Learning Peaceful Conflict Resolution

What we will be doing today: Learning how to resolve conflict peacefully and creatively (constructively). We practice shifting our point of view: from insisting on our opinions and positions to identifying mutual interests/needs.

	Who is stronger. In pairs the pupils sit at the table and try by force to wrestle each other's hand by holding on at the wrist. While they are doing this, beside each pair we place two candies and a drawing with the donkeys (see the illustration). We shall decide when (if) to stop "the competition" Who Is Stronger. However, we have to discuss: Did you see any connection between the candies, the pictures with the donkeys who are struggling to reach the pile of hay - and your arm wrestling? Did someone interrupt the arm wrestling? If someone is the winner, does that mean that someone has to be defeated? Is it possible to have a way out of the conflict so that both sides are satisfied, both are winners?
	Finishing the comic strip. The pupils receive the work-sheet FINISH THE STORY (see the illustration) and are given the task of drawing a continuation of the comic strip. After they complete the task, pairs exchange their comics and everyone describes the ending of the comic strip thought up by his partner. Afterwards they discuss the different endings to the same comic strip, and which ending was most common.
	One story with two endings. The children are divided into two groups. Each group receives the title of a story, which they must think up, but in such a way so that the story has two endings: one in which there is the use of violence and another in which the resolution is found non-violently. The titles of the stories could be: Two Boys and a Football Match; Two Classes and the First Prize Trip; Three (Boy)friends and One Girl; The Dog and the Cat in a Life-boat; The Bosnian and the Croat in the Airplane. Each group can choose the manner in which they will tell the story to others: acting, pantomime, playing with dolls, or reciting the story. Discussion: Who is the winner in the peaceful resolution of conflict? What hinders, and what facilitates, or makes easier, the (peaceful) resolution of conflict? A note to the teacher: The children can themselves take note that what most commonly prevents peaceful resolution of conflicts are the following intense emotions: anger, rage, fear and/or hatred. Second - it is the stubborn holding on to one's position, insisting only on one's own requirements or persistently accusing the other side. The non-violent resolution of conflict means devoting energy to the joint search for a solution, and not to searching for the guilt of the other side. Both sides can together attack the problem, instead of one side attacking the other. The turning point in peaceful conflict resolving is the transition from a position (requirement) to the interests of each side.
	The pupils receive the worksheet THE ORANGE (see the illustration) and fill it in the classroom. When everyone is ready - the pupils pass their papers round in the circle (on your sign, to the person to the left, continuously). That way all children will see all the answers. Discussion in the circle: Did one side know what the other side really needed? What happens when each side insists on its requirements? (Neither achieves its goal.) What was the teacher's role in this disagreement?. Would you call upon a mediator in your disputes or conflicts?
	Wrap-up game: Everybody stands in a circle, and the leader sends a gentle movement which travels in one direction, and then one of the children sends another gentle movement in the other direction as a greeting until the next meeting.

Continue the Story

THE ORANGE Two little girls were arguing over an orange, "Give it to me, I want this orange, it's mine" shouted the first girl. "And I want this orange too, I need it right now," cried the other girl. The teacher came in and listened to the requirement of each of the girls. Both wanted the same thing. The teacher takes a knife and cut the orange in two halves. She gives each little girl one half. The first girl peels her half, throws away the skin, and eats the inside. The second girl also peels her half of the orange, but throws away the inside, and puts the skin aside to dry. She wanted to make some cookies out of the orange. What was the requirement of the first girl, and was the requirement of the second girl? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ What was the interest of the first girl, and what was the interest of the second girl? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ If the teacher had listened to their interest instead to their requirements, could you imagine another resolution of this conflict? Write down HOW! ____________________________________________________________ ____________________________________________________________ ____________________________________________________________