Teach students the skills they needs to resolve the conflict among children in behaviour at primary level

Teach students the skills they needs to resolve the conflict among children in behaviour at primary level

Teach students the skills they needs to resolve the conflict among children in behaviour at primary level

Semester: Spring, 2021

Theme: Children socio-emotional development.

Sub-them:Resolving conflicts

Topic:Teach students the skills they needs to resolve the conflict among children in behaviour at primary level.

Q.1 Why did you select this specific sub-theme and topic? Relate it to your experience / problem in your home / institution.

A research problem is the main organizing principle guiding the analysis of my research. The problem under investigation offers us an occasion for reading and a focus that governs what we want to say. It represents the core subject matter of scholarly communication, and the means by which we arrive at other topics of conversations and the discovery of new knowledge and understanding. My supervisor wants the school to focus on the following research problem:“Teach students the skills they needs to resolve the conflict among children in behaviour at primary level”.

Conflict is a concept that can affect the relations and experiences of people as a social entity during their interaction with the public positively or negatively. Conflict naturally and normally occurs in schools. Conflicts can range from ordinary personal differences and anger, to violence that may end in terror and in wars. Sometimes unresolved conflicts may lead to violence. Conflicts are events which occur because of the problems in teams in which the individuals or groups have difficulty in working together, thus leading things to a standstill, or simply leading to chaos. Although there are always conflicts in schools, most of the students, teachers, heads as well as parents are failing to act efficiently to solve the conflicts. For the student, it is important to know that conflicts can be resolved appropriately, and that will in turn help the student to achieve academic success, and it should lead to qualitative relationships between their peers and themselves and their teachers, as well as to their happiness. Firstly, it is important to uncover the causes, types and nature of these disputes, what communication problems the students have among themselves, with their teachers or with other important members of the school administration.  An understanding of the reasons for and the nature of the conflicts is necessary for appropriate conflict management and to fight effectively against these  conflicts.

Teach students the skills they needs to resolve the conflict among children in behaviour at primary level

The quality of education and children’ performance depends on teachers’ instructional tasks performance which is guided by study of the teaching profession. Teachers are expected to demonstrate expert knowledge and specialized skills in translating educational policies, principles and curriculum contents into actions during motivation in order to achieve the desired learning outcome. Instructional tasks are statutory curricula functions that are performed by teachers to enable learners achieve the set educational goals in schools. This means that the real teacher must possess the qualities for effective teaching and learning. The teacher must know what to teach, how to teach, and whom to teach. The purpose is to deliver the curriculum effectively and efficiently, so as to achieve the set goals and standards in schools.Study are manifested in their knowledge of the subject–matter, pedagogical skills and competences in the motivation, which leads to the accomplishment of the stated educational goals. I found that Home study have significant relationship with children’ motivation; such Home study include parents’ knowledge of the subject matter, communication skill, emotional stability, good human relations and interest in the job. This relatively low level of performance could be partly attributed to lack of parents’ full commitment to Home study. This study is significant because it will provide more insight into the Home study of children in school…….. The findings of this study will guide school principals, educational planners and other stakeholders in the education sector on how to enhance teachers’ compliance with study for better motivation and children’ conflicts resolving in school.

Rational of the Study:

This action research is an attempt to investigate the Teach students the skills they needs to resolve the conflict among children in behaviour at primary level and  awareness about its impact on student’s academic performance during covid-19 pandemic. My study attempts to reconceptualize learning space as schools reopen amid and after the pandemic.  This study will make it important for teachers, parents and students to know the Knowledge and motivation regarding role of Strategies used by students to resolve conflicts among students. The study will be meaningful to students in the sense that they will be aware of the possible effects of conflicts. It will provide relevant material for similar research undertakings by students and other researchers. The study will help researchers learn more about the influence of Strategies used by students about conflicts on the academic performance.

Q.2      What was your discussion with your colleague / friend / senior teacher or supervisor regarding the problem?

During discussion with friends and teacher, I found that no education system can rise above the quality of Students, they are expected to have sound intellectual skill, communication skill, integrity, respect, trustworthiness, caring, confidential, good dressing habit, and guidance oriented.

