Essay Example on Conflict Resolution in Schools: Challenges for Teachers

Conflict resolution is something that occurs daily at school and can either drive or interfere with the momentum of a teacher, parent, students or the entire school. The school may become a toxic place especially when teachers permit conflicts to grow rather than giving it a confrontation (Altmae, Turk, & Toomet, 2014). Conflict management may be very challenging to teachers especially when they are not well versed with a wider ecosystem in which a given student or parent creating the conflict operates, and how their efforts of solving the conflict reverberate throughout the entire ecosystem. The school is always commonly fueled with numerous issues that a teacher may find it difficult to know which may be affected when the conflict is solved solely to advance your own or to benefit from it. This, therefore, calls for teachers to act responsibly to gain respect from students, parents, and colleagues. Furthermore, teachers should recognize that leadership is not a contest of popularity; it is a crucial responsibility that majorly comprises guidance and development of a solid potential in parents, students and the school at-large. An essential bit in the process of creating potential involves understanding how to detect the conflict and when to grasp the opportunity that exists within the conflict before tensions result in chaos (Rothkopf, 2017). The focus if the paper is to investigate conflict resolution and leadership skills.

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In a school setting, a teacher may be presented with conflict from a student, teacher or parent that has turned worse. Angry parents may raise complaints concerning lack of assistance that their children get from the assignment that they receive. Moreover, the student may become irritated about the assignment and refuses to listen to the help the teacher has offered, meaning that they would like the teacher to do for them the assignment; a habit that the parent also supports. The teacher has to deal with the student directly but the student is very irritated. He, therefore, needs to come up with an effective resolution to this matter and calm the situation before it brings chaos.

The above scenario can be addressed using either of these two conflict resolution models; the "Courageous Conversations" model and the Thomas-Kilmann model (Altmae, Turk, & Toomet, 2014). The "Courageous Conversations" model makes use of 3Es to resolve conflicts. The first approach is explaining the gap; this is the most vital phase where issues are clearly explained and people get on table concerning what is to be talked through (Rothkopf, 2017). I would use this approach to have the student or the parent to explain the issue at hand so that further discussion can be done on the same. The next approach is exploring the gap; this is a conversation phase that is grounded upon considerable questioning and listening from both sides. I would make use of this approach to question the irritated parents and students concerning various issues raised and having the opportunity to listen from both sides. This would allow me to get to the bottom of the matter and hence come up with an informed coursed of action. The last phase of this model is the elimination of the gap; this is where a clear and tested consensus is reached concerning how people intend to move forward. After questioning and listening for both side of the story, an agreement will be reached with the student or the parent concerning how to the way forward.

On the other hand, I would make use of the Thomas-Kilmann model. This model provides various options for conflict resolution (Altmae, Turk, & Toomet, 2014). Among the options is compromising; I would use this option to compromise both sides of the conflict to provide a favorable environment for gaining an agreement. I would encourage the student to accept concession were needed to maintain productivity level in their academic as opposed to a continued argument. This would help the student and the parents to overcome interpersonal conflict and encourage acceptance of other good experiences and cultures in the school.

Furthermore, I would emphasize the major concerns rather than emotions. The concerns signify the basic human desires that underlie both positive and negative emotions when it comes to conflict resolution (Davidson & Wood, 2016). I would also try to understand the emotional feelings of the student by putting myself in their shoes, this would help me is addressing their concern with a lot of compassion. I would also use various leadership skills such as empathy and good communication skills to help me pass clear and accurate verbal and written communication to both the parent and the student. The skill would help me to listen to the concerns raised by parents and students and to avoid assumption of what they might already have thought or known, but to give a clear communication where needed (Davidson & Wood, 2016). My faith would enhance my empathetic skills as it would enable me to feel exactly what others feel, this would help me to have an understanding of their motivations, needs, and misunderstandings. My faith would, in turn, have an overall influence on my meekness as I will have to be very humble while in the empathetic mood. As a librarian, I would ensure that I major on clear communication and emotional intelligence to ensure that students get the right information at the right time. My emotional intelligence would help me to understand the emotional feeling of most students hence making it easier for me to give them the right approach.

It should, however, be recognized that conflicts are natural and if well handled can lead to an innovative solution to a given problem. Enhancing clear communication among students and parents may lead to cooperation and clarifications. If conflicts are not well managed, then it might result in unproductivity and disharmony. This, therefore, calls for an effective use of conflict resolution models such as Thomas-Kilmann and the "Courageous Conversations" models to help in an effective conflict resolution.

References

Altmae, S., Turk, K., & Toomet, O. (2014). ThomasKilmann's Conflict Management Modes and their relationship to Fiedler's Leadership Styles (basing on Estonian organizations). Baltic Journal Of Management, 8(1), 45-65. DOI: 10.1108/17465261311291650

Davidson, J., & Wood, C. (2016). A Conflict Resolution Model. Theory Into Practice, 43(1), 6-13. DOI: 10.1207/s15430421tip4301_2

Holley, J., & L'Abate, L. (2015). Intimacy Is Sharing Hurt Feelings: A Comparison of Three Conflict Resolution Models. Journal Of Marital And Family Therapy, 5(2), 35-41. DOI: 10.1111/j.1752-0606.1979.tb01265.x

Rothkopf, A. (2017). Courageous Conversations: Achieving The Dream and the Importance of Student Success. Change: The Magazine Of Higher Learning, 41(1), 24-41. DOI: 10.3200/chng.41.1.24-41