Conflict Resolution Network. An Alternative to the Traditional Debate. See also Icebreakers and Energisers - click here. The Conflict- Resolving Game is a new and challenging alternative to the traditional Debate. It can be played by adults and by children and by teams of very mixed age groups.
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Instead of the competitively- based Debate, it uses a non- adversarial approach, with an opportunity for a constructive dialogue which can be on- going. It teaches the skills of being an effective member of any meeting. In traditional Debate, participants address an issue in order to refute their opponent. The Conflict- Resolving Game asks participants to build on, and add value to, each other’s points. It rewards creative response to another’s statement, rather than opposing it. If only our parliaments ran like this!
Unlike traditional Debate, the Conflict- Resolving Game turns opposition into co- operation. It teaches participants to respond with well- developed reasoning, and design innovative options to resolve difficult or controversial issues together. In some ways, the Debate and the Game serve similar purposes. Both can investigate facts, focus attention, teach about an issue in depth, and value presentation style, voice projection, appearance, body language and logic. In traditional Debate, there is a winner only on one side of the argument. In the Conflict- Resolving Game, the win/win approach is stressed and winners emerge on both sides.
Defeat is replaced by a problem- solving partnership. Guidelines for Playing the Conflict Resolving Game. Purpose. In the Conflict Resolving Game, participants address an issue with the purpose of resolving some of the conflicts within it. An additional purpose is to learn and practise the skills of Conflict Resolution in order to use these skills in real life situations. Choosing the Issue. Choose an issue and word it in a neutral way. Instead of: "Is the government adequately addressing the problems of unemployed youth?" (which calls for a "yes" or "no" answer), use unbiased language like: "What can be done to ease the problem of youth unemployment?" (which leaves it open- ended).
Once the issue is well- worded, look for the specific conflict areas that can be raised under it e. Some Suggested Issues for Focus. In your choice of topic, undoubtedly you will be influenced by interest and information availability. Try to choose topics in which you know there is conflict.
Schools and teachers are usually very good at thinking about the well-being of their pupils. We consider ourselves to have a duty of care to our pupils. Free ice breaker games to help your customer service training event start positively. See also Icebreakers and Energisers - click here The Conflict-Resolving Game is a new and challenging alternative to the traditional Debate. It can be played by. Read the latest Life & Style News and Reviews from Daily Life, including Fashion, Celebrity, Beauty, Wellbeing and Home & Style. Tim Sheppard's Storytelling Links for Storytellers Probably the biggest collection of storytelling resources on the web, annotated and categorised for easy reference. Training. New Pathways deliver a wide range of training courses that have been specifically designed by our Psychologists, Counsellors and Human Resource Professionals.
Here are some current issues to consider. Personal experience: "Domestic Violence". Specific conflicts emerge around "victims’ right to privacy", "police intervention", and "counselling for offenders". Community concern: "Immigration". Specific conflicts emerge around "queue- jumping", "ethnic mix", "refugees" and "rights of asylum seekers".
Global significance: "Development and Environment". Specific conflicts emerge around "logging", "polluted water", "ozone layer" and "responses to global warming". The Facilitator. The facilitator needs to read this document to be familiar with the guidelines and tools of the Conflict- Resolving Game. In a classroom situation, the teacher may play the role of facilitator.). The facilitator’s role could include: coaching, assessing, inviting audience participation, suggesting topics, and referring to relevant Conflict Resolution resources. The facilitator does not need to perform all of these roles, but may choose to adopt one or more.
A facilitator might also assist team preparation and audience involvement by handing out, ahead of time, a list of some specific conflicts within the chosen issue. The facilitator may involve the audience in discussion and question time, between speakers, at the end, or both. The facilitator could follow the evolving problem- solving closely, summarising and seeking clarification of each speaker’s key points. Format. By prior agreement, each player can speak independently or belong to a team. There are many ways to play the Conflict- Resolving Game.
You might try two teams - . The facilitator could select speakers for each team or some speakers may be able to elect themselves to the team of their choice. The facilitator usually decides which team goes first.