Conflict presently continues to be a factor in academic life. Schools frequently appear to be centers of tension; on occasion, they are perhaps a manifestation of problems in the community. The term conflict is viewed in a variety of ways because of its confusion with those conditions which lead to situations of different conflict. Thomas (1976) defines conflict as “the process which begins when one party perceives that the other has frustrated, or is about to frustrate, some concern of his”.

Conflict involves situations in which differences are expressed by interdependent people in the process of achieving their needs and goals, and it arises when a difference between two or more people necessitates change in at least one person in order for their engagement to continue and develop.

Because of diverse and varied definitions of conflict, attitudes towards it and images of its role are also varied. Conflict in schools takes different forms; for example teachers seem reluctant to obey the principals, they do not seem to follow rules or accept extra work, they do not easily get along with their principals. Principals too adopt an authoritative approach, for example they pressurize teachers for an uninterrupted working of the school activities. It, therefore, becomes common that conflict between teachers and the school principal occur frequently at any time in the school. In institutions, conflict occurs between various individuals because of their frequent interaction with each other. Conflict is an expression of hostility, antagonism and misunderstanding between the staff members.

Conflict is inevitable and often good, for example, good teams always go through a “form, storm, norm and perform” period. Getting the most out of diversity means often-contradictory values, perspectives and opinions.

Conflict is often needed. It:

            i).        Helps to raise and address problems.

            ii).       Energizes work to be on the most appropriate issues.

iii). Helps people “be real”, for example, it motivates them to participate. Iv). Helps people learn how to recognize and benefit from their differences.

Although there are always conflicts in schools, most of the students, teachers, heads as well as parents are failing to act efficiently to solve the conflicts. For the student, it is important to know that conflicts can be resolved appropriately, and that will in turn help the student to achieve academic success, and it should lead to qualitative relationships between their peers and themselves and their teachers, as well as to their happiness. Firstly, it is important to uncover the causes, types and nature of these disputes, what communication problems the students have among themselves, with their teachers or with other important members of the school administration.  An understanding of the reasons for and the nature of the conflicts is necessary for appropriate conflict management and to fight effectively against these  conflicts.

There are many cases such as personality traits of students and teachers in the educational organizations, differences between their values, beliefs and attitudes, crowded classes, lack of quality educational teach-in processes, misunderstanding of the communication process, inadequate tools and equipments and sharing of limited resources which cause conflict to be experienced in class or school level. There are likely to be many factors that can potentially affect the quality of teacher–student relationships. Some of these factors may include individual student characteristics and behaviors, teacher characteristics and behaviors, prior relationship experiences, and broader social and contextual influences. 

The defects of a teacher-student relationship and a failure to cooperate may cause teacher student conflicts. The important thing is for teachers to solve these matters correctly and effectively without damaging the relationship, losing the cooperation with students or distrupting educational process. The primary task of teaching is to gain and maintain the cooperation of students. Without that cooperation, the school or individual classroom cannot function.

There is some research on managing conflicts in schools through the use of authority. A survey of high school, undergraduate, and graduate students about methods of resolving conflict revealed that students viewed the actions of instructors as coercive, highly powerful and authoritarian. Research results revealed that distributive conflict resolution strategies such as violence, complaint, anger, and swearwords were used frequently instead of constructive solutions such as negotiation, problem solving discussion and mediation. The use of coercive power is shown to be negatively related to student satisfaction, learning, and the extent to which teacher influence transcends the classroom.

Q.3 What did you find about the problem in the existing literature (books / articles / websites)?  

 Conflict is a concept that can affect the relations and experiences of people as a social entity during their interaction with the public positively or negatively (Gray and Stark, 1986). Conflict naturally and normally occurs in schools. Conflicts can range from ordinary personal differences and anger, to violence that may end in terror and in wars. Sometimes unresolved conflicts may lead to violence. Conflicts are events which occur because of the problems in teams in which the individuals or groups have difficulty in working together, thus leading things to a standstill, or simply leading to chaos (Eren, 1984)

Conflict presently continues to be a factor in academic life. Schools frequently appear to be centers of tension; on occasion, they are perhaps a manifestation of problems in the community1. The term conflict is viewed in a variety of ways because of its confusion with those conditions which lead to situations of different conflict.2 Thomas (1976) defines conflict as “the process which begins when one party perceives that the other has frustrated, or is about to frustrate, some concern of his”3.

