Positive Conflict & Behaviour Management in Classroom

Rationale: Behaviour Management

Teachers constantly complain about the stresses they face in spending so much time, day-in and day-out, on managing difficult behaviour. Many are all too aware that the pressures involved in discipline and behaviour management are contributing to what we know today as 'teacher burnout' and associated anxiety, exhaustion, stress, and even depression.

This unfortunate rise in burnout has led to a disproportionate number of teachers leaving the profession. A recent study suggested that as many as 44% of teachers plan to quit teaching in the next five years due to burnout and classroom conflicts (Guardian, 2023).

Not only do the increasing pressures on disciplining and managing difficult students play havoc with the lives of teachers, they also have significant and negative impacts on the young people themselves and their mental health, contributing to high levels of suspensions, exclusions and referrals to the Pupil Referral Unit (PRU), thereby affecting the future and life opportunities of young people. Indeed, suspensions and exclusions play a major role in the so-called 'school to prison' pipeline.

Arguably too little attention is paid to the impacts on the mental health of teachers themselves and to equipping teachers with the soft skills and techniques to manage difficult behaviour. The costs of such neglect are clear when each single exclusion costs the UK economy around £370K per year (IPPR,2017).

PRU Referrals

In UK schools, as elsewhere, boys tend to have more challenges around inappropriate behaviours than girls. Some 20% of the boys affected by suspensions, exclusions and referrals to PRUs are boys of colour who have five times higher exclusion rates than white boys and three and a half times higher exclusion rates than girls of colour (Guardian,2021; Gov.uk,2021).

This module has emerged as a response to the challenges of teachers struggling to foster meaningful relationships inside and outside the classroom while dealing with the day-to-day challenges of student behaviour. It seeks to equip educators with the tools and strategies necessary to foster healthy relationships, manage conflicts positively, and create supportive learning environments.

This module has been developed by experts deeply invested in the welfare of teachers, students and the educational system as a whole. It aims to help transform classrooms into sanctuaries of inspiration in which the pupils blossom, the passion for teaching thrives and the spectre of teacher burnout is banished.

Teachers will gain insights into valuable strategies to help them navigate challenges and alleviate fatigue. Students will benefit from more engaging and conducive classrooms, enhancing their learning experience. Schools will be supported in providing increased student engagements, and in becoming hubs of academic excellence.

Aims:

Learning Outcomes:

Upon successful completion of this module, a student will be able to:

Indicative Content:

This module will explore various aspects of Positive Conflict Management and its application in educational contexts, including:

Delivery:

The module will utilise trainee-centred learning. Case-Study based critical reflections will be employed to stimulate interest and focus on positive conflict management. Course members will work in groups to develop their understanding of trends and academic theories, will undertake problem-based learning approaches and will be involved in formative peer assessment of each other's work. Course members will also be encouraged to take part in on-line discussion groups. On-line quizzes and resources will be drawn upon to support learning outcomes which seek to foster increased self-confidence.

Further Information On Assessment:

Component 1 (Case-study based - Individual Reflective Practice) will require course members to identify, discuss and reflect on their experiences and practices, using various tools and models. This will equip them to be more self-critical, analytical, solution-focused and more knowledgeable as regards awareness of what to do next.

Component 2 (Group Presentation) will focus on group-work, especially in pairs. Using the peer-gap coaching model, the pair will complement each other's skills and bridge any gaps by working together on a real case study involving the application of different models and discussions as to what works and what does not work. The pair will be required to deliver a 30 minute presentation based on their findings.

Component 3 (Observation and Report) will be based on 10 hours of classroom observation focusing primarily on conflict resolution in the classroom, with a brief report on key findings (500 words).

Duration

1-Week Masterclass

12-Week Training Model

9 -Month Coaching Model