Decision-making and Conflict Resolution for Primary Students
26 views | +0 today
Decision-making and Conflict Resolution for Primary Students
EDUP3002 Assessment Task 1. 1-2pm Wednesday Tutorial
Your new post is loading...
Your new post is loading...
Scooped by Corinne Chapple!

Outcome and Indicators this Scoop-it Site is based on


Investigates rights, responsibilities and decision-making processes in the school and community and demonstrates how participation can contribute to the quality of their school and community life.


• class and school decision-making

• conflict resolution within the classroom and the school

No comment yet.
Scooped by Corinne Chapple!

5 Hard Questions to Ask Yourself During a Conflict

5 Hard Questions to Ask Yourself During a Conflict | Decision-making and Conflict Resolution for Primary Students |
It happens more often than is polite to admit. A versus B, you against me. We do not agree, so I’m pissed, so I go home and practice that ag… (RT @idonethis: 5 Hard Questions to Ask Yourself During a Conflict.
Corinne Chapple's comment, April 23, 2013 2:16 AM
Description: The language of this website isn’t written with the target audience of children. It is casual or conversational, and although does have a few borderline swear words or expressions, the website still provides excellent information about conflict resolution. The 5 questions are sharp and witty and could easily be adapted into a stage 2 classroom.

Usefulness for teachers: Although the text may seem a little beyond the accessibility of a stage 2 class, a teacher could easily take the information, change it into simpler and more relevant language that students can understand and use it as the foundation of learning about conflict resolution. For example, “Can I fairly articulate the other person’s point of view?” could be changed into something like “What is the other person thinking?”.

Relevant lesson/activity ideas: Stemming a discussion about the ‘5 most important things to think about in conflict resolution’ (or more, depending on what that particular class deems ‘most important’) students could create a poster to place in their classroom or to put up around the school, encouraging their peers to try and solve small disputes on the playground and in the classroom. The teacher could have follow up discussions about why this knowledge is important. Students really do need to know about these kinds of social skills as they are relevant all the way into adulthood.
Literacy/numeracy link: A literacy link would be creating the poster, as well as using oral literacy during discussions.

Pedagogical link: Teachers need to be able to take information from the internet or other sources and present it in a way that is relevant and interesting to children. Making them copy or regurgitate facts isn’t as effective as encouraging them to take in the new data, think for themselves and come up with their own completely new understanding of the topic. With good teacher instruction, students are able to learn about complex ideas and express it in an easier, more understandable way. This is so important, as it creates the foundation of their knowledge, which grows and matures as they begin to understand more.
Scooped by Corinne Chapple!

Customary Law, Traditional Life, Aboriginal people and Torres Strait Islanders

Customary Law, Traditional Life, Aboriginal people and Torres Strait Islanders. Customary law- Traditional Indigenous communities were very structured and the people within them abided by many ancestral laws and regulations.

Corinne Chapple's comment, April 23, 2013 2:22 AM
Description: This website provides information about the Customary law branch of the judiciary system and how it relates to an Aboriginal or Torres Strait Islander perspective. It focuses on why Customary law is important for indigenous people and why it is a necessary part of the Australian judicial system.

Aboriginal perspective: Conflict resolution, in terms of the law, is a mostly westernised system. Before colonisation, Indigenous people had a system for solving disputes, and this system should not have been expected to go away when the ‘White Man’ arrived. Including their perspective and their systems in the law allows for a better sense of equality, as an Indigenous person who creates conflict can be treated by Customary law and the Indigenous people’s traditional conflict resolution techniques. Students have a right to understand this and the background surrounding it. It’s important for teachers not to encourage a “what are the differences between their system and ours?” train of thought as that increases the likelihood of an “Us and Them” perspective. Instead teachers should talk about the effectiveness of this conflict resolution technique, and perhaps ask a local Aboriginal Elder or Representative to come into the classroom and discuss this topic further. When learning about Aboriginal Australians, it’s important to include them within the classroom so students have a better understand of their actual perspective, rather than what a website or book says their perspective is.

