A new UK Government took office on 11 May 2010. As a result the content on this site may not reflect current Government policy.
All statutory guidance and legislation published on this site continues to reflect the current legal position unless indicated otherwise.
To view the new website, please visit http://www.education.gov.uk

Conflict resolution

Session 4

Theme: Theme 1: Learning to be together - Social skills and empathy
Topics: Conflict resolution
Overall learning outcomes:  
Session number: 4
Year group: 7
Learning outcomes:  
Group specific outcomes:  
Resources description:
  • A whiteboard or flipchart and pens in order to record responses.
  • Formats for Personal Conflict management plans
Warm up/starter:

Bouncing the Ball

In this activity the students will need to be very observant and to listen in order to be ready to move when their number is called. The teacher will need to gather together a ball and sticky labels with numbers on. Adequate space also needs to be made available in order to play this game. The students are numbered randomly around the circle by the teacher. If they are at risk of forgetting their numbers then they can be given sticky labels to wear on their sleeves. A number is called out and the ball is bounced in the centre of the circle. The student with that number runs into the centre and attempts to catch the ball before it bounces a second time. The student bounces or throws the ball back to the teacher and the game continues. For those who are particularly competent with their ball skills, they can bounce the ball and call out the numbers themselves.

Core activity:

Once again the teacher can re-emphasise the link between anger and conflict. What is important is that we can learn how to control our angry thoughts and feelings as this will allow us to deal better with situations of conflict.

The students can initially focus on the question, ‘How do our angry feelings affect our behaviours in conflict situations?’ Their ideas can be recorded on the flipchart and similarities and differences and responses can be highlighted by the teacher.

Once this thought-storming activity has been completed the students can then discuss in the circle any examples of their own reactions when they were angry and engaged in a particular conflict. It will be important not to identify individuals personally during this activity.

Students can then consider the different kinds of strategies that people may be able to use in order to keep their anger in check during conflict situations. These can again be recorded as part of a thought-storming activity onto the flipchart paper provided and may include the following: thinking positive; self talk; walking away; counting to 10, 20, 100; visualisation, deep breathing, articulating clearly what you want; suggesting solutions or a way forward; finding out what the other person wants; agreeing to compromise when this is appropriate; being imaginative; channelling the anger, for example, into physical activity; making changes to the environment; using humour or relaxation; engaging in the mediation process; using traffic lights in order to problem-solve eg stop, think, go or act.

The students can discuss the effectiveness or otherwise of each strategy in turn and also decide on which ones they might use if they found themselves in a conflict situation and needed to manage their anger more effectively.

Plenary: Students can make their own personal conflict management plans indicating a) specific problems that they may encounter; b) diffusing responses they may make and c) specific anger management strategies that would be most effective for them in each of these scenarios.
Applying learning:  
Are there any third party materials in your learning opportunity?:  
Please list the title, author and publisher of any publications used:  
What was the extent and purpose of use?:  
Have parental permission forms been signed for any pupils work or images?: