Breaking Ground: Carving New Forms for Resolving Conflict. Project Seed.

Autor/inn/en	Brennan, Judith; Lynch, Stephen
Institution	Maine Center for Educational Services.
Titel	Breaking Ground: Carving New Forms for Resolving Conflict. Project Seed.
Quelle	(1993), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Conflict Resolution; Elementary Education; Elementary School Students; Interpersonal Competence; Parent Education; Problem Solving; Self Esteem; Special Education + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Conflict solving; Konfliktlösung; Konfliktregelung; Elementarunterricht; Interpersonale Kompetenz; Parents education; Elternbildung; Elternschule; Problemlösen; Self-esteem; Selbstaufmerksamkeit; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	One of eight papers from Project Seed, this paper describes a conflict resolution program co-facilitated by a special educator and a guidance counselor and designed to help young students who have conflicts with authority figures in school and elsewhere, as well as those students with low self-esteem and poor social skills. The project described includes small group work with students, classroom lessons, teacher in-services, and parent education. Making Better Choices, a series of lessons developed by Walt Harris of the University of Maine, is used in the program along with basic principles of self-esteem and social problem solving. It is noted that the program requires a minimum financial investment and can be adapted for use in other schools. Program participants, goals, and anticipated outcomes are described. Procedures and instructions are presented in six steps: (1) partner facilitators review materials and schedule meeting times to prepare and plan lessons; (2) small groups of four to seven students are formed and begin to meet; (3) staff are trained in the use of Making Better Choices; (4) cooperative classroom lessons are implemented; (5) parents are included in the program; and (6) changes and adaptations in the program are considered. Resources needed to implement the program are discussed, and costs are considered both in terms of money and in terms of staff time. (NB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01