Conflict involves situations in which differences are expressed by interdependent people in the process of achieving their needs and goals, and it arises when a difference between two or more people necessitates change in at least one person in order for their engagement to continue and develop.4

Because of diverse and varied definitions of conflict, attitudes towards it and images of its role are also varied. Conflict in schools takes different forms; for example teachers seem reluctant to obey the principals, they do not seem to follow rules or accept extra work, they do not easily get along with their principals. Principals too adopt an authoritative approach, for example they pressurize teachers for an uninterrupted working of the school activities. It, therefore, becomes common that conflict between teachers and the school principal occur frequently at any time in the school7. In institutions, conflict occurs between various individuals because of their frequent interaction with each other. Conflict is an expression of hostility, antagonism and misunderstanding between the staff members. 8

Conflict is inevitable and often good, for example, good teams always go through a “form, storm, norm and perform” period. Getting the most out of diversity means often-contradictory values, perspectives and opinions.

Conflict is often needed. It:

            i).        Helps to raise and address problems.

            ii).       Energizes work to be on the most appropriate issues.

iii). Helps people “be real”, for example, it motivates them to participate. Iv). Helps people learn how to recognize and benefit from their differences.

Conflict in Schools- Its Causes & Management Strategies

Conflict is not the same as discomfort. The conflict isn’t the problem – it is when conflict is poorly managed that is the problem.

Conflict is a problem when it:

• Hampers productivity (2) Lowers morale (3) Causes more and continued conflicts (4) Causes inappropriate behaviors 9

Conflict Management in School

The better educators and students understand the nature of conflict, the better able they are to manage conflicts constructively10. Moran (2001) sees conflict management as “a philosophy and a set of skills that assist individuals and groups in better understanding and dealing with conflict as it arises in all aspects of their lives”11. Conflicts as a concept never remain positive or negative but it has always been seen as a basic and result oriented part of school life.12

Conflicts offer competitive as well as cooperative context in the organization but it varies according to the situation. Problems exist in managing conflicts when the context is competitive/individualistic or when the context and the conflict resolution procedures are in congruent. The effectiveness of a conflict resolution and peer mediation program may be limited when the classroom and school context is competitive13.

Sources of Conflict

The possible sources of conflict are poor communication, competition for common but scarce resources, incompatible goals and the like14. Fisher (1997) notes, “…both individuals and groups have undeniable needs for identity, dignity, security, equity, participation in decisions that affect them. Frustration of these basic needs….becomes a source of social conflict” 15

According to Plunkett and Attner (1989), the sources of conflict include; shared resources, differences in goals, difference in perceptions and values, disagreements in the role requirements, nature of work activities, individual approaches, and the stage of organizational development16. Gray and Stark (1984) suggested that there are six sources of conflict.

These are: 1) Limited resources; 2) Interdependent work activities; 3) Differentiation of activities; 4) Communication problems; 5) Differences in perceptions; 6) The environment of the organization. According to these writers, conflict can also arise from a number of other sources, such as: 1) Individual differences (some people enjoy conflict while others don’t); 2) Unclear authority structures (people don’t know how far their authority extends); 3) Differences in attitudes; 4) Task symmetries (one group is more powerful than another and the weaker group tries to change the situation; 5) Difference in time horizons17 (some departments have a long-run view and others have a short -run view). Another author Deutch in camp bell et-al (1983:187) identified a list of sources of conflict. These are; control over resources, preferences and nuisances, values, beliefs, and the nature of relationships between the parties18.

The classification of conflict is often made on the basis of the antecedent conditions that lead to conflict. Conflict may originate from a number of sources, such as tasks, values, goals, and so on. It has been found appropriate to classify conflict on the basis of these sources for proper understanding of its nature and implications. Following is a brief description of this classification.

Causes/ Factors leading to conflict:

Affective Conflict

This is defined as “a condition in which group members have interpersonal clashes characterized by anger, frustration, and other negative feelings” 19.

Substantive Conflict

Jehn (1997b) characterized this type of conflict as “disagreements among group members’ ideas and opinions about the task being performed, such as disagreement regarding an organization’s current strategic position or determining the correct data to include in a report” 20.