Then speakers alternate, one from each team. A good guideline is: "no interruptions, one person speaking at a time". Each team represents the perspective of one party involved. For instance, in the issue "What can be done to ease the problem of youth unemployment?", one team could represent "unemployed youth", the other might represent "government". Participants are Conflict- Resolvers. Each speaker will be called a Conflict- Resolver and is addressed by that title throughout the game (e. The second Conflict- Resolver to speak will be .."; "Analysis of the issue will be done by the first Conflict- Resolver, ..", "Would all Conflict- Resolvers join their own team for five minutes’ strategy conference".) Conflict- Resolvers may speak with or without notes; spontanaeity and preparation are equally valued.
Schools and teachers are usually very good at thinking about the well- being of their pupils. We consider ourselves to have a duty of care to our pupils. We do not usually think about our own well- being – until it is too late and we are sick. People who take on caring roles are often not good at looking after themselves. It is vital that we manage our own well- being, as we cannot manage pupils and learning if we cannot manage ourselves.
Children come in every day to school and more or less do the same thing, sometimes having slightly better or worse days. What makes the difference is the reaction of the adults around them. Taking time to manage your stress is essential in order to teach effectively and to help students with their stress around learning. Teachers’ feelings are important. Take a moment and think about all the feelings you had yesterday, from the time you got up in the morning, to the time you went to bed.
What do you notice? Probably a roller- coaster of powerful, overwhelming feelings which can change dramatically in a second.
You can be in the depths of despair one minute and then elated the next. Why is this? You were probably dealing with students all day who were experiencing wildly fluctuating emotions and trying to help everyone. Teaching is about managing relationships in an intense, public arena all day.
Some emotions will be overwhelming and difficult to manage. They will not be helpful for teaching and learning.
What are the triggers for the unhelpful feelings? What were the triggers for those feelings which impeded teaching and learning?
Some of the common causes are : We try to be perfect. Teachers tell their students that mistakes are good, we learn from them. And yet, I meet many teachers who strive for perfection in their own work and their own life. They get frustrated when a lesson plan does not work perfectly, when pupils do not understand enough. It is good for us to have high standards, but we must remember that the pursuit of perfection is dangerous. It does not model what we know about learning, that learning takes place when we make mistakes. We always want to try harder.
Teachers are often very hard workers, always trying to do things better. If our students do not understand, we spend longer planning our lessons. If we cannot finish our to- do list, we stay up longer to get through it. Sometimes we spend a lot of time trying harder in the wrong direction. We find things which blatantly do not work, such as staying up late into the night to plan a lesson, which we are then too tired to teach properly, and then we do more of what does not work. We always want to stay strong. Teachers hate to let people down, which often means we go into work when we are sick, we don’t admit we are struggling with a class, we push our personal and family problems to the back of our mind.
Again, this can be useful, we need to be reliable. However, when we insist on always being strong, we ignore our needs and the pressures build up inside us. That is why so many teachers get sick in the holidays.
We need to know when to stop. So, how about if. Instead of trying to be perfect, we acknowledge that mistakes can be good. Instead of trying harder, we try something different. Instead of trying to be strong, we decide to be human. Developing our strategies to manage the stress.
When we are stressed and tired out, we are not thinking or teaching at our best. We need practical strategies for acknowledging and managing our own well- being.
Some practical strategies. Focus on what is in your control. We like to be in control of our day, we spend a lot of time planning to ensure that our classes go smoothly. However, we cannot control everything as schools are full of people and unexpected events. We often get stressed about the things which are outside our control. Great Birthday Parties For Adults.
Take a moment and make a list of those things which are causing your stress. Now divide these things into two lists, things which are within your control at the moment and things which are not in your control at the moment. Decide to focus on the things which are in your control and do something about them. Put the others aside. We tend to obsess about those things which are outside our control. Positive self talk is vital. What would you say to your best friend if they were having a bad day?
Would you tell them they were a useless, outdated teacher who couldn’t cope? Probably not. And yet we often say these things to ourselves.
Decide to talk to yourself as you would talk to your best friend. Write down 6 highlights of the day.
Our minds tend to dwell on the negatives of the day - the classes we had problems with, the colleagues who do not agree with us. Decide to train yourself to see the positives. At the end of each day, write down 6 highlights of the day.
A highlight can be quite a small thing. Get into the habit of noticing what is working and do more of that. Supportive friends and colleagues are very important. Sometimes we just need to talk to someone.