Classroom Conflict Research Articles

De-Escalation With Low-Intensity Antecedent Strategies: Implications for Disproportionate Disciplinary Outcomes

Research suggests that a cycle of misbehavior can escalate quickly from corrections over minor rule infractions to threats of serious disciplinary consequences. There is also evidence that Black youth may be especially at risk for these escalations due to subtle or implicit racial bias, or cultural mismatches that may lead teachers to believe that minor rule violations, especially those that require subjective judgments, convey willful defiance or disrespect. In this article, we provide a brief overview of data confirming that Black students experience disproportionate disciplinary outcomes, explore the idea that one contributor to disproportionality may be cultural disconnects between adults and the student population, and consider the idea that many punitive disciplinary actions evolve from relatively minor classroom conflict, disruption, or rule violations. We argue that fairly simple, low-intensity antecedent strategies that show promise in defusing problems rather than exacerbating them may offer mitigation against disproportionate disciplinary outcomes.

Strategies for problem solving and conflict management in the classroom with third grade students

This research was conducted to assess the efficacy of some problem-solving strategies when managing classroom conflicts with participants that are in third grade from elementary school Neftali Villalobos, in Heredia, Costa Rica. This study delves deep into the reality faced in classrooms regarding time, limitations and challenges when solving classrooms conflicts as well as providing different strategies which can be implemented by teachers. The paper also discusses the results of the implementation of these practices and their fruitfulness through a qualitative scope.

Facework in teacher-student email interactions

Two trends have become prominent in higher education worldwide. On the one hand, globalization has favored the expansion and influence of the English language. On the other hand, email has become one of the main forms of communication in academic settings, especially in teacher-student out-of-class correspondence. While these facts have increasingly attracted scholarship attention, studies in education seem to focus more on the students’ display of face(work) alone, while neglecting the teacher’s counterpart. To redress this imbalance, the present study aims to examine face(work) as displayed in students’ email requests for consideration (e.g., on late assignments submission and class attendance) and teachers’ responses. A qualitative analysis of 20 sets of teacher-student interactions reveals different strategies opted for by the students and the teacher in face(work) management. Drawing on face-constituting theory, the findings show that whilst the students are concerned with their own face alone, the teacher is concerned with how to avoid classroom conflicts in the way that attends to one’s own face, the students’ face and the classroom harmony. In this way, the management of face(work) operates in a complex and dynamic way that allows the co-construction and reaffirmation of their respective identities. For example, whilst the students’ actions overlook the relevance of the interdependence relation between them, their peers and the teacher, which is critical for the harmony of the classroom, the teacher’s actions privilege connectedness over separateness. Furthermore, the findings suggest that cultural specificities governing the backgrounds of both the teacher and the students are not always influential in the management of face in email interactions.

Queer students in international higher education: a review of distinct motivations, considerations, and challenges

AbstractPursuing education overseas is a high impact practice in higher education. Students who identify as LGBTQIA + —commonly referred to as “queer,” an umbrella term—may be more likely to participate yet face additional unique challenges. Using a systematic review of literature across multiple disciplines, this paper explores LGBTQIA + students’ motivations, identity development, and university experiences while participating in education overseas. It also aims to define the term queer international student and examines the theoretical frames used to understand this population in the literature. Findings show that literature carves out a composite of students who view, and sometimes actively seek, overseas education to develop themselves, express their identities, and live in communities that are more welcoming and safer than those at home. However, they also face conflict in English language classrooms, on campuses, and with their families as they navigate expectations, with some switching between cisheteronormative and queer identities in different communities. On university campuses, scholars noted, queer international students can be viewed singularly as international students, with their sexual orientations and other intersectional identities going unrecognized or being erased. Moreover, higher education scholars and practitioners often do not designate—or perhaps exclude—international students in studies and programming for LGBTQIA + students. As a result, queer international students may not feel like they belong in any group and risk being double-marginalized in higher education. This paper concludes with five recommendations for additional research in this emerging subfield of higher education literature.

