conflict Resolution, Cultural Differences, Cultural Pluralism, Diversity (Student), Educational Environment, Elementary Education, Interpersonal Relationship, Middle Schools, Minority Groups, Multicultural Education, Peer Relationship, Socialization, Teacher Student Relationship, Teaching Methods
Phi Delta Kappa, 408 N. Union, P.O. Box 789, Bloomington, IN 47402-0789; telephone: (812) 339-1156.
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: Phi Delta Kappa Educational Foundation, Bloomington, IN.