JOURNAL 1 DEBORAH DAVIS1
Journal 1: Conflict Resolution Roles and Definitions
Deborah Davis
Liberty University
Journal 1: Conflict Resolution Roles and Definitions
In every classroom there exists conflict. Sometimes it is the underlying tension of students striving for grades needed to fulfill requirements. Sometimes is it a specific item or incident. This review of a study by Panadero and Monereo (2013) addresses conflict in the classroom and a method to evaluate the pedagogy of the instructor so as to provide for a more focused and less conflicted classroom. In concert with the instructions provided, there will be three main points (Black, 2014, p. 1)
Summary
Shared reports via a series of surveys to a pool of agreed participants (11 educators and 88 students) provided the basis of this study. The conflicts were identified by the term critical event and that was defined as “an event that occurs in a delimitated place and time producing in the professional an emotional state – usually negative – and destabilizing his/her professional identity” (PanaderoMonereo, 2013, p. 242). Students and teachers identified critical incidents differently, largely based on their goals for the classroom. Reports were then shared for analysis between the two bodies. This identity of goals for individuals within the classroom was identified as an “educational agent” (ibid, p. 242) a critical perspective for this study.The insights gains from sharing perspectives during the classroom time would indeed “provoke reflection and changes on teachers’ pedagogical strategies” (PanaderoMonereo, 2013, p. 242).
Analysis
Conflict, as opposed to a critical incident, can be a long-term situation not a specific and delimited incident. However, the perspective promoted by Panadero and Monereo (2013) have stridently valid application in the higher education classroom. The tool of “shared reports” (PanaderoMonereo, 2013, p. 242) provided vital feedback to both teachers and students during this study. In higher education, there can be a sense of class segregation – a form of sociocultural identity (Barsky, 2007, p. 20) -- between teachers and students, and this action of reporting and sharing the reports allowed for a more unified construct. Any conflict requires negotiation, and in the classroom the “manner in which two or more parties interact with each other in order to deal with a conflict situation” (Barsky, 2007, p. 5) is hedge by the “power differential between the parties” (ibid, p, 26).
Application
Conflict in the classroom is not new or different. In the required college course classroom of freshman students, there is a defiant tension between their desire not to be there, their desire to pass the course, and my desire to help them learn and succeed. Consequently, the balance between conflict and learning can be a precarious one. Recently, in my class, there was an issue of accidental plagiarism. Three prior times, in the classroom, the specificities had been covered of what constitutes plagiarism and how to avoid it. Many times, methodology for in-text and end-of-document referencing had been covered. While a regular attendant, the student happened to miss the three specific days. I had a decided negative reaction to the pages virtually copied from her reference. After discussion, we determined she would receive a zero for that paper, but would continue in the class. Conflict tearfully resolved.
References
Barsky, A. (2007). Conflict resolution for the helping professions. (2nd ed.). Belmont, CA: Thomson Brooks/Cole.
Black, E. (2014). “Journal Critique Instructions.”Conflict Resolution.Liberty University Online Fall 2014 EDUC 746-D01.
Panadero, E., & Monereo, C. (2014).Using shared reports to explore the nature and resolution of critical incidents between higher education teachers and students.Electronic Journal of Research in Educational Psychology, 12(1), 241-262. doi:10.14204/ejrep.32.13121