This four dimensional work perspective is equally useful to assess the different proposals, models, strategies and programs for conflict prevention and resolution in schools. the approach presented helps to select the forms and instruments that best adjust to the needs and the objectives, that in our case are summed up as educate for coexistence. Conflicts cannot cease to exist, as they are intrinsic to human beings, forming an integral part of their moral and emotional growth. likewise, they exist in all schools. the school is inserted in a space where the conflict manifests itself daily and assumes relevance, being the result of the multiple interpersonal relationships that occur in the school context. thus, conflict is part of.
Practice 1. diversity implies conflict: conflict management for the coexistence of different groups 63 practice 2. possibilities for conflict prevention in nursery school, kindergarten and primary school 64 practice 3. betzavta (together) 65 practice 4. training program on religious diversity and against discrimination 67 practice 5. Between the parties involved. conflict affects the smooth running of the teaching and learning process, but, if carefully examined and managed it leads to peaceful coexistence between teachers and their school leaders. however, conflict is inevitable, and in principle all conflicts cannot be resolved and managed (ramani & zhimin, 2010). Abstract. in this study, the serious global phenomena of violent and antisocial behavior in school are addressed, mainly those happening among students or between students and teachers. school. Coexistence. keywords: school, interpersonal relationships, democratic values, conflict resolution. auth. 1 introduction . school coexistence has been and still remains a challenge for educational centers, especially for those which find themselves in environments at risk of social exclusion where violence, conflicts and clashes are frequent.
Abstract. in this study, the serious global phenomena of violent and antisocial behavior in school are addressed, mainly those happening among students or between students and teachers. school. Coexistence. keywords: school, interpersonal relationships, democratic values, conflict resolution. auth. 1 introduction . school coexistence has been and still remains a challenge for educational centers, especially for those which find themselves in environments at risk of social exclusion where violence, conflicts and clashes are frequent. To give attention to this problem, we propose the elaboration of a conceptual model aimed at the development of tools and resources for teachers, to improve the management of conflicts that arise in the context of the classroom. this model focuses on three constructs, conflict mediation, emotional regulation, and coping strategies. Introduction. today’s society is characterized by a multiplicity of changes. the educational context is no stranger to this situation; as a reflection of society, changes in classroom composition and newly emerging forms of interaction can affect the climate of coexistence, since there is an issue that permeates educational settings as a social and inevitable condition in human relations.
To give attention to this problem, we propose the elaboration of a conceptual model aimed at the development of tools and resources for teachers, to improve the management of conflicts that arise in the context of the classroom. this model focuses on three constructs, conflict mediation, emotional regulation, and coping strategies. Introduction. today’s society is characterized by a multiplicity of changes. the educational context is no stranger to this situation; as a reflection of society, changes in classroom composition and newly emerging forms of interaction can affect the climate of coexistence, since there is an issue that permeates educational settings as a social and inevitable condition in human relations.
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