Conflict Resolution in Schools PACS 314 SPRING 2011 Room: Great Hall, Conrad Grebel University College.

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1 Conflict Resolution in Schools PACS 314 SPRING 2011 Room: Great Hall, Conrad Grebel University College. Instructor: Fae Samuels, Conrad Grebel University College. Room: 1300 Phone: (519) , ext communication with instructor: Please use Classroom: 1300 Class meeting times: Mondays and Wednesdays, 10:00 a.m. 11:20 a.m. Office hours: 12:00 p.m. 1:00 p.m. by appointment on Mondays and Wednesdays (May 2, 2011 July 25, 2011). Course Description: Learn in twelve weeks how to manage conflicts in your classroom and school environment. This interactive course will provide information and share experiences about conflicts in schools; teach strategies to use when dealing with various conflicts and will provide instructions on how to implement conflict resolution programs in schools. In addition, the relevant policies and programs of the Ministry of Education will be discussed. This is an essential course for all educators who are planning to work in a school community. Learning Outcomes: By the end of the course students should be able to: understand the causes and impact of violence in schools understand why conflict resolution skills are essential to peaceful schools and society successfully resolve conflicts and identify the best strategy to use understand the challenges that educators face in order to maintain peaceful schools work co-operatively with disputants to brainstorm for solutions to interpersonal conflicts mediate and train others to become peer mediators Implement a peer mediation program. Concept Map of the course: Available May 2, 2011 (1st class) Course Format: The course is designed to be interactive. It caters to different types of learners to become actively involved in the class activities. Therefore, there will be a combination of the following: class lectures discussions case studies 1

2 role plays audio-visual Course Requirements and Expectations 1. Class Participation and Attendance 10% of the total course mark Students are expected to attend all classes and participate actively in the class discussions and activities. Participation is not just attendance. It involves completing the readings and frequent participation offering thoughtful statements that enhance discussions and presentations. 2. One Reflection Paper- 10% of the total course mark The paper is due on May 25, It should not be more than 2-3 double spaced pages typed (12 point font and 1-inch margins) commentary in response to one of the topics provided which is connected to the course readings and presentations on violence in schools. The topics will be provided on May 2, The reflection paper should include the following: a response that indicates deep thinking about the topic and the readings controversial, difficult and crucial issues addressed evidence of personal point of view discussion of other opinions or thoughts a conclusion. 3. Individual Presentation and Written Report- 20% of the total course mark (presentation 10%, written work 10%). Students will be assigned to a cohort (group). Each cohort will be responsible for researching a specific theme e.g. restorative justice. Individuals within each cohort will present to the class their assigned area of research and submit a written report of their presentation. There will be no group mark. Each student will be evaluated based on his/her assigned presentation and written report. In the presentation students should identify key elements of the topic (theme) and point out any shortcomings or comments that may be evident. Students will speak for no more than 8 or 10 minutes, after which time fellow students may comment on the students remarks or on selected elements of the topic. Students will be evaluated on their presentation. The written report (3 to 5 pages max.) is to be in the following format: a) One paragraph (abstract) of the theme b) The specific area researched c) Treatment d) Analysis e) Conclusion(s) 2

3 Students will be evaluated on their written report. See Course Schedule and Assigned Readings for due dates. 4. Major Assignment 30% of the total course mark Each student is expected to create a one-hour workshop on a conflict resolution strategy for his/her staff addressing specific school problem(s). The workshop should provide ways to resolve the problem(s) chosen and reflect in-depth analysis of a conflict resolution program discussed in the course. The workshop should demonstrate a through knowledge of the selected conflict resolution strategy and reflect an understanding of issues which have been discussed in the course. Students are required to obtain approval for their assignment topic by June 1, Earlier submissions welcomed. Suggested length of written workshop presentation: 3 to 6 double spaced pages (max). Due date: Wednesday, July 20, Only a third of the research for the written assignments can be directly from the internet. 5. Write an exam at the end of the twelve weeks 30% of the total course mark. Students will write the exam in August (exact date to follow). The exam will be assigned two hours for completion. Course Materials A photocopied Reader is available from Kinko, University Plaza, 170 University Avenue, West, Waterloo, Please note that Kinko does not automatically copy enough Readers for all students. Therefore you may need to arrange in advance to have your copy prepared. Submission of written assignments: All written assignments must be submitted in class. No ed or faxed copies accepted. Assignment deadlines: Deadlines are firm. No late assignments will be accepted without a valid medical document. All sources should be acknowledged and only one-third of the total resources are accepted from the internet. Please be aware of the information provided in this document about course requirement and expectations as well as the section on Academic Ethics. Marking Rubric: Most written assignments will be marked on a 10 point scale, using the following rubric: - 10: Truly outstanding and exceptional work; - 8: Superior work demonstrating strong analysis and knowledge 3