Conflict of Interest

This is defined as an inconsistency between two parties in their preferences for the allocation of a scarce resource. This type of conflict occurs “when each party, sharing the same understanding of the situation, prefers a different and somewhat incompatible solution to a problem involving either a distribution of scarce resources between them or a decision to share the work of solving it” 21

Conflict of Values

This occurs when two social entities differ in their values or ideologies on certain issues22. This is also called ideological conflict.

Goal Conflict

This occurs when a preferred outcome or an end-state of two social entities is inconsistent. In rare cases “it may involve divergent preferences over all of the decision outcomes, constituting a zero-sum game” 23.

Realistic versus Non realistic Conflict

Realistic conflict is associated with “mostly rational or goal-oriented” disagreement, non realistic conflict “is an end in itself having little to do with group or organizational goals”24.

Institutionalized versus Non-institutionalized Conflict

The former is characterized by situations in which actors follow explicit rules, and display predictable behavior, and their relationship has continuity, as in the case of line–staff conflict or labor–management negotiations. Most racial conflict is non-institutionalized where these three conditions are nonexistent.

Retributive Conflict

This conflict is characterized by a situation where the conflicting entities or factions feel the need for a drawn-out conflict to punish the opponent. In other words, each party determines its gains, in part, by incurring costs to the other party25. Misattributed Conflict

This relates to the incorrect assignment of causes (behaviors, parties, or issues) to conflict. For example, an employee may wrongly attribute to his or her supervisor a cut in the employee’s department budget, which may have been done by higher-level managers over the protest of the supervisor. 26 Displaced Conflict

This type of conflict occurs when the conflicting parties either direct their frustrations or hostilities to social entities that are not involved in conflict or argue over secondary, not major, issues27.

Conflict Resolution Skills/ Strategies

David W. Johnson and Roger T. Johnson (1996) hold that Conflict resolution and peer mediation programs are often promoted as a way to reduce violence (and destructively managed conflicts) in schools28. Management of conflict is a human relations concept long recognized in business and industry as a necessary component of the developmental process29. Sweeney and Caruthers (1996) define conflict resolution in a most general and concise way, “the process used by parties in conflict to reach a settlement” 30.

Hocker and Wilmot (1985) initially discuss conflict management styles in terms of assumptions. Their assumptions are:

• People develop patterned response to conflict.

• People develop conflict styles for reasons that make sense to them.

• No one style is automatically better than another.

• People’s styles undergo change in order to adapt to the demands of new situations31.

Robbins (1974) concentrates on strategies specifically labeled as resolution techniques. He lists eight techniques as follows:

• Problem solving (2) Super ordinate goals (3) Avoidance (4) Smoothing (5) Compromise (6) Authoritative command (7) Altering the human variable (8) Altering structural variables32.

Thomas (1971) examines conflict management strategies by focusing on general strategies used by administrators in an educational setting. In his research he points out that there is no difference between management and leadership; hence, manager is synonymous with leader. Thomas eight strategies for management are:

• Citizens advisories (2) Confrontation sessions (3) Sensitivity training (4) Process involvement (5) Educational pluralism (6) Volunteerism (7) Cooperative studies (8) Failure 33.

Since conflict is seemingly unavoidable, particularly in a scholarly setting, it is obviously necessary for administrators to be able to recognize conflict, to view its constructive as well as destructive potential, to learn how to manage conflict, and to apply conflict management strategies in a practical way34.

Jhonson&Jhonson (1996) state that conflicts are resolved constructively when they (a) result in an outcome that all disputants are satisfied with, (b) improve the relationship between the disputants, and (c) improve the ability of disputants to resolve future conflicts in a constructive manner35. Conflict Resolution Education (CRE) and Ohio Department of Education (ODE) define conflict resolution as a philosophy and set of skills that assist individuals and groups to better understand and deal with conflict as it arises in all aspects of their lives.36

Bodin and Crawford (1999) maintains that since school is an entity which composes of different people with different generational ages and that negotiation and mediation must be identified as the best strategies for eliminating conflicts37. Three types of situations demand from the negotiator to face and find solution to them; these situations are task and relationship oriented conflict, intellectual and emotion oriented conflict and compromise and win conflict38. Conflict management is deemed to be successful if it has achieved its goal by reaching a win-win, or approach-approach or consensual agreement which is accepted by both parties.

