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ERIC Number: ED465716
Record Type: Non-Journal
Publication Date: 2001
Pages: 6
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Classroom and Conflict Management: Rethinking Teacher Preparation for Ethical Practice.
Lane-Garon, Pamela S.
Teachers make ethically-related assumptions when designing and implementing classroom management plans. Teacher education programs often promote the practical values of order, prevention, and efficient intervention. It is important that they also stress the value of encouraging social-cognitive development in pro-social directions. This paper recommends that teacher educators: model, convey, and scaffold classroom management practices that will enable future teachers to create a caring community of learners; contract for individual differences, rewarding approximations to the goal; and teach and provide opportunities for guided practice in constructivist interpersonal conflict resolution. The caring community of learners is encouraged by the teaching and implementation of classroom meetings. When future teachers are taught mediation skills, they expand their own communication skills, self-regulation, perspective-taking, and facilitative language vocabularies. Ethical practice involves rewarding approximations toward the desired goal. Once rules are devised, a private contract can be created describing the target behavior and providing encouragement and recognition for small accomplishments. Teachers can provide a model for in-class guided practice in conflict resolution that supports and is in concert with the classroom discipline plan. Once teachers have experienced training in mediation, they can serve as models for students. (SM)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A