4 of the material, thoroughness, good composition and creativity; - 6: Passable work that needs focusing, elaboration and/or editing; - 4: Weak work that is vague, poorly written and/or difficult to understand; - 2: Unacceptable work that provides no evidence of analysis, no knowledge of the materials or does not follow instructions. - 0: No answer. The marking criteria for the major assignment are based on evidences of knowledge, understanding, application and thinking. Explanation will be provided on May 2, Missed Classes: Students who miss class are responsible to obtain lecture notes/handouts from other students. Rescheduling exams: Elective arrangements (such as travel plans) are not considered acceptable grounds for granting an alternative examination time. Religious Holidays/Examination Scheduling: In the event that a student requires an alternative test or examination time on religious grounds, the Academic Dean of Conrad Grebel needs to be notified within one week of the announcement of the test or examination date. Standard Practices with Respect to Illness A medical certificate presented in support of an official petition for relief from normal academic requirements must provide all of the information requested on the University of Waterloo Verification of Illness form or it will not be accepted. This form can be obtained from the Health Services or Students with Disabilities: The Office for Persons with Disabilities (OPD), located in Needles Hall, Room 1132, collaborates with all academic departments to arrange appropriate accommodations for students with disabilities without compromising the academic integrity of the curriculum. If you require academic accommodations to lessen the impact of your disability, please register with the OPD at the beginning of each academic term. Avoidance of Academic Offenses: All students registered in the courses of the Faculty of Arts are expected to know what constitutes an academic offense, to avoid committing academic offenses, 4

5 and to take responsibility for their actions. When the commission of an offence is established, disciplinary penalties will be imposed in accordance with Policy #71 (Student Academic Discipline). For information on categories of offenses and types of penalties, students are directed to consult Policy #71. If you need help in learning how to avoid offences such as plagiarism, cheating, and double submission, or if you need clarification of aspects of the disciplinary policy, ask your course instructor for guidance. Other resources regarding the discipline policy are your Academic Advisor and the Undergraduate Associate Dean. Students who believe that they have been wrongfully or unjustly penalized have the right to grieve; refer to Policy # 71 ( There is also a website. Avoiding Academic Offenses ( available, which all students are encouraged to check. It is important for students to be aware that one may commit plagiarism inadvertently, through ignorance of appropriate citation methods, so checking this website prior to submitting a paper is to the student s advantage. Course Schedule and Assigned Readings: Course Materials: PACS 314 Course Packet from Kinko. A photocopied Reader is our text. It is available from Kinko, University Plaza, 170 University Avenue West, Waterloo, Kinko does not automatically copy enough Readers for all students, so you may need to arrange to have your copy prepared. The following schedule may change from time to time to reflect the pace of the course and to better refine the course schedule. Changes to this schedule will be announced in class or by to students. May 2 May 4 Introduction to the course: Over view of course expectations and requirements. Concept map of the course No reading assignment School Cultures Reading assignment Reading materials entitled: 1. School Culture, School Effectiveness and School 5

6 Improvement by David Hargreaves. School Effectiveness and School Improvement, 1995, Vol.6, No. 1, pp (Available from the Web). 2. Conflict and Culture: Report of the Multiculturalism and Dispute Resolution Project by Brishkai Lund, Catherine Morris and Michelle LeBaron Duryea On Reserve 3. Conflict and Culture: Research in Five Communities in Vancouver, British Columbia by Michelle LeBaron Durea and J Bruce Grundison On Reserve 4. Shaping a Culture of Respect in Our Schools (Ministry of Education Website). Violence in Schools May 9 Violence in Schools: causes, impact and challenges to peaceful schools. Reading assignments : 1. Reader. pages Shared Solutions: A Guide to Preventing and Resolving Conflicts Regarding Programs and Services for Students with Special Education Needs (Ministry website) 3. Making Ontario s Schools Safer (Min. website) Website of The Ministry of Education is Ministry of Education Safe Schools Policies May 11 Ministry of Education Safe Schools Policies and expectations; Police and School Board Protocol. Reading assignment - Reader materials entitled: 1. Safe Schools Policy and Practice: An Agenda for Action by Safe Schools Action Team, Ontario Ministry of Education (Available from website of the Ministry of Education - see above). 2. Bill 212: An Act to amend the Education Act in respect of behaviour, discipline and safety by The Legislative Assembly of Ontario. (Available from the website of the Ministry of Education). 3. Violence-Free Schools Policy by Ministry of Education (Available from the website of the Ministry of Education). 4. Policy/Program Memorandum No. 128: The Provincial Code of Conduct and School Board Codes of Conduct, (Min. Website). 6

7 May 16 Policy/Program Memorandum No. 145: Progressive Discipline: Reading assignment: materials entitled: 1. Progressive Discipline and Promoting Positive Student Behaviour by Min. of Education (Min. website). COHORTS MEET Conflict Resolution Programs in Schools. May 18 May 23 May 25 May 30 June 1 June 6 Conflict Resolution programs. Reading assignment Reader pages COHORTS MEET Holiday- Victoria Day Peer Mediation: Transformation and Peace Building. Reading assignment Reader pages Suggested additional reading, materials entitled: 1. The Promise of Mediation: Responding to Conflict through Empowerment and Recognition by Bush, Robert & Folger, Joseph. (ON RESERVE) 2. Mediating Interpersonal and Small Group Conflict by Picard, Cheryl (ON RESERVE) 3. The Peer Mediation Process in Secondary Schools by Fae Samuels (unpublished thesis) tp04/nq59090.pdf Reflective assignment due. How to Implement a Peer Mediation Program in Your School. Handout Peer Mediation and the Justice System How to Implement a Peer Mediation program as an Alternative to the Justice System. Reading assignment Suggested additional reading materials entitled: 1. Changing Lenses by Zehr, Howard (Reserved). Last day for approval of major assignment Presentation no.1 Peer Mediation 7

8 RESTORATIVE JUSTICE IN SCHOOLS June 8 June 13 June 15 June 20 How to use Restorative Justice in your classroom 1. Reading assignment Reader pages The Little Book of Restorative Discipline for Schools by Lorraine Amstutz and Judy H. Mullet. PRESENTATION no. 2 Restorative Justice Written Report of presentation 1 due. How to use the Circles process to resolve conflicts Guest speaker- Mennonite. Healing Circles 1. Reading assignment and Circles 2. The Little Book of Circle Processes by Kay Pranis. PRESENTATION no.3 - Circles Written report of presentation 2 due BULLYING June 22 Bullying (physical), Prevention and Intervention. Reading assignment Reader pages , Suggested additional reading materials entitled: 1. The Bully, the Bullied, and the Bystander by Barbara Coloroso (Reserved). 2. Bullying in Schools: How successful can interventions be? by Smith, Pepler and Rigby (Reserved) 3. Understanding Bullying by OTF and COPA June 27 June 29 How to Develop a School-Wide Bully Prevention program. Reading entitled: 1. The Olweus bullying prevention program: design and implementation issues and a new national initiative in Norway in Bullying in Schools by Smith, Pepler and Rigby (Reserved). 2. Handout Written report of presentation 3 due Presentation Bullying 8

9 July 4 July 6 Cyber bullying Presentation no. 5 Cyber bullying Written report of presentation 4 due July 11 How to Mediate Conflicts (role plays involved) Suggested reading- Mediating Interpersonal and Small Group Conflict by Picard, Cheryl (ON RESERVE). July 13 July 18 July 20 July 25 Aug. How to Mediate Conflicts (continued) Also video (students mediating) Written report of presentation 5 due How to Create a Peaceful Classroom. Reading assignment: Handout How to respond when confronted with disruptive and/or negative behaviours in your class or school. Major assignment due. Summary and Exam Review Exam 9

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