Mediation is another way of conflict management used today. Bentley (1996) describes mediation as a form of problem solving process where a neutral third party assists disputants to reach a mutually acceptable agreement39. Mediation proves as an effective method because it involves a democratic and structured process that enables disputants to resolve their own conflict, with the assistance of trained peers40. Deutsch (2005) argues that mediators follow these steps:

• They establish a working alliance with the parties, (b) they improve the climate between the parties, (c) they address the issues, and that (d) they apply pressure for settlement41.

Mediators should adopt the following skills in order to handle conflict, namely;

1. They must be able to establish a working relation with each of the conflicting parties,
2. They must be able to establish a cooperative problem solving attitude among the parties,
3. They must be able to develop a creative group process and group decision making, and
4. They must gather considerable substantive knowledge about the problems around which the conflict centers142.

Q.4 What were the major variables / construct of your project? Give definitions / description from literature. 

Teacher Role

There are conflict situations in schools as there are in every single institution and organization. It is of great importance that attempts are made to successfully resolve conflicts, not only for personal reasons, but also for the sake of the institutions, this has to be done as conflicts cannot be ignored or avoided. Conflict situations can negatively affect the teachers´ performance as well as the performance of the institutions. A teacher is successful if he knows his students personally, is proficient in his subject, knows  the  strategies of learning  and educating and knows how to cope with conflicts successfully. However, if teachers are not proficient in solving conflicts, the effects can be wide-ranging. If it is thought that teachers educate individuals who are part of society, then every single example of negative behaviour on the part of teachers can cause great damage to that society. Therefore, it is of great importance that teachers know the strategies of conflict management. .

Conflict

Conflict is a concept that can affect the relations and experiences of people as a social entity during their interaction with the public positively or negatively (Gray and Stark, 1986). Conflict naturally and normally occurs in schools. Conflicts can range from ordinary personal differences and anger, to violence that may end in terror and in wars. Sometimes unresolved conflicts may lead to violence. Conflicts are events which occur because of the problems in teams in which the individuals or groups have difficulty in working together, thus leading things to a standstill, or simply leading to chaos (Eren, 1984) .

Motivation

Motivation is the word derived from the word ‘motive’ which means needs, desires, wants or drives within the individuals. It is the process of stimulating people to actions to accomplish the goals. In the work goal context the psychological factors stimulating the people’s behavior can be – desire for money &Success.

Education

Education is what pushes us to achieve our goals, feel more fulfilled and improve our overall quality of life. Understanding and developing your Education can help you to take control of many other aspects of your life.

Pandemic Condition

A pandemic is defined as “an epidemic occurring worldwide, or over a very wide area, crossing international boundaries and usually affecting a large number of people”. The classical definition includes nothing about population immunity, virology or disease severity.

Q.5 What did you want to achieve in this research project? 

Objective / purpose of the study:

Research problems and research objectives basically have the same meaning. Therefore, very often research problems are stated in the same way as the research objectives. This indicates the important role of research problems and research objectives in research activities. However, research objectives should be stated differently from the research problems, as the research problems are stated as questions to be answered by the researchers, while the objectives are stated as the goal of research to be achieved by the researchers. Research objectives are more focused than research problems.

Objective / purpose of the study;

1. To explore the effects of conflicts on education system.
2. To examine the children behaviour during classes.
3. investigate the possible causes of conflicts of students.
4. To give some suggestions on how to minimize the barriers faced by education system.
5. To promote the value of respect as the basis of human coexistence during the teaching and learning process to control conflicts.
6. To innovate in a way of team work in terms of coexistence and respect towards the others to control conflicts.
7. To create a pleasant atmosphere simultaneously with the integral, personal and academic formation in children at the school to control conflicts.

following questions were analyzed in this research.

Critical Questions:

1. Conflict Resolving strategies have an essential function in the academic performance of students and their construction of the concepts r u agree?
2. Is there a significant difference in conflict Resolving skills according to their gender?
3. Conflicts influences the students learning and academic achievement r u agree?
4. Does students learn more when parents are actively involved in learning activities?
5. Do increases in parent responsiveness behaviours result in increases in young children’s conflicts resolving skills ?
6. Is parental responsiveness equally effective, or does its effectiveness vary for children with varying characteristics (e.g., socio-economic status, ethnicity, biological risk factors)?
7. Conflicts amongStudents effect the life of student?

