Session 3: Staff Interaction
Bully-Proofing
Your School
As you enter, complete the Following…
Conflict Resolution Questionnaire (On
Moodle)
Learners will understand and be able to
effectively implement a bully-proofing program.
Benchmarks:
Key Terms, Conflict Resolution Styles I-V, Silent
Majority, Caring Majority, Caring Community
Objectives
2013 - 2014
Learning Goal
Shifting Gears
I DO
• Identify key terms, predominant styles of
conflict resolutions, changing the silent
majority into a caring majority
• Interact with text and colleagues,
WE DO forums
Learners will observe students on campus
and in the classrooms to determine conflicts
as normal peer interaction or bullying. Use
• Apply new learning to current
the best Conflict Resolution Style to resolve
environment, be alert and aware.
YOU DO
conflicts. Community will observe and
support children and staff.
Essential Question:
What type Conflict Resolution Style do you have?
Does your style change based on situations? Or
students? How can we make a caring majority
school?
Common Language:
Sum-It-Up
Reflect on your new learning and how
you will implement it.
NEXT STEPS: Session 4: Scenarios;
•Bullying, Passive Victim, Provocative Victim, Bully- Session 5: Program Strategies, Consequences,
and Reinforcements; Session 6: Planning Your
Victim, Bystanders, Silent Majority, Caring Majority,
Own School-Wide Program; Implementation
Caring Community
Most teachers have little control over school policy or curriculum or choice of texts or
l placement of students, but most have a great deal of autonomy inside the classroom.
e shared by only a few other occupations, such as police work, public education rests
iously on the skill and virtue of the people at the bottom of the institutional pyramid.
Tracy Kidder
Goal:
 To help staff members identify the predominant
manner in which they typically interact with children
and conflict on a daily basis and to introduce
guidelines for intervention in “bully-proofing” the
school.
 Secondly, to introduce the process of changing a silent
majority into a caring community.
 Within this goal, conflicts are viewed as teachable
moments or opportunities for both staff members and
students to take positive steps.
Large Group Discussion:
 Divide staff into large groups.  CAMPUS; Outside
(Grade levels, teams, areas on Expectations
campus you work,
 TABLES; Cafeteria
transportation, etc.)
Expectations
 CLASS; Classroom
 Discuss and review current
Expectations
rules and discipline policies  WALKS; Hallway
in effect in the areas of the
Expectations
school in which you work.
 STAIRS; Stairway & Stage
Expectations
 Begin to identify any problem  ELC
areas.
 Transportation; Bus Riders,
Car Riders, Walkers
 (Moodle: Discussion board, post
 Others
thoughts and responses to others
Conflict Resolution Styles (CRS)
 Recognizing the individual abilities and feelings of staff




members in dealing with aggressive acts is fundamental.
Acknowledging the different styles and comfort levels
staff members have in dealing with aggression and
conflict helps to create an atmosphere of supportive
teamwork.
Each staff member has her or his own contribution.
Acknowledging that all roles are necessary, as opposed to
believing that there is only one right role, is essential.
Building a team approach of lateral support based on
trust is the goal.
Small Group Discussion: CRS
 Divide into smaller groups of five to six. (Teams)
 Complete and score “The Conflict Resolution Questionnaire” per
person. (Moodle: Quiz)
 What’s Your Style? (Play “That’s Me!”) (Moodle:
Take Quiz and Score Results. Enter your
style in a discussion board. Post following topics in Moodle as well.)
 Share your results with your team.
 What are your strengths in dealing with bullies and/or the
victimized children.
 Identify areas in which you feel you need support from other staff
members.
 Determine which team members are the same or different. Work
together and support each other to help the children.
 Discuss issues that have come up in your areas; classroom,
cafeteria, specials, recess, transportation, etc.)
Whole Group Discussion:
 Share your conflict resolution styles with the whole
group. It is helpful to have a variety of styles. (Play “That’s
Me!”)
 Determine who on your team and on campus you can
help to support and those that can help support you.
 Discuss all five of the predominant conflict resolution
styles. (Moodle: Discussion Forum)
 Understand the styles that differ from your own.
 Recognizing the individual abilities and feelings of
staff members in dealing with aggressive acts is
fundamental.
I've come to the frightening conclusion
that I am the decisive element in the
classroom. It's my daily mood that makes the
weather. As a teacher, I possess a tremendous
power to make a child's life miserable or
joyous. I can be a tool of torture or an
instrument of inspiration. I can humiliate or
humor, hurt or heal. In all situations, it is my
response that decides whether a crisis will be
escalated or de-escalated and a child
humanized or de-humanized. ~ Dr. Haim
Ginott
Conflict Resolution Styles
 The No-Nonsense Approach
 I try to be fair and honest with the children, but I believe
that they need firm guidance in learning what’s
acceptable behavior and what isn’t. If their behavior is
unacceptable, I threaten with consequences or follow
through with consequences.
 The Problem Solving Approach
 If there’s a conflict, I feel there is a problem. Instead of
battling with the children, I try to set up a situation in
which we can all solve the problem together. This
produces creative ideas and stronger relationships.
Conflict Resolution Styles
 The Compromising Approach
 I listen to the children and help them to listen to each
other. Then I help them give a little. I believe that
children need to learn that they can’t always have
everything they want when they want it.
 The Smoothing Approach
 I prefer that situations stay calm and peaceful whenever
possible. Most of the conflicts the children get into are
relatively minor, so I just divert their attention to other
things.
Conflict Resolution Styles
 The Ignoring Approach
 I point out the limits and let the children work things
out for themselves. It is good for them to learn the
consequences on their own for their behavior.
 (Note: You may float between approaches depending
on the situation and the students.)
Conflict Resolution Styles (CRS)
 Recognizing the individual abilities and feelings of staff




members in dealing with aggressive acts is fundamental.
Acknowledging the different styles and comfort levels
staff members have in dealing with aggression and
conflict helps to create an atmosphere of supportive
teamwork.
Each staff member has her or his own contribution.
Acknowledging that all roles are necessary, as opposed to
believing that there is only one right role, is essential.
Building a team approach of lateral support based on
trust is the goal.
Conflict Resolution Styles &
Goals of the Program
 For a successful program, each staff member must feel
supported and comfortable in carrying out the policy.
 Some staff members may feel intimidated by high
conflict or aggressive situations.
 No one will be expected to handle a situation that she or
he feels extremely uncomfortable about or unskilled or
manage.
 Some staff may be excellent at comforting a victimized
child, but frightened of confronting an aggressive child.
Conflict Resolution Styles &
Goals of the Program
 Other staff may be authoritarian and no-nonsense in
their approach, but lacking in an empathetic response
to victimized children.
 Those with a no-nonsense approach are often excellent
at intervening with the bullies.
 The greatest benefit will be realized if each staff
member’s individual strengths are identified and a
cooperative effort is employed by all in enforcing the
school’s policy position on bullying.
One looks back with
appreciation to the brilliant
teachers, but with gratitude to
those who touched our human
feelings. The curriculum is so
much necessary raw material,
but warmth is the vital element
for the growing plant and for the
soul of the child.
Carl Jung
Developmental Guide to Conflict
Resolution
 1st Grade
 Typical Conflict: Conflict likely over toys, possessions (“It’s

 1st


mine.”), going first
Preferred Styles of Resolution: Action oriented; Separate the
children; Change the topic; No-Nonsense or Smoothing
and 2nd Grades
Typical Conflict: Selfishness, wanting own way; Threatening
with tattling or not playing with again (“I’m not inviting you to
my birthday.”)
Preferred Styles of Resolution: Undo what the offender did;
No-Nonsense or Problem Solving
Developmental Guide to Conflict
Resolution
 3rd , 4th, and 5th Grades
 Typical Conflict: What’s fair and what isn’t, Teasing, gossiping,
feeling superior; Putting down, accusing of something not true
or distorted
 Preferred Styles of Resolution: Beginning stage of
understanding others’ intentions: mutual negotiation possible
with help
 5th and 6th Grades
 Typical Conflict: Bossiness, tattling, put-downs, showing off,
betrayal
 Preferred Styles of Resolution: Compromise can be used:
empathy possible at this age; Talking things out, even if no
compromise is reached; Ignoring (only if minor problem) or
Compromising
Staff Members:
 It is essential that staff members take care to
examine their relationships with one
another within the school.
 It is important that staff supports each other
and develop a caring community among
themselves.
As a general rule,
teachers teach more by
what they are than by
what they say.
Unknown
Next Session: Scenarios
 In the next session, staff members will practice
intervening in specific types of bullying situations by
designing interventions and discovering strategies that
work and do not work. The strategies can be
incorporated into the school-wide plan to be
developed in Session 6.
“The world is a dangerous place, not because of
those who do evil, but because of those who look on
and do nothing.” ~ Albert Einstein