Classroom Conflict and Its Solution

Baca Juga

There are so many conflicts happen in the class. As a teacher we must solve it in order teaching and learning process run well. As Bodine, Crawfor, and Schrumpf (1994) stress, conflict is a part of life, and without conflict there would be no personal growth or social change. It is important that students learn effective way of dealing with the types of conflict they will encounter throughout their lives. Kreider (1984) suggests that the cause of needs, values, and resources. In addition, conflicts arise from the classroom environment and from interactions between students and students or between students and the teacher.

Classroom Conflict

Many of the conflicts in the classroom center on the desire to meet basic needs, including the need for power, friendship and affiliation, and self-esteem and achievement. Bodine, Crawford, and Schrumpf (1994) note that conflict resolution is an extremely difficult when students perceive that others are threatening their psychological needs. It is important for teacher to understand that conflicts over unmet psychological needs are often played out against the backdrop of limited resources. Students appear to be in conflict over physical things when in reality, the need may be much deeper and more fundamental. If psychological issues are left unresolved, the conflict will appear again and again.

Conflicts may arise over limited resources (time, money, property) and are typically the easiest to resolve. The goal is to teach students that cooperating rather than cooperating for scarce resources is in their best interests. Conflicts involving different values (beliefs, priorities, principles) tend to be more difficult to resolve than those about resources are. When students’ values are challenged, they feel threatened. Conflicts over values involve the use of words such as honest, equal, right, and fair. Through effective conflict resolution, however, students can learn that resolving a values conflict does not mean that they have to change or realign their values. Often, agreeing that each person views the situation differently is the first step toward resolution. If students can learn to accept each other’s differences in beliefs, they will be able to deal with the issue in conflict rather than focusing on their difference.

The diversity of today’s classrooms provides an arena for conflict as students learn and play with students from backgrounds different from their own (Crawford & Bodine, 1996). This diversity may lead to misunderstandings or misperceptions of the intentions, feeling, needs, or actions of others. Conflict- resolution education programs provide a framework for addressing these problems by promoting respect and acceptance through new ways of communicating and understanding. Although complex, these conflicts can be resolved by increased awareness, understanding, and respect. Kreidler (1984) suggests that sometimes the classroom teacher is the sources of conflict in the classroom. Teachers who create a highly competitive atmosphere will have classroom full of conflict. When teachers favor one student or group of students, tension and jealousy are created. Too often, teachers place irrational or impossible expectations on students. Students often feel that rules are inflexible or that consequences are not applied equally. All of these teacher-created situations create an atmosphere of fear and mistrust.

Problem Solving in a Backbone Classroom
After the writer serve the explanation about the conflict happen in the class, here the writer will give the ways how to solve the problems mention before. Coloroso (1994) provides six steps to teaching problem solving:

Identify and define the problem. Part of defining the problem is allowing students to discuss their feelings. Students need to realize that everyone has the right to be happy, concerned, joyful, sad angry, or frustrated.

List possible solutions. Encourage students to consider every possible solution and to brainstorming without passing judgment. Allow students time to think about possible solutions.

Evaluated the option. Students should first list the options and then consider the consequences of these options. The teacher to guide, to support, to encourage, and to help students think though each solution carefully.

Choose one option. Although there may be several ways to solve a problem, students must decide on the plan of action they will follow. In some cases, multiple steps may be needed to resolve the issue.  Teachers should help students prioritize the steps that must be taken. It is helpful to start with a goal that is achievable in a relatively short period of time to provide for reinforcement of effort.

Make a plan. If the plan involves several steps, it is important to have students act on one step and report the result. It may then be necessary to revise the plan if the original solution is not working.

Reevaluate the problem and the student. Coloroso (1994) say that this is an important missed step in problem solving, but that it is important in the learning process. This review should include a discussion of the causes of the problem and how to avoid them in the future.

Those are the ways how to solve the problems in the class. Teacher can use some of the ways to make their class normal again. Teacher uses this ways for helping their teaching. A best teacher is someone who well chooses the ways to solve the problem in the class. Higher the teacher personality higher they will find the problems.

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