Nowadays conflicts have been considered as a complex social phenomenon and inevitable attribute of social relationships (Druckman, 2006). While conflict situations the contradictions between people, groups and communities have been arisen and solved. In modern conditions, such a problem has been becoming up-to-date in terms of improving the emotional climate of interpersonal communication that is one of the main things about being succeeded in the process of communication.
What is necessary for the conflict to be emerging is the practical conflict actions of all participants (in our case – the students of the 6th and the 7th grades, the teachers and the parents) when the interests collide with each other tending to be rather controversial and none of the parts is not willing to do the first step to negotiating in order to navigate a conflict. Very often the conflicts arise when one or another side begins to escalate the conflict and provokes another side to participate in the collision of the interests. In particular, our departments cannot communicate and keep kind relationships. When any ideas how to improve the process of teaching or performance of students have been brought to the discussion the conflict is always inevitable because each coalition immediately begins to defend the idea of the own department even if it is obvious that the idea from another department is much better and will provide more effective results. The same situation has been always happening with the 6th and 7th grades. The students conflict with each other just because they are from different groups, but not because they have something to argue about.
The reasons why the conflicts happen can be different. We can name some of them: the crisis of the relationships, tension while communication, various incidents, and misunderstanding,overall discomfort, etc. In case the conflict is handled destructively the consequences will be such as alarm, refusals, escalations, dismissals, polarizations and so on. And in the opposite case, when the conflict is dealt positively, the person or group of people feel happy and satisfied. For me, as a person who likes to handle the conflicts because I always feel rewarding results after any particular case, it is always a challenge, but, at the same time, an opportunity to grow in the communication sphere. I chose my job due to the fondness of children, first of all as well as awareness of intercultural and interpersonal communication.
The development of each child, his entering into the culture always happens during his interaction with the world. Such an interaction is organized by adults and happens in the children’s community. That is why all children’s conflicts emerging among children start and finish in the group and while interacting with the adults who are always significant for youngsters. It is a fact that there are too many conflict situations when children can deal themselves. All children’s quarrels can be recognized as the first life lessons of cooperation with the big real world, the stage of probations and making mistakes. This step is inevitable if we want children to be successful in making decisions and solving problems in their adulthood.
Taking into account that the adults, especially teacher have always been considered as the great authorities for the kids it is very important to eliminate all possible reasons for the conflicts between them first of all, of course. In our case, there is a lack of professionals, especially among the local population as well as the constant changes in the staff. In case if the person has already worked for more than one year he/she thinks that has the right to demonstrate disregard to the newcomers. The children are very observing. They notice everything, and therefore, the conflicts between them and new teachers are always inevitable. If adults can behave like this all students take as a model of behavior for them.
Therefore, first of all, the adults must agree with each other and demonstrate their respectful and working relationships with the children. Is is totally unacceptable to be involved in the conflicts with the children and other teachers. The corporate ethics should be developed on the high level. Children should not feel so-called siding from other adults dealing with the conflict situations referring to their progress and performance at school. If a teacher thinks that a particular person deserved to be punished or appraised this is absolutely of his professional background. The only thing he/she can do is to consult with the class senior teacher, however, such a consultation should be held without the presence of the child. This is absolutely professional and reasonable attitude in any situation because it is the matter of the subordination first of all. Children should always take as an evidence that any teacher should be respected. We are models for our students and we must always remember about it.
In a case of a conflict, I always try to provide the situation when kids have an opportunity to solve any problems themselves. I try to define the level of security in any particular case. When we speak about the age group that is suitable for the 6th and the 7th grades the first rule here is not to interfere without the extra necessity. If we understand that the students have his own right to express his own opinion, we will have an ability to handle any conflicts more efficiently. For example, if the student has something that others do not have. Other youngsters may ask for giving them such a thing. In a case of the student’s negative answer, the rest of the students begin teasing this boy or girl using some offensive words. Should we intervene in this case to handle the conflict situation? (Tilleth, 1998) The answer is ‘No’ because a particular person is being taught how to protect his own property. Instead of calling the student ‘meanie’ we need to provide the negotiations and watch how children try to regulate the situation in a respected manner, interfering only in case another more serious conflict. Such an approach will be a good opportunity for the school children to cope with the conflict situation.
Let’s summarize several groups of school conflicts, such as the conflicts within one age group, between the children and the teachers, between the teachers and the parents, between the teachers of an educational institute, between the administration and the staff and at last, between the parent, although they are less obvious, but the most harmful for the teachers.
The most popular type of conflict is the conflict between children of the same age group. S mentioned above, the best strategy here is not to interfere as along as possible but watch and control the situation. Speaking about the conflicts between a teacher and a school child, we need to admit that they can be different possible solutions. In such a case, from my personal experience, the teacher is the one who needs more help because in case he is not right, it takes too much time and costs too many efforts to admit it and do the first step towards the students to the apology. In this situation, the teacher needs to ask himself at first as a professional with the pedagogical and psychological background if he did all to prevent the conflict if he treated the kid respectively without any discrimination. Students, no doubt, should always take into account the age difference and professionalism of a teacher. In the third type of a conflict between parents and teachers, the main victim is always a child. In our particular situation the female teachers of our school initiate the conflict situations and accompany them with, sometimes, too emotional tone. Instead of trying to handle the conflict situation working with the students themselves, the teachers escalate the case to the parents. Parents punish their children, but then, in any case, take the side of their offsprings and begin treating the school teachers like the enemies.
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The conflicts between the colleagues or the departments are too serious because they always influence on the emotional environment in the school. Say, the science and linguistic departments always try to prove each other that they work more than their co-workers and their subjects are always much more important than others. We also have some situations when the teacher who is responsible for the extra activities such as concerts for parents in honor of particular holidays try to take the participants to do rehearsal during the lesson of another teacher without talking to him at first. This is totally unacceptable and we always try to explain to the teachers that the respectful attitude to another subject is very important. I always recommend such teachers take kids instead of the lesson they usually hold to avoid any conflict situations. We have already mentioned the conflicts between experienced and inexperienced teachers as well as the teachers with a higher salary and the ones with a low money rate. The situations can be numerous as well as the ways to handle them. It is the matter of an organizational behavior and can be discussed too long. The obvious ways to deal with such misunderstandings are to provide the various team buildings and social events where different teachers from different departments can play together for one clear goal to win. It provides a very supportive atmosphere and leads to the strengthening of working relationships.
In any educational institute the administration always has a pedagogical background. All conflict within the staff and the administration are led within the professionalism of the administration. If people have been hired to work at school or some reasons it means that the administration must do all to provide very comfortable working conditions and friendly atmosphere. In case there are lots of conflicts between the personal and the administration it means that the supreme leaders are not effective leaders and must be replaced (Bodine, Crawford, Shrampf, 1994).
References
Diehl, P. F., & Druckman, D. (2006). Conflict resolution. London: SAGE.
Tillett, G. (1999). Resolving conflict: A practical approach. South Melbourne: Oxford University Press.
Cotton, D., Falvey, D., & Kent, S. (2000). Market leader: Intermediate business English. Course book. Harlow: Longman.
Bodine, R. J., Crawford, D. K., & Schrumpf, F. (1994). Creating the peaceable school: A comprehensive program for teaching conflict resolution: Program guide. Champaign, IL: Research Press.
