Introduction
Nowadays, more emphasis is placed on interpersonal skills and their role in an educational context, which is why the literature is abundant on how to facilitate such abilities in students. In his 2006 article, Guidance Matters, Dan Gartrell focuses on classroom conflict mediation, helping students develop negotiation skills and build connections with peers. The article provides an overview of a conflict in Kelly’s classroom when three- to five-year-olds argued over a book. Consequently, given the focus on conflict mediation as the gold standard, it is crucial to recognize the importance of helping both parties compromise and reach a solution.
Benefits of Conflict Mediation
The skill of managing disputes involves keeping them from escalating too quickly and finding a peaceful solution, no matter how serious they grow. The gold standard for guiding interventions is conflict mediation, in which a third party helps people resolve a dispute (Gartrell, 2006). Indeed, in school mediation, the parties to the issue engage in a dialogue process with the help of a mediator, a third party who serves as a facilitator without resolving the conflict (Valente et al., 2020). One practical advantage of conflict mediation is that it teaches children how to resolve disagreements through self-talk (Gartrell, 2006). In this situation, such a skill is essential for both educators and students, who will learn vital interpersonal skills.
Conflict Mediation Process
Kelly employed a five-step procedure, which the author refers to as the five-finger formula, in one of her early attempts at conflict resolution. Kelly advised the children to take three deep breaths first (Gartrell, 2006). Second, the student teacher helped children identify the issue at hand by remaining impartial during this phase (Gartrell, 2006). Third, Kelly asked the students for ideas while double-checking potential fixes with each kid. Fourth, the woman assisted the children in reaching a consensus (Gartrell, 2006). Lastly, in the fifth and last step, the teacher assisted the kids in reaching a compromise (Gartrell, 2006).
Effectiveness Evaluation
One frequently asked issue is how teachers can determine when mediation is effective. The explanation is that, as in the incident, children at least accept the solution and often wind up playing together as if there had never been a disagreement (Gartrell, 2006). All children are assisted in feeling like deserving, contributing members of the classroom community by the adults who maintain a supportive environment (Gartrell, 2006). Thus, by facilitating communication between both parties, it is possible to find common ground and eliminate risks of conflict escalation.
Conclusion
In summary, given that conflict mediation is the preferred option, it is critical to recognize the importance of assisting both parties in reaching a compromise and resolving their differences. Regardless of how serious a disagreement becomes, controlling it entails finding a peaceful resolution and preventing it from escalating. Conflict mediation is the process in which an impartial third party helps resolve disputes and is considered the most effective approach for guiding interventions.
One of Kelly’s early attempts at dispute resolution was a five-step process the author called the five-finger formula. How educators can assess when mediation is beneficial is a question they are often asked. The rationale is that, as in the incident, children usually end up playing together as if there had never been a conflict, and at the very least, they accept the solution.
References
Gartrell, D. (2006). Guidance matters. Young Children 61(2), 88-89.
Valente, S., AbĂlio A. L., and Zsolt N. (2020). School conflicts: Causes and management strategies in classroom relationships. In M. P. Levine (Ed.), Interpersonal Relationships, IntechOpen Limited (pp. 2-16).