Q.6. Who were the participants in your project? 

In order to understand the complexities of much validity, researchers’ participation in and observation of the phenomenon should be the appropriate approach for more authentic understanding and explanation of the qualitative data. The targeted population was children enrolled in secondary level of schoolIslamic Girls Public School and Collage District Kurram. However, in this questionnaire, forty (40) children, taking a related course, were selected in a school Islamic Girls Public School and Collage District Kurram. located in Kurram as a sample while considering the research control and validity of this study. This sample included children of the two major medium (English Medium and Urdu Medium). These participants might generally represent the children in secondary level. The peer reading strategies was developed on the basis of a series of research regardingResolving conflicts of children through teachers involvement at elementary school level. This curriculum purported to developing to control conflicts among the student of secondary level through motivation and strategies used by students.

Q.7 How did you try to solve the problem?

Action research encompasses small scale systematic inquiry and contains a number of stages which frequently persist in cycles. Like planning, action, observation and reflection. This type of research has become gradually widespread all over the world as a method of special growth. It has been especially developed in education, specifically in teaching, and is now used broadly across the professions.

Method of the study:

The methodology of this research was comprised on an action research to find out and solve the problem. The social phenomenon under scrutiny wasTeach students the skills they needs to resolve the conflict among children in behaviour at primary level. Questionnaire was used to collect the data needed to provide the information insight necessary to answer the research questions.

Population:

The entire group from which a sample is chosen is known as the population and we choose the Strategies Used by teachers to Motivate Children for resolving conflicts of students. It was quite convenient for the researcher, being a resident of District Kurram to accumulate quality data from chosen city and school. 

Sample:

Sample is smaller representation of large data. Generally, it consists of all the observation that represents the whole population. In the existing action research, secondary level children was sampled for this study.

Sample Size:

The number of observation included in a sample is called size of sample. The 40 children of secondary level and their Parents were selected for this class based action research.

Research Instrument:

Questionnaire was used to collect the data needed to provide the information insight necessary to answer the research questions. In this technique a number of questions were designed according to requirement and relevancy of researcher being conducted. The questionnaire was prepared to attain study objectives.

Ethical Considerations:

From the inception of this research I was extremely particular to carry out an ethical inquiry and therefore gave serious thought to all ethical aspects this study would entail. As teacher-researchers, my primary responsibility was to my children. An action research is considered „ethical’ if research design, interpretation and practical development produced by it have been negotiated with all parties directly concerned with the situation under research. Permission to conduct the study was first sought from the principal and school governing body. Permission was sought from school head. The rights of the participants (secondary level children) were spelled out clearly i.e. they could refuse to be audio recorded and they could demand to see any notes or recordings.

Collection of Data:

The term questionnaire is often used interchangeably with survey. It is common and easy method of data collection in action research. Similarly, it is quickest, cheapest, confidential method of collecting data from respondents. So in such type studies, it is very necessary during development of measurement tool for quality data to keep all aspects in mind. Quantitative method was used to get important and meticulous information.

Information was collected through questionnaire consisting only close ended questions relative to research objectives. The close ended questionnaire was made for data collection.

Q.8            What kind of instrument was used to collect the data? How was the instrument developed? 

Questionnaire schedule is referred to formal meeting between the respondent and the researcher. In this technique a number of questions were designed according to requirement and relevancy of me being conducted. The questionnaire was prepared to attain study objectives.

Checklist:

Following are the main points of the collected data after observation.

Teachers filled the checklist according to their interest and competence level.

I did not seen about improvement of class environment charts on the wall.

There is no character education lectures regarding how to improve class room environment to better learning.

Most of the children did not follow the rules because of their rude attitude.

Children want to learn about improvement of class learning environment.

Questionnaire

In this technique, I distributed questionnaires to the children to get the supportive data about their opinions toward their interests, feelings, responses about the teaching and learning process and the implementation of the Teamwork, media, and their abilities in mutual cooperation different content as well. The questionnaires were distributed after the action of the research.

Questionnaire is

1. Conflict Resolving strategies have an essential function in the academic performance of students and their construction of the concepts r u agree?
2. Is there a significant difference in conflict Resolving skills according to their gender?
3. Conflicts influences the students learning and academic achievement r u agree?
4. Does students learn more when parents are actively involved in learning activities?
5. Do increases in parent responsiveness behaviours result in increases in young children’s conflicts resolving skills ?
6. Is parental responsiveness equally effective, or does its effectiveness vary for children with varying characteristics (e.g., socio-economic status, ethnicity, biological risk factors)?
7. Conflicts among Students effect the life of student?

Q.9 What were the findings and conclusion?  

Findings:

The first statement, “Conflicts resolving strategieshave an essential function in the academic performance of students and their construction of the concepts r u agree?”. This statement was used to know whether the Student’s Improving conflicts resolving skills through parents and teachers involvement. There were 40 respondents who gave their opinion. It showed that 15.62 % of the students were very motivated to learning using conflicts resolving skills. According to them conflicts resolving skills has an essential function in the academic performance of students and their construction of the concepts. It showed that 68.75% of the students were  and agreed that conflicts resolving strategies have an essential function in the academic performance of students and their construction of the concepts.

The second statement is “Is there a significant difference in conflicts resolving  skills according to their gender?”. So, about 25 % of the students were really agreed that there is a significant difference in conflict Resolving skills according to their gender. It showed that 75 % of the students were agreed that Is there a significant difference in conflicts resolving skills according to their gender in different content.

The third statement shows that there were 21.88 % of the students who thought that they were able to learning when parents are actively involved in learning activities. There were 71.88 % of the students could learning through mutual cooperation.

The next statement concluded that 6.25 % of the students could clearly understand that increases in parent responsiveness behaviours result in increases in young children’s conflicts resolving skills. So, 78.12 % of the students agreed that increases in parent responsiveness behaviours result in increases in young children’ conflicts resolving skills.

The next statement shows that more than 80 % of the students were agreed that parental responsiveness equally effective vary for children with varying characteristics.

The sixth statement will show there were still 4 students who were not agreed that Students conflicts resolving skills effect the life of students.

The last statement showed so, there were more than 70 % of the students agreed that conflicts resolving strategies effect the life of student.

Conclusion:

Conflict management styles are essential in order to utilize them for handling conflicts in the schools. Prominent conflict handling styles include; competing, avoiding, collaborating, compromising and accommodating. Competing style characterizes assertiveness and uncooperativeness and it occurs when the parties involved work for their respective gains at the expense of opposite party. This style is described as power-focused style and might is right approach can best summarize this approach. Second style is avoiding which is both unassertive and uncooperative; in this the person involved work neither for his own benefit nor bothers about the other party. This is sometimes considered as best because it works on the principle of leave one alone. Collaborating approach is opposite of avoiding and is characterized by both assertiveness and cooperativeness. This style focuses on satisfying the needs of both parties involved. In this both parties agree on working together. A collaborative approach to conflict management, we argue, may enhance levels of trust and cooperation between the president and the board. Collaboration may be an especially useful strategy for resolving and/or regulating conflicts and loosening the grip of dissension where confrontation involves stakeholders with differential power and resource. Compromising style is a mid way approach for conflict management, it adopts an intermediate course between assertiveness and cooperativeness and it is effective when both parties agree on sacrificing some concerns for achieving a solution. Finally, accommodating style is characterized by both unassertiveness and cooperativeness and it is the opposite of competing style. In this style an individual gives up some of his concerns so as to accommodate the needs of his adversary.

There is still, however, a long way to go before conflict resolution and peer mediation training is managed constructively in every classroom and school. However, it may be underscored that conflict-free atmosphere is conducive to constructive and creative work. Sincere efforts should be made to resolve tensions & cultivate an atmosphere of mutual acceptance and tolerance, accommodation & understanding. Uncalled for tensions & conflicts so often lead to mental stresses & strains that, in turn, cause psycho-somatic diseases & deformities.

Q.10 Summary of the Project.

