resolving conflicts (2)

8/8/2019 Resolving Conflicts (2)

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ResolvingResolving ConflictsConflicts::

II Don'tDon't WantWant ToTo......

ByBy JoseJose LuisLuis GacituaGacitua


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ResolveResolve ConflictsConflicts BetweenBetweenParentsParents andand Their Their ChildrenChildren atatHomeHome..

TopicTopic:

45 Minutes45 MinutesDurationDuration ofofTheThe lessonlesson::

HigherHigher EducationEducation,, VocationalVocationalEducationEducation,, AdultAdult//ContinuingContinuingEducationEducation..

LevelLevel::


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GoalsGoals ofof thethe lessonlesson

ParentsParents willwill decidedecide howhow bestbest toto winwin thethe

""battlesbattles ofof parenthoodparenthood."."


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Description:

This lesson is intended for parents of school-agedchildren. Through brainstorming and discussion, parents

share and discuss ways to resolve conflicts with their

children.

Objectives:

Parents will learn how to resolve conflicts by examiningsituations and coming to a logical solution.

Materials:

- 6 poster boards.

- Sticky notes (Post-It Notes) writing utensils.


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Procedure:

Prior to the lesson, place the following headings on six poster boards:

"I Don't Want

To"

"Reasons For

Your Actions"

"Reasons For

Your Child's

Actions"

"Things to Try" "SimilarSituations

"Solutions"


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The instructor may have parents work in small groups of 3-4 or individually with

open forum discussion.

Begin by asking, "Have you ever had a conflict situation with your child?" Have parentsshare their experiences. Ask parents to list all the facts about the "I Don't Want To"

situations that they can think of on their sticky notes and place them under that topic

heading on the poster board. Some examples might include, "I don't want to go to bed; I

don't want to share; I don't want to take a bath."

After describing the actions that occur in these situations, parents will brainstorm

what the reasons for their actions are. Again, parents should write their ideas on sticky

notes and place them under the appropriate heading. (Parents will continue in a similarmanner for the rest of the poster board topics. Allow 5-7 minutes for each poster board

topic.) Next, parents brainstorm reasons that their child acts or feels the way that they do.

Then they will discuss possible things that they could try differently next time. Parents will

decide as a group what decision would be the best to use and why. They should parallel

these situations with other conflict situations that arise with their children and place that

under the "Similar Situations" heading. Then have parents think about their decision in

these situations and look for other solutions, placing them under the appropriate heading.Parents should take into account all of their previous findings and come up with solutions

that will be acceptable for the situations. Parents should try to come to a generalization

about what solutions work, what solutions do not, and why.


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AssessmentsAssessments

ParentParent participationparticipation andand thethe completedcompleted

posterposter boardsboards


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Special CommentsSpecial Comments

This is not only a great visual way toThis is not only a great visual way to

show conflict resolutions but can also beshow conflict resolutions but can also be

kept by the instructor as a tool to seekept by the instructor as a tool to seewhat their students are thinking. It is awhat their students are thinking. It is a

great way to give the instructor an idea ofgreat way to give the instructor an idea of

where their parenting troubles arewhere their parenting troubles are


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Class Debate : Resolving Conflicts: I Don't Want To...

Teacher Name: Mr. Gacitua

Student Name: ________________________________________

CATEGORY 4 3 2 1Use of

Facts/Statistics

Every major point was well

supported with several

relevant facts or examples.

Every major point was

adequately supported with

relevant facts or examples.

Every major point was

supported with facts or

examples, but the

relevance of some was

questionable.

Every point was not

supported.

Organization All arguments were clearly tiedto an idea (premise) and

organized in a tight, logical

fashion.

Most arguments wereclearly tied to an idea

(premise) and organized in

a tight, logical fashion.

All arguments were clearlytied to an idea (premise)

but the organization was

sometimes not clear or

logical.

Arguments were notclearly tied to an idea

(premise).

Rebuttal All counter-arguments were

accurate, relevant and strong.

Most counter-arguments

were accurate, relevant,

and strong.

Most counter-arguments

were accurate and

relevant, but several were

weak.

Counter-arguments were

not accurate and/or

relevant

Understanding of

Topic

The team clearly understood

the topic in-depth and

presented their information

forcefully and convincingly.

The team clearly undestood

the topic in-depth and

presented their information

with ease.

The team seemed to

understand the main

points of the topic and

presented those with

ease.

The team did not show an

adequate understanding

of the topic.

Respect for Other

Team

All statements, body language,

and responses were respectful

and were in appropriate

language.

Statements and responses

were respectful and used

appropriate language, but

once or twice bodylanguage was not.

Most statements and

responses were respectful

and in appropriate

language, but there wasone sarcastic remark.

Statements, responses

and/or body language

were consistently not

respectful.


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Original lesson plan from:Original lesson plan from:

http://www.eduref.org/cgihttp://www.eduref.org/cgi--

bin/lessons.cgi/Health/Family_Lifebin/lessons.cgi/Health/Family_Life

resolving conflicts (2)

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