Try it out!

In the classroom, there was a conflict between students during a science group. Each member of the group was assigned a role. When it was time to complete the science task, one member of the group was not participating and completing his role. The other group members became frustrated with this student and a disagreement began.

While I needed to step in to help the students with collaboration, we quickly realized the root of the problem. The students were each able to express and share their needs, as well as listen to the needs of other students. In doing this, the group members realized that the student who was not participating was not sure what he should be doing. They were able to generate a solution together by trading responsibilities in the group. In the end, the students were able to successfully complete the activity. 

While students started working on Rube Goldberg project, I noticed a conflict in one of the student teams. Some students wanted to use simple machines, while others wanted a more complex and creative design. To help them resolve this, I suggested they work together to find a solution. I encouraged them to start by sharing their needs and what they wanted from the project. This open discussion helped them see that they all cared about making the machine both functional and creative. By listening to each other, they were able to respect different ideas. They brainstormed ways to combine their approaches and decided on a design that included both creative elements and simple machines. I watched as they divided the work based on everyone’s strengths and checked in with each other to make sure everyone was happy with the plan. In the end, they created a Rube Goldberg machine that was both impressive and worked well. It was also great to see the students learn important teamwork skills while turning a challenge into a successful project.

I have a student that really digs in when it comes to independent writing. I see a lot of defiant behavior come out when it comes time to write, not because the student can't do it on his own, but because he would rather have someone do it for him to copy. He explained that he doesn't always know how to start a sentence and then by the time he gets a thought, he is too tired to write it on his own. We decided that we would come up with some ideas together. I would get his introduction sentence down with his ideas. From there, we agreed that he would write his detail sentences with a quick break in between so that he felt refreshed to get it done. It took a few practices like this with a little extra guidance in order for him to really become independent. 

In Lab 2, there was a conflict between two students due to a discrepancy in the amount of work completed. One student felt that the other wasn't contributing enough, while the second student claimed that their ideas weren't being valued. To address this issue collaboratively, I invited both students to share their concerns. They identified the root causes of their issues and worked together to propose solutions that would meet both of their needs. They decided to compartmentalize their work for future labs, assigning specific roles such as gathering materials, cleaning up, managing time, and overseeing data collection. 

Years ago in my 8th grade math class, a conflict emerged during a group project where one student felt like they were doing most of the work, while the other two felt they were being excluded. I noticed the tension and decided to step in, organizing a collaborative problem-solving meeting with the group. I created a safe space where each student could share their perspective—the first student felt overwhelmed by the workload, and the other two felt left out of the process. After acknowledging their feelings, I guided them toward finding a solution together. They decided to divide the tasks more clearly, with one student handling the calculations, another working on the written explanation, and the third creating the presentation. They also agreed to hold check-ins to ensure everyone was contributing equally. Reflecting on the process, I felt that it helped the students develop better communication and teamwork skills. The project was completed on time, with the conflict resolved, and the students more confident in their ability to collaborate effectively.

I tried this out with my daughter at home. She has field hockey every day until 5 PM. Furthermore, she has dance afterwards. Sometimes she gets home at eight and we are finally eating dinner. I know she wants to unwind by watching TV or using her cell phone. We used the acronym "CLUES" to come up with a solution. I I listened to her needs (time to unwind). I also stated that she needs to finish homework as soon as possible (My needs). Therefore, we came up with options and solutions. She is allowed to have a little unwind time (30 minutes) as soon as she gets her homework done. Therefore, we both get what we want.

I have one section of science this year during block 4. It's after recess and loaded with high-energy boys. I have a set of consequences I use in order if a scientist isn't following my classroom behavior expectations. The first step is a student-teacher conference. On the first day of class this year, I had to use step one for the first time with a student. As a few more classes progressed I realized that my typical classroom behavior management skills were not working to the level I expected in my classroom. The high-energy boys made faces at each other, distracted others, and were constant. I went to step two of my consequences and called homes. I still didn't see a change in the boys' behaviors. My tipping point was getting an email from a student in this block saying how uncomfortable he felt in class due to my high-energy boys. This scientist specifically named my high-energy boys and told me about the faces and subtle gestures they made towards him that impacted his learning.

I needed to come up with a solution that would be collaborative. It took time, but I went to counseling and the high-energy boys' schedules. Counseling realized that two of my four boys could switch sections to my first block class. I liked this solution because it broke up the band and I felt that one boy in particular could benefit from an earlier-in-the-day lesson due to his attention span. I called homes and chatted with parents about the switch in learning environments. Parents were happy, I then brought it up to my two boys, who responded positively to the idea. It took a lot of effort, but we made the schedule switch.

The last step is reflection and follow-up in the collaborative conflict-solution. So far, I have seen positive results in behavior and focus. I think more time is needed to see how this solution has played out. It was out of my comfort zone a little bit to ask for schedule changes for students. I haven't done that in my teaching career before. But sometimes it seems like creative solutions are needed for complex conflict. 

Students not doing their math homework is an extremely common problem.  I have one student in particular who has not completed one homework assignment since the start of school.  To address this issue, I spoke with the student during their recess last week so we could have an honest conversation about the homework issue.   I started by asking her why she was struggling with her assignments and I listened to her concerns.  The student stated they’re having difficulty with the material and they’re also struggling getting used to being new in the school.  We discussed ways that I could support her and I also suggested she talk to her counselor about the social piece.  I suggested she come in for extra help during her lunch and take better notes in class so she can refer to them when she is doing the homework.  I will check in daily with her and monitor her progress.  Collaborating made this student feel heard and reinforced that I care about her success both academically and socially.  Fingers crossed this will help her to complete her math assignments regularly which will help her feel more confident in math.

The kids have a guest list of 80 for their rehearsal dinner - yes, 80.  :) They, in their excitement, suggested a venue at the same time we suggested one to them.  Their venue suggestion would cost $11k, for a very limited menu and ours was about $4K with a better menu selection.  When you are thinking about a 2 hour dinner and all the other expenses involved in a wedding, both parties were thrown off.  I could have avoided conflict and given in, but I would not have been happy.  I truly thought this may be best, but just couldn't fathom $11k for a 2 hour dinner.  Once, I spoke up, the kids were surprisingly understanding.  Although they weren't interested in our suggestion, they were open to collaborate.  Once we knew what they were hoping for, and they knew what we were, we were good to collaborate and find a great place with a great menu selection and for about $7/8K.  We collaborated to find this solution, which in turn was also a compromise, I think.  We did not need to cut the guest list or anything, and got everything we all hoped for.  Note - only mentioned cost to show the discepency.

I am currently teaching my research paper unit with my sophomores and today I tried out the collaborative process. One student wasn't working and was putting in an earbud. I told him to stay on task and he said he wanted to listen to a new album that dropped. I said to do both at the same time, and he did! Similarly, today I wanted the students to work quietly for the majority of class (they can get rowdy) but the students really wanted to discuss Kendrick vs. Drake. I told them we could do both today, as long as they worked quietly for the majority of class time, they could have that discussion during the last 12 minutes. This is bordering on a compromise process, but I don't feel like either party had to give up anything; my goal was never to have every minute be quiet, I don't feel like I lost anything in fact I feel like I gained the ease of structure and they probably worked better than they would have otherwise. Maybe the students had to give up the immediacy they wanted, but to be honest it's so rare that they are allowed to have such a chunk of time to do whatever they desire, I think they felt completely satisfied as well.