Usefulness for teachers: The website shows the information about what the dispute resolution processes are for Aboriginal and Torres Strait Islander people and the punishment. Teachers should highlight the fact that when conflict or a dispute occurs, the community comes together because usually it would affect them all. Teachers can also use this resource as a starting point of the importance of customary law in a contemporary setting as indigenous people need this link between their culture and the westernised culture (and potential clashes).

Relevant lesson/activity ideas: To ensure full respect of the Aboriginal culture, teachers must present the information in a way that prevents negative stereotypes or perceptions of Aboriginal and Torres Strait Islander people. Activities centred around demonstrating the effectiveness and usefulness of Customary law and the traditional conflict resolution techniques is essential. Inviting an Aboriginal community member to discuss it and perhaps actually enacting the dispute resolution process (with respectful scenarios in place that don’t encourage negative stereotyping) and drawing parallels with their own perceptions or methods should assist in breaking down negative barriers.

Pedagogical link: When choosing material to teach Aboriginal perspectives, teachers must ensure that the resource is authentic, highlight the diverse culture of the indigenous people, encourage actual participation from them, be accurate and exclude content that could distress Aboriginal students or visitors. The selection criteria used to evaluate any material that relates to the teaching of or about an Aboriginal perspective must retain an authentic and respectful tone. Teachers cannot simply rely on any random book when trying to teach this, as a lot of material out there does not actually respect or put forward a positive and accurate image of the Aboriginal and Torres Strait Islander people. Teachers must remain sharp when deciding what material to use, conferring with Aboriginal Education Consultative Group (AECG) representatives if unsure.
Scooped by Corinne Chapple!

Kids' Health - Topics - Conflict resolution

Kids' Health - Topics - Conflict resolution | Decision-making and Conflict Resolution for Primary Students |
Corinne Chapple's comment, April 23, 2013 2:15 AM
Description: A child targeted website on how to deal with conflict resolution. It has several different headings such as ‘what is conflict resolution’ and ‘how to avoid making things worse’, with useful information and a multiple choice quiz. It is written in simple language that students can understand and interpret by themselves, or if not with a teacher.
Usefulness for teachers: The information is presented cohesively in a coherent manner so teachers are able to find and focus on the important points easily, and impress upon students the importance of conflict resolution in the school and classroom environment. They could use this resource either as background information to use on a lesson on conflict resolution, or have students access the website (either on an IWB, or during computer class time) and answer the quiz or create other activities that stem from the original information provided. To ensure this is used in a student-centred approach, teachers must make sure that students are able to discover and understand the information, either through discussions about the text or follow-up activities.
Relevant lesson/activity ideas: Towards the end of the website, a few scenarios are listed. Students, rather than just ‘thinking’ about what they could do, could break up into small groups or pairs and create a role play exercise where they must show either a passive or aggressive solution (ensuring no body contact during aggressive display) as well as the correct assertive solution. Students should write up the script and perform it to the rest of the class, who have a critical discussion about the conflict resolution techniques shown.
Literacy/numeracy link: Literacy link could be expanding on their understanding and comprehension of the text and the familiar/unfamiliar vocabulary used within the text, as well as writing a script in the follow-up role play activity. There is also an ICT link to this if students are asked to access the website.
Pedagogical research: It’s important to create authentic learning experiences for children so they are better able to reconcile new knowledge with the pre-existing understanding. This website allows for students to either see the information presented in a simple way, or use it in follow up activities that allow them to demonstrate they understand conflict resolution and its importance. Authentic learning experiences such as creating scripts and dialogue to express conflict resolution is an effective way to ensure they understand new topics, or terms, such as this.
Scooped by Corinne Chapple!

Student Leadership Programs in Primary Schools

Student Leadership Programs in Primary Schools | Decision-making and Conflict Resolution for Primary Students |
Student Leadership and SRCs
Corinne Chapple's comment, April 23, 2013 2:18 AM
Description: This is a DEC website providing information about the Student Representative Council in the Primary setting. It has several headings that answer many questions, not only about what the SRC is, but why it is important and how it is useful in schools. It also has links to high school SRC.

Usefulness for teachers: As this is a DEC website, the information is reliable and relevant to students and teachers in the NSW public schools system. It is useful to teachers as it provides an insight into the vast topic of decision-making, but in an example that students are able to relate to and have experience with. Students may have already been on the SRC or are currently on it and would be able to bring their perspectives to the lesson. This website is useful, however, as it could clarify any misinterpretations or misunderstandings about the SRC

Relevant lesson/activity ideas: Students could look up how the SRC system works on a large scale within the community as well as on a smaller scale within their school and classroom. It would be important for the teacher to impress upon the students that the SRC is an example of decision making. There could be brainstorms made about why the SRC is important (either drawing on real-life experiences or examples of what the SRC has done at their particular school or hypothetical examples) and also what they think the SRC could do to better their school. Students could jointly construct a letter for their class representatives to pass on to the SRC about decisions or topics they think are important, or perhaps write a short text on the importance of the SRC in their school, or the types of decisions they have to make.

Literacy/numeracy link: Students creating letters or lists must use their writing skills to form, as well as cognitive skills to decide what is written in the letter or put on the list.

Pedagogical link: Students need to have examples of information that they can relate to. In this instance, talking about the SRC in terms of decision-making is important as it literally shows students that decision-making occurs all around them, by their peers, not just their teachers and other adults in their life. It can lead into greater discussions about other forms of decision making, which take place outside of the school but decisions that still have a great effect on them as students, their school and their family.
Scooped by Corinne Chapple!

Forms of Government

Forms of Government | Decision-making and Conflict Resolution for Primary Students |

"A look into the different forms of government available around the globe, and how they differ."

Corinne Chapple's comment, April 23, 2013 2:22 AM
Description: Another child-friendly website that provides important and difficult information in a manner that is easy for students to understand. The website is about the different forms of government (both active and inactive forms of government) as well as relevant vocabulary to do with the different types of government (e.g. “Constitutional monarchy”).
Global perspective: This provides a global perspective as it shows the different forms of government in action around the word, beyond Australia. Although it may be a little confusing for students to understand, the way in which the teacher presents the information would affect how students interpret and merge the information. Focusing on the global perspective that different countries have different decision making processes is important as students can then appreciate their own situations and the more familiar decision making processes they come across. Teachers wanting to use this resource would perhaps wait until further into the topic of ‘decision-making’ so students can appreciate decision-making at a micro level (or personal level) before beginning to understand it on a wider or macro level.

Usefulness for teachers: This website summarises a few different forms of government. It can be categorised into similarities and differences, or a few could be chosen out with modern or historic examples ready to assimilate new knowledge with previous understandings. As students are only stage 2, this information would be produced in such a way that students aren’t overwhelmed, perhaps only focusing on one or two examples.

Relevant lesson/activity ideas: After looking at and summarising the differences and similarities between these different forms of government, the teacher could choose a few different examples and, (with careful, deliberate planning) actually use those models of government within the classroom over the next few days. Students and teacher will conduct lessons and make decisions following the decision making processes shown by that government. At the end of each day, students could reflect critically about what worked and what didn’t in terms of learning for the day, and discuss which form of government operated easiest within the classroom setting. As well as this, they could tie their personal experiences with that of a country that follows that model, to see whether it works on a large scale or small scale better.

Literacy/numeracy link: Students could keep a reflective journal about the different forms of government operating in their classroom for the week.

Pedagogical link: If teachers present complex ideas such as these different forms of government, along with meaningful learning activities, students will be better able to understand. They also would get more enjoyment from the change in routine, perhaps preferring different decision-making models to the way the classroom is usually run. Children do like a change in status when in the classroom, and changing the power from the teacher (in a controlled manner) allows students to show their strength and assist in their own personal decision making processes.