Focus group on conflict management in the classroom in Secondary Education in Costa Rica: mixed methods approach.

The educational system in Costa Rica, as regulated by Law #7727, which governs Alternative Conflict Resolution and Promotion of Social Peace must consider the interplay of various factors influencing classroom conflicts and the management strategies employed by teachers. Consequently, it becomes imperative to identify the most effective conflict resolution practices applicable within this context. To achieve this, a thorough procedure based on mixed methods was employed to analyze and interpret both classroom conflict behaviors and teachers' strategic responses. This study employed an indirect observational methodology, from a mixed methods approach. Data was collected through a focus group comprised of teachers. Following the connect framework, the procedure was conducted in three phases: QUAL-QUAN-QUAL. Two analytical techniques were implemented. A lag sequential analysis was used to explore potential behavioral patterns. The results of this analysis informed a polar coordinate analysis, which generated a visual representation of the relationships between codes. A focus group addressed four questions, yielding satisfactory data quality control results (kappa values: 0.80, 0.77, 0.76, 0.82). In polar coordinate analysis, the 37 observational instrument categories were designated as focal behaviors. Each of the 37 analyses treated all categories as conditioned behaviors. The analysis identified 342 activation/inhibition relationships between focal and conditioned behaviors. Of these, 195 were statistically highly significant, distributed across quadrants: Quadrant I (106), Quadrant II (36), Quadrant III (16), Quadrant IV (36). Significant gaps in understanding of conflict were identified, along with disparities in the resources and competencies necessary for successful conflict resolution among the observed educators. Specifically, teachers frequently employed techniques informed by intuition rather than deliberate strategy learned in their training. Consequently, the study advocates for enhancing teachers' cognitive and emotional competencies to optimize conflict management within the classroom and bolster their adaptive coping mechanisms.

Exploring the Integration and Innovation Path of Chinese Traditional Music Culture in Popular Percussion Education in Colleges and Universities

Abstract This study explores the integration of Chinese traditional music culture with contemporary percussion education in higher education institutions. It delves into three primary areas: the rhythmic language inherent in Chinese national instrumental music, the acoustic properties of combined percussive instruments, and the distinctive features of percussion music compositions. In response to the evolving trends in popular percussion education at universities, we have designed a curriculum framework titled “Chinese Percussion,” which leverages the abundant percussive resources available. This framework includes a detailed examination of audio signal processing and the extraction of percussion rhythms. Furthermore, we address the significant challenges in teaching percussion at the collegiate level and propose using the music spectrum to direct instructional rhythms. Employing the creative environment of the music classroom as a methodological tool, this study assesses the atmosphere of creativity in college percussion classes before and after incorporating traditional Chinese music elements. With the exception of the sixth dimension (classroom conflict atmosphere), which did not show statistical significance, all other positive dimensions—challenge/involvement, freedom, trust/openness, reflective thinking time, joy, support for creativity, discussion, and adventurous spirit—demonstrated significant improvements. Specifically, the seventh and eighth dimensions showed increases of 0.4121 and 0.6459 points, respectively, in post-test scores. Incorporating Chinese musical elements into percussion teaching not only enhances the uniqueness of the educational experience but also stimulates interest and engagement, thereby fostering the advancement of music education.

Emotional Competences of Primary Education Teachers: A Need in School Post COVID-19.

The COVID-19 pandemic has increased the number of students with mental health problems: depression, anxiety, stress. Faced with this reality, teachers and schools must be prepared to respond quickly and effectively. Therefore, the objective of this article is to analyze the emotional competences of primary school teachers in the city of Valencia based on the following sociodemographic variables: sex, age, professional experience, type of center and whether they have children. For this purpose, a quantitative methodological approach has been followed, through which the emotional competencies of primary education teachers are analyzed. These results allow us to establish teacher profiles according to sociodemographic variables and help to detect possible training deficiencies. A sample of 371 teachers of primary education in the city of Valencia has been analyzed. The Questionnaire on Teaching Competences of Primary Education Teachers, carried out under the Planned Action Model, has been used, and descriptive, univariate, bivariate and cluster analyses have been carried out. The mean, the standard deviation and the interquartile range (IQR) have been analyzed, as well as non-parametric tests such as the Wilcoxon, Kruskal-Wallis or Z test. The most significant results are that teachers have a greater ability to interpret emotions and to listen to students. On the contrary, it is teachers who most reject prejudice, discrimination and racism. Younger teachers are the ones who implement more inclusive learning environments. Finally, in general, all teachers are very respectful of students and claim to know how to manage classroom conflicts. The results obtained, in general terms, coincide with most of the research on teachers' emotional competencies. Some aspects simply do not coincide with the literature. The teachers who participated in our research perceive themselves as having a greater capacity to observe and interpret students' emotions, to generate learning situations that cater to diversity and to listen to their students. Other studies place these competencies at lower levels.

Effects of a Portuguese social-emotional learning program on the competencies of elementary school students.

It is widely recognized that socio-emotional learning (SEL) interventions can contribute to supporting students' positive development of socio-emotional skills (SES) and positive relationships with peers and teachers. Thus, interest in promoting students' SES through universal evidence-based programs is spreading around the world, including in Portuguese schools. This quasi-experimental study examines the efficacy of a SEL classroom-based program, infused into the curriculum, on students' communication, self-regulation, and classroom peer relationships. Participants included 208 third- to fourth-grade students from three Portuguese public elementary schools: 143 in the intervention group (54.5% boys; Mage = 8.72; SD = 0.61); 65 in the comparison group (52.3% boys; Mage = 8.66; SD = 0.59). Measures included: Study on Social and Emotional Skills, parent, child, and teacher versions; and Classroom Peer Context Questionnaire, completed by students. The study followed a pre- and post-test design, with a 16-week intervention. For the overall participants, results show a positive effect of the program on students' assertiveness (family report), peer conflict and peer cooperation. Effects were analyzed separately by school grade. A statistically significant positive effect of the program on third-grade students' assertiveness and sociability was found. For fourth-grade students, a positive effect was found on - emotional control). classroom conflicts, isolation, cooperation and cohesion behaviors. These positive effects support the expansion of universal interventions when aiming at strengthening SEL in Portuguese school settings, underlining the relevance of embedding SEL into the curricula and daily practices at schools.

The teachers' personality factors on classroom conflict management

The study aimed to understand the predictive impact of the five factors of teachers' personalities (neuroticism, extroversion, openness to experience, agreeableness, and responsibility) on conflict management in the classroom. The variables of gender, service time and academic training of teachers were also studied when they were related to personality dimensions. The NEO-Five Factors Inventory, the Rahim-II Organizational Conflict Inventory -Portuguese Version in the School Context, and a personal and professional data sheet were used as instruments, in a sample of 659 basic education teachers in Portuguese schools. Using a structural equation model, the results showed an association between all the variables under study. Neuroticism and responsibility are the best predictors of conflict management. The female gender is the one that presents the best results in all dimensions of personality. Teachers with more academic training showed less neuroticism, but were more extroverted, open to experience, agreeable, and responsible, and those with more seniority showed less neuroticism, extraversion, openness to experience, and agreeable. These results will constitute a mobilizing engine of more substantive pedagogical practices for the advancement of education. El estudio tuvo como objetivo comprender el impacto predictivo de los cinco factores de la personalidad de los docentes (neuroticismo, extroversión, apertura a la experiencia, amabilidad y responsabilidad), en el manejo de conflictos en el aula. También se estudiaron las variables género, tiempo de servicio y formación académica de los docentes cuando se relacionaron con dimensiones de personalidad. Se utilizaron como instrumentos el NEO-Inventario de Cinco Factores, el Inventario de Conflicto Organizacional de Rahim-II - Versión Portuguesa en el Contexto Escolar y una ficha de datos personales y profesionales, en una muestra de 659 profesores de educación básica en escuelas portuguesas. Utilizando un modelo de ecuaciones estructurales, los resultados mostraron una asociación entre todas las variables en estudio. El neuroticismo y la responsabilidad son los mejores predictores de la gestión de conflictos. El género femenino es el que presenta mejores resultados en todas las dimensiones de la personalidad. Los docentes con mayor formación académica mostraron menos neuroticismo, pero eran más extrovertidos, abiertos a la experiencia, agradables y responsables, y los de mayor antigüedad mostraron menos neuroticismo, extraversión, apertura a la experiencia y amabilidad. Estos resultados constituirán un motor movilizador de prácticas pedagógicas más sustantivas para el avance de la educación.

Lecturer – Student Conflicts in Universities: A Pathological Interrogation

The study examines the relationship that exists between lecturers and students a pathological interrogation. Findings have shown that conflict is normal, due to the rationality of human decision-making. Conflict most times indicated disjointedness in convergence, which is not in its self-harmful but part of a process to aid sound resolve and rational choices. The school environment, presents a formidable space for conflict to thrive due to the constant interface between the teacher and student, typically called classroom conflict. This study used the secondary sources of data collection, gaining insights from textbooks, journals, and online materials, effectively contextualizing conflict and conflict situation. The study proposed effective conflict resolution strategies, like collaborating, compromising, accommodating, understanding conflict and integration strategy.

SUPPRESSED DISCIPLINARY ACTION FOR FACULTIES IN THE ACADEMIC PERFORMANCE OF STUDENTS

The study aims to identify the effects of suppressed disciplinary action for faculties on the academic performance of students such as the promotion of good methods of classroom discipline, management in handling classroom conflicts, mastery of school discipline, guidelines, and procedures, consistency of fairness and positivism, and maintain classroom standards for the academic performance of students. A descriptive quantitative research design is utilized in the study and relies on purposive sampling in the selection of the sample size of the study. Hence, the study comprised sixty (60) respondents only. Results show that the promotion of good methods of classroom discipline manages to keep the classroom in orderly manner to maintain attractive and cheerful classroom discipline that prevents disruptive and disorderly behavior of students, handling classroom conflicts shows that faculties serve as guidance among students regarding where they will be treated with tender loving care, mastery of school discipline, guidelines, and procedures shows to develop skills for classroom management in maintaining the key of positive learning environment, consistency of fairness and positivism adheres to the experiences and observation for the necessity of discipline, and maintaining classroom standard for the academic performance of students shows to provide initiatives on the resources and materials needed in the academic performance of the learners, and technology of teaching and learning are utilized properly to equip students in the learning process. Findings show that there is a significant relationship on the effects of suppressed disciplinary action for teachers on the academic performance of students in the area of promotion of good methods of classroom discipline, management in handling classroom conflicts, mastery of school discipline, guidelines, and procedures, consistency of fairness and positivism, and maintain classroom standards for the academic performance of students as observed by the respondents.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0294/a.php" alt="Hit counter" /></p>

Managing Conflict In Polarized Classrooms

Managing Conflict In Polarized Classrooms

The Role of Emotions in Classroom Conflict Management. Case Studies Geared Towards Improving Teacher Training.

The purpose of this paper is twofold: firstly, to explore the emotional aspects underlying classroom conflict management, and secondly, to apply these notions to the contrasted analysis of two case studies. Our findings underscore the importance of examining teachers’ emotional regulation to better understand their performance when dealing with conflicts that affect classroom climate. In the final section, we make suggestions for introducing this perspective into initial teacher training through the use of Virtual Reality, a scenario that would allow pre-service teachers to experiment, record and reflect on affective and attitudinal issues that are decisive for effective classroom conflict management.

Classroom management and teacher emotions in secondary mathematics teaching: a qualitative video-based single case study

ABSTRACT Classroom management is an emotionally demanding task for mathematics teachers, especially if students exhibit frequent discipline problems. Intense classroom conflicts can result in persistent latent emotional dispositions, such as fear or anger, that teachers are not directly aware of but that have a strong influence on their classroom management. However, little is known about the relationship between mathematics teachers’ latent emotions and their classroom management strategies. This paper reports on findings from an exploratory, video-based single case study in an urban secondary school in Germany. One mathematics double lesson (95 minutes in total) was videotaped to conduct a depth-hermeneutical analysis of identified classroom management strategies and the corresponding latent teacher emotions. The results suggest that mathematics teachers use classroom management strategies not only to establish orderly lessons but also to regulate intense latent emotions that arise during classroom teaching.

Teachers’ Emotion Regulation: Implications for Classroom Conflict Management

It has been postulated that emotions play essential roles in conflict situations and that excessive expression of emotions or inappropriate display can reduce the capacity to manage conflict. However, there is a lack of research that relates teachers’ emotion-regulation ability to managing conflict. To bridge this gap, this pilot study aimed to examine the relationships between teachers’ emotion-regulation ability and conflict management strategies used in the classroom. The sample consisted of 878 teachers (61% women) working in Portuguese schools, which completed an application of Mayer and Salovey’s emotional intelligence model and Rahim’s model of conflict management. Using the structural equation modeling, findings revealed that the teachers who tend to show a greater ability to regulate emotions use mainly integrating and compromising strategies to manage classroom conflicts more frequently than other strategies. In conclusion, it is necessary to create a curriculum in the pre-service teachers’ education programs that includes emotional education, so that they can acquire emotional regulation skills, due to their importance in classroom conflict management.

PEMBELAJARAN KOOPERATIF BERBANTUAN MEDIA AUDIO VISUAL PADA MATA KULIAH PENDIDIKAN ILMU PENGETAHUAN SOSIAL

The purpose of this study is to analyze how students apply cooperative learning techniques in the classroom to find out case studies of the application of these techniques in student social studies education learning.The research method used is qualitative. The main data collection techniques of this study used classroom observation, group interviews and lecturer interviews to help us gain insight into how cooperative learning is applied by lecturers, oral expressions and student attitudes towards small group learning.The results showed that cooperative learning in small groups can improve student socialstudies education learning and ensure the application of cooperative learning techniqueshas negative aspects such as creating noise in the classroom and group conflict if themanagement and planning of the lecturer's learning is not optimal. Based on the resultsobtained, we recommend that colleagues, both lecturers and students, can reduce theproblems that hinder the successful implementation of cooperative learning in theclassroom.

Investigating the Teachers’ Practices Regarding Classroom Conflict Management at Federal Government Educational Institutions

This study is aimed to investigate the teachers’ practices regarding classroom conflict management at Federal Government Educational Institutions (Cants/Garrisons) – FGEI’s (C/G). This was quantitative research that has been conducted under the Positivist paradigm. All the Elementary School teachers at FGEI’s (C/G) were the population for this study. However, 150 male and 150 female teachers have been selected conveniently. The data were collected by using the survey method. The instrument was developed by the researchers for this study. The survey questionnaire was a 5 point Likert rating scale ranging from Strongly Disagree to Strongly Agree. There were 30 items on this scale. Descriptive statistics (frequency and percentage) have been used to analyze the data regarding the demographic detail whereas the Mann Whitney U test has been applied to the data so to find out the difference among the teachers’ practices regarding classroom conflicts based on their gender. It is concluded that the teachers deal with “Interpersonal Conflicts” and “Organizational Conflict” appropriately. As far as it is concerned with the teachers’ practices regarding “Conflict Management”, they deal with the conflicts properly for resolving and managing them. However, it is revealed that the teachers remain failed to observe the others’ self-respect while posing their stance. They also drag the debates instead of resolving the conflicts and also become autocratic while stating their stance regarding the conflict. On the other hand, there is a significant difference found between male and female teachers’ practices regarding classroom conflict management.

Current Changes in Primary Education: The issue of “different” in a primary school mathematics classroom

In the setting of the transformation of our societies to become multicultural ones, we intend in this paper to examine situations in a mathematics classroom where respect for, and exclusion of, the ‘different’ co-exist. Conducting an instrumental case study, we follow two Grade 4 groups while they are solving a mathematics generalization task. We examine how the interaction that took place between the members of the teams mirrors the two faces of the same coin (i.e. the culture of the classroom) and at the same time reflects the change in the primary classroom that necessitates openness and genuine respect for the ‘different’. On the one hand, we will demonstrate the dynamic of the harmony that was apparent between the members of one of the groups since the ‘different’ was not a barrier but a source of mathematical ideas that contributed to the solution. On the other hand, the lack of openness in the other group resulted in good opportunities for ‘doing mathematics’ being missed and put the self-confidence of one of its members at risk. Keywords: classroom diversity and conflict, multicultural mathematics classroom, collaborative problem-solving

Are urban teachers culturally responsive?

Classroom management continues to be a great concern for novice teachers. Moreover, the cultural mismatch in the urban settings exacerbates classroom management issues. This cultural mismatch is the result of the demographic discrepancy between the teacher and the student population, as well as the teachers’ weak multicultural competence, reflected in the way they mitigate classroom conflict. One way to bridge this mismatch is to use Culturally Responsive Classroom Management, an approach that incorporates students’ culture into teaching. In the context of today’s schools, the need to help teachers develop a culturally responsive classroom management mindset is more relevant than ever. This study analyzed some classroom management strategies used by secondary mathematics and science novice teachers in their urban classrooms, as well as the extent to which these strategies were culturally responsive. The researcher interviewed the twenty-one teachers and conducted classroom observations with each of them. Results show that the participants successfully managed their classrooms by developing relationships with their students, by fostering collaboration among students, and by holding their students’ accountable in following the classroom rules. An implication of this study points to the need for teacher preparation programs to help future teachers develop a culturally responsive mindset. Likewise, in service teachers need to be supported in the field in order to become better culturally responsive classroom managers. This can be accomplished by providing them with continued mentoring by teachers who possess a culturally responsive mindset.

Teaching further education students the effects of naive realism, to support social development and mitigate classroom conflict

Aim(s)Naive realism is the false conviction that one perceives and responds to the world objectively or ‘as it is’ rather than subjectively through the lens of personal motives, experiences and expectations. The teaching of naïve realism to adults has evidenced increased perspective taking. The current research aimed to evaluate if this approach would be effective in supporting adolescents experiencing classroom conflict.MethodA critical realist approach was employed. Participants were a class of fifteen 16–19-year-old further education (FE) students and related academic staff. Students attended two one-hour lessons on naïve realism. Thematic analysis was conducted on pre- and post-teaching focus group data.FindingsPre-intervention, students identified feeling that others were acting belligerently and presenting inaccurate narratives, yet defended their own similar behaviour as routine. Unexpectedly, students also reported a conscious and purposeful use of naïve realism. Post-intervention, students and staff reported: substantial conflict resolution; improved abilities to perspective take, empathise and self-regulate; reduced fear of negative peer evaluation and anxiety; improved learning atmosphere and applications to the wider world. Novel findings include: the benefits of teaching as a whole-class approach; and how bias removal was insufficient to facilitate perspective taking in certain circumstances.LimitationsThe subjective and interpretative nature of the research methodology, small, all-female sample, and potential for social desirability bias, limit the transferability of findings.ConclusionsTeaching adolescents about the effects of naïve realism may have the potential to support wellbeing, relationships, attainment and transition to adulthood.