Module 2
Theoretical Framework
Chapter 2: Good Practices
2.4 Good Practice in France: Conflict Resolution
With a class of 12th grade, two teachers decided to work on empathy and in particular in the field of conflict resolution. Teenagers may sometimes not know how to deal with some types of situations, they can even be highly sensitive and overreact.
Teachers practice empathy and they can be excellent role models for the students. It is also the role of the school to educate our teenagers to recognize emotions. The teachers try to make it fun with a roleplaying activity.
Experience in the project
Some students may be ill-at-ease to talk about conflicts that's why the teachers decided to make them imagine a conflictful situation that could happen to them with their friends, their family, their classmate for example.
First of all, the students discuss conflictful situations and decide in groups one that they are going to play.
Then, the students prepare the scenario of their situation and how the conflict is solved to be able to play it in front of the class.
Finally, the class comments on the situation to identify the emotions (joy, anger, fear, disgust) experienced by the characters and the strategies and social skills needed in the situation such as communication, mediation, negotiation, empathy, persuasion, empathy, active listening, assertiveness.
Results:
This activity goes from the conflict to the resolution and makes it possible to develop key competences such as self-regulation, social skills and empathy.
When the students prepare the role play they develop creative, communicative and social skills. The activity facilitates interactions between students, free expression of each pupil and awareness-raising by peers
The students understand they can identify the emotions implied in a social situation and the skills required for conflict resolution.
Besides, with the roleplay, they learn to put themselves in the other person's shoes and to get out of one's usual role and to learn what is called psychic plasticity, i.e. the ability to change one’s perspective.
After this experience, the teachers regularly take a “temperature check” with the students at the beginning of class to show that someone cares about their feelings and that they should care about other people’s feelings as well.
The teachers are going further by inviting the class to volunteering. They ask the students to choose a foundation and organize a charity event, it is a great way to help students learn empathy
Teachers practice empathy and they can be excellent role models for the students. It is also the role of the school to educate our teenagers to recognize emotions. The teachers try to make it fun with a roleplaying activity.
Experience in the project
Some students may be ill-at-ease to talk about conflicts that's why the teachers decided to make them imagine a conflictful situation that could happen to them with their friends, their family, their classmate for example.
First of all, the students discuss conflictful situations and decide in groups one that they are going to play.
Then, the students prepare the scenario of their situation and how the conflict is solved to be able to play it in front of the class.
Finally, the class comments on the situation to identify the emotions (joy, anger, fear, disgust) experienced by the characters and the strategies and social skills needed in the situation such as communication, mediation, negotiation, empathy, persuasion, empathy, active listening, assertiveness.
Results:
This activity goes from the conflict to the resolution and makes it possible to develop key competences such as self-regulation, social skills and empathy.
When the students prepare the role play they develop creative, communicative and social skills. The activity facilitates interactions between students, free expression of each pupil and awareness-raising by peers
The students understand they can identify the emotions implied in a social situation and the skills required for conflict resolution.
Besides, with the roleplay, they learn to put themselves in the other person's shoes and to get out of one's usual role and to learn what is called psychic plasticity, i.e. the ability to change one’s perspective.
After this experience, the teachers regularly take a “temperature check” with the students at the beginning of class to show that someone cares about their feelings and that they should care about other people’s feelings as well.
The teachers are going further by inviting the class to volunteering. They ask the students to choose a foundation and organize a charity event, it is a great way to help students learn empathy
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