Conflict Resolution Course
This course targets teachers who are looking for more effective communication skills and behaviour management strategies in their classrooms. To have stronger relationships with colleagues and the confidence to work with parents and carers. The skills and tools provided promote positive interactions and engagement. These strategies and skills are particularly effective in negotiating clear expectations and consequences. Improving conflict competence involves understanding the dynamics of conflict and taking responsibility for responses to it, by managing emotions and reflecting on what is happening, before engaging the other person constructively.
Each school has a duty of care to ensure the emotional and physical safety of their children and their staff. On completion of this course, the teachers will have increased their professional knowledge through understanding the motivation of behaviours connected to conflict. They will have practical strategies and ideas which they can implement in every aspect of their lives. This will lead to more confidence when engaging with the school community.
The 2011 review of the National Safe schools’ framework “extended the vision of the Framework to reflect the prevailing socio-cultural context at that time, in particular, the newly emerging challenges for school communities in relation to online safety, cyberbullying and issues related to violence and anti-social behaviours.” (p.5) This course will directly address these issues by providing insight and knowledge on anti-social behaviour as well as an understanding of these behaviours. Armed with these skills teachers can implement positive changes in the classrooms and playgrounds.
How long is the course?
The course is run over 16 hours, though this is flexible. Each skill has a wide range of activities with discussions, role-plays, questions to answer and sharing. Each session can be run in a variety of ways depending on the group. Some groups prefer discussion and chalk and talk while others prefer group activities and sharing ideas. Each skill can be potentially taught for up to three hours. This course acknowledges the expertise of the participants and tailors the sessions to their skills and experience, it also gives the opportunity to provide support and connection.
What’s involved in the session?
Each session will require reflection on personal and social engagements by analysing and questioning professional practice. Teachers get the opportunity to share successes, challenges and discuss issues. They practise these skills between workshops and have an opportunity to assess their progress in the classroom. It is important to develop an environment which is safe, inclusive, comfortable and open.
For Proficient Teachers
Completing this course will contribute 16 hours of NSW Education Standards. Face to face or live webinar.
Authority (NESA) Registered PD addressing 3.5.2, 4.1.2 and 4.3.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.
Use effective classroom communication
Use effective verbal and non-verbal communication strategies to support student understanding, participation, engagement and achievement
Support student participation
Identify strategies to support inclusive student participation and engagement in classroom activities.
Establish and implement inclusive and positive interactions to engage and support all students in classroom activities
Manage challenging behaviour
Demonstrate knowledge of practical approaches to manage challenging behaviour.
Manage challenging behaviour by establishing and negotiating clear expectations with students and address discipline issues promptly, fairly and respectfully.
Physical Development, Health and Physical Education Outcomes (PDHPE)
Objective: Students demonstrate an understanding of strategies that promote a sense of personal identity and build resilience and respectful relationships
PDe-3:PD1-3, PD2-3, PD3-3.
PDe-3: communicates ways to be caring, inclusive and respectful of others
PD1-3: recognises and describes the qualities that enhance inclusive and respectful relationships
PD2-3: explains how empathy, inclusion and respect can positively influence relationships
PD3-3: evaluates the impact of empathy, inclusion and respect on themselves and others
Objective: Students develop and use self-management skills that enable them to take personal responsibility for their actions and emotions and take positive action to protect and enhance the health, safety and wellbeing of others
PDe-9, PD1-9, PD2-9, PD3-9.
PDe-9: practises self-management skills in familiar and unfamiliar scenarios
PD1-9: demonstrates self-management skills in taking responsibility for their own actions
PD2-9: demonstrates self-management skills to respond to their own and others’ actions
PD3-9: applies and adapts self-management skills to respond to personal and group situations