Research studies are being conducted in order to provide results that will help with social, professional and the purpose of this action research will be a common knowledge that when teachers are seen upholding sound professional conduct, it creates a high level of public confidence and trust in the teaching profession. This has been partly attributed to lack of parents’ full commitment to conflicts resolving skills, which affects children’ motivation. This public outcry calls for further investigation into parents’ compliance with teaching  (norms, values, principles and regulations) in the performance of instructional tasks, with a view to determining their implications on children’ motivation in school Islamic Girls Public School and Collage District Kurram, using Kurram Local Government. The data was collected through well-structured research tool (Interview schedule). So in such type studies, it is very necessary during development of measurement tool for quality data to keep all aspects in mind. Qualitative / Quantitative method was used to get important and meticulous information. Information was collected through questionnaire consisting only close ended questions relative to research objectives. The close ended questionnaire was made for data collection. When conducting a research study involving young children, it is vital that the children are protected and treated fairly. In order to ensure that is the case in this study, all participants in the study are referred to by “Children.” No personal information, such as addresses, is included in the study. In order to make sure that all children are treated fairly, all children received the interventions implemented. How does the direct teaching of studying at home strategies affect student’s conflicts resolving skills for self-motivation to solve study problems? And how does the direct teaching of studying strategies affect student’s conflicts resolving skills for self-motivation towards perseverance and working to solve a problem? The quantitative findings suggest that using conflicts resolving skills  for self-motivations to directly teach children strategies to solve study problems does have a significant effect on their ability to solve problems. During the intervention period there were many behavioral issues that took place in the school, many times preventing the interventions from happening. Also, the academic schedule of the school impacted the implementation of the interventions. There were many half day/professional days that caused the interventions to be cut from the daily schedule. In addition, the fourth grade team at the school implemented a new study curriculum right before the interventions began. Initially, this new implementation should not have caused any issues with the interventions. However, it was decided that more time needed to be devoted to the Walk to Study program and the new curriculum. This caused the intervention time to be cut from the daily schedule. Also, as stated previously in this paper, there was a chance that the new curriculum influenced the children’ studying abilities, thus creating inflated results. For most of the tools administered, the teacher gave them to the children. This might have affected the results of the data because the teacher presence might have had different effects on the children. The children might have felt that they needed to answer a certain way.

Q.11 How do you feel about this practice? What have you learnt? 

In the earlier I was bit confused when I went to school for research. I was hesitated to start my work in the school but when I arranged meeting with school staff then suddenly this hesitation went away. The staff of the school told me that we will help you and guide you whenever you need. After meeting with school staff and their positive response I was satisfied and ready to do it. After this practice I feel that it was great experience of my life because I experienced a lot of new things. I am feeling very satisfied and glad after my research. It was quite interesting and Conflict management experience. Now I am confident after this research. Now I am able to do these all sorts of such tasks.im feeling myself as confident, glad and learnt person. I learnt a lot of new things which I never learnt in my previous life. For example when I talked with senior parents and expert people I learnt a lot of skills of writing. When i taught the children then me counsel dictionary and great writers, businessmen and novels .These all things increased my Conflict management also showed them video lesson of some expert and creative writers to teach them. It also helped me to learn new things. This practice also improved my writing skills too. I also learnt how to write effectively and accurately I have improved my English grimmer. My vocabulary has been improved. I learnt new methods of improving writing. I learnt how to write stories in appropriate way. Overall it helped me to develop new writing skills, new way of teaching writing skills. So I am glad to say that it was unforgettable experience of my life. First of all most of us numb the uncomfortable emotions, but unknowingly when we do this research we can also end up numbing our other emotions like joy, peace, happiness, and pleasure. We can’t fully have one without the other. The first step is always awareness, because once we have awareness we can start to do something about it. Awareness alone won’t help us stop using Conflict management. Awareness after the fact is what I’m talking about here.  Starting anything new and trying to create a habit out of it takes work and time. This is one of the reasons I love researching and attending classes as it’s basically a scheduled time in the day, where I have no other distractions, to just be in my routine and notice how I’m feeling. That being said I rarely make it to a class once a week these days, so I do have to find simple and quick ways to connect. Since mindfulness is about being present in the moment and noticing all the sensations and emotions in your mind and life, one thing you can do is ask yourself where in your mind you feel your emotions.

Q.12 What has it added to your professional skills as a teacher? 

Action research is a form of research that is authentic and meaningful to the teacher/researcher because it is conducted by the teacher in his/her own classroom space. Action research helps me to pick up threads suggested in academic circles, and weave them in my own classroom. Action research allows me to take ownership over my teaching and occurs when teacher researchers contemplate a classroom or instructional issue, design a study, execute the study, track data and