EDF/EDU/EDL 640 Conflict Resolution and Peaceable Schools

Instructor: Hank Nicols                    EDL 640 Documents

Course Description: This course will address conflict resolution in the public school context; foundations of peacemaking; emotional intelligence; teaching tolerance; and cooperative learning. A model for incorporating peaceable schools curricula into existing school programs will be presented.

 Schedule:  (Subject to change when instructor arrives)

Cost of the course:  $700 and is paid for by the students.

Semester credits:  3

Special Note: This course will be spread out over 2 weekends and some evenings during the week. Note that his course is during 'Dead Week' and no extra curricular activities are planned.  Susan Baum will also be here to review the master projects during this week.

Course Goals:

The goal of this course is to present strategies for resolving conflict with a special focus on school context. Topics will focus attention to the foundations of peacemaking, emotional intelligence, teaching tolerance, and cooperative learning. The course will present a model for incorporating peaceable schools curricula into the existing school programs.

Course Objectives:

Participants enrolled in this course will be better able to: 

1. Create a school and classroom environment to promote peaceable schools.
2. Identify and respond to causes of conflict within the school setting.
3. Organize classroom experiences that help students manage their moods so they are relevant to the current situation and react appropriately. 
4. Teach conflict resolution and peer mediation strategies
5. Foster problem solving and communication skills among faculty, administration, parents and students.
6. Integrate activities into the curriculum that enhance tolerance, team building and cooperative learning.
7. Develop activities that allow students to embrace and celebrate individual differences, strengths, and talents
8. Apply skills in violence prevention and intervention.

OUTLINE OF INSTRUCTION

Required readings:

Nicols, H. & Baum, S. (2005) IN S. T. E. P. P.  :
A Guide for helping adolescents develop emotional intelligence.  (In Press) 
Selected articles and chapters available for download from
http://www.internationalcenterfortalentdevelopment.com/id17.html

Bodine, R.J. (2002) Creating the Peaceable School: A comprehensive Program for teaching conflict resolution.

Internet assigned Conflict Management web resources including the following three web sites on conflict resolution
http://web.aces.uiuc.edu/urban/conflict/guide/activities_conflict.html
http://ohioline.osu.edu/hyg-fact/5000/5218.html
http://web.aces.uiuc.edu/urban/conflict/guide/activities_conflict.html

Course Activities:

This course will use lecture and discussion, role playing, case study scenarios and film study, field observations to convey information and provide practice in understanding and applying concepts.

Evaluation:

Students in this course will be evaluated based on their performance on the following assignments:  

     Mini application assignments:  (30%)

The purpose of this assignment is to put into practice two of the elements of the course. You will participate in numerous activities designed to give you skills in conflict resolution, peer mediation, anger management, violence prevention and intervention, cooperative learning, Two of the activities will be collected into a application folder for future action and use and emailed to the instructor as directed during the class.

Practical Application:  (20%)                                                                          

      After the class is finished each participant will be expected to participate in a practical application exercise where they will demonstrate a practical application of one the theoretical discussion topics.  This activity will be summarized into a one page report to be emailed with the two mini application assignments.  Due date to be agreed on during the class.

      Reflective journal / Participation. (50%)

The films, lectures, class discussions and readings from the class should create an awareness of issues within your own classrooms. The journal entries will reflect your understandings of the concepts discussed and how they relate to your classroom situations. Specific journal entries will be assigned for selected topics discussed in class.

Grading:  Grades for this course will be based upon straight percentages of the total points for the course (i.e. 90% of total = 'A'; 80% of total = 'B', etc.).

Internet Submission:  All work should be written in Word or WordPerfect or another word processing document to be spell checked and proofed prior to being pasted into an email in a minimum of a 12 point Ariel, Helvetica or Times New Roman font.  Please do not use other type fonts.  Graphics and photos should be removed from the document.  Document should include a cover page with student name, school, course name and number, dates of study.

 The completed document should be sent in an email to hjnicols@yahoo.com 

The email subject line should be:

Your Last Name – School - Course Name - Date, 

ie: Nicols-AST Honduras - Conflict Resolution - January 2009

DO NOT SEND ATTACHMENTS!

The entire document should be in the body of the email.

List of Topics (not necessarily covered in this order)

1. What are the elements of peaceable schools?
2. Factors of emotional intelligence that influence peaceful environments
3. Contributors to potential conflicts including cultural issues, family, lack of tolerance for diversity of ideas, values, and talents
4. Violence prevention and intervention
5. Communication, anger management and conflict resolution
6. Definition of, identification of  and prevention of bullying behavior
7. Peer mediation
8. Team building, tolerance, and cooperative learning

 Attendance:

Buffalo State attendance requires that students all sessions of courses and complete all assigned work. Whenever unusual circumstances make regular attendance impossible, the student should consult with the instructor immediately in the rare circumstance that it will be possible to make special arrangements.

 Academic Integrity

The Graduate School seeks to prepare students for professional roles within their fields. Congruent to the Mission of the College, the Graduate School holds students to high standards of ethical and professional practice. The knowledge of and adherence to professional ethics and practice are an integral part of professional preparation.

Faculty members and students have an obligation to maintain high standards of academic integrity established by the Graduate School. Faculty members and students will discuss possible violations with involved parties.

Academic honesty is expected of every student. Every student is expected to demonstrate academic honesty and to maintain high ethical standards. Cheating, forgery, alteration or misuse of College documents, records, or identification or any other unethical behavior may result in serious academic penalties, including dismissal.

 Professionalism

This is a program designed to help prepare students to become better teachers and demonstrate all attitudes and behaviors accompanying the position. To that end students are expected to participate in class, and be respectful of others.   Such expectations include but are not limited to the following: all cell phones are turned off, students are punctual, students listen carefully to class discussions, and submit quality work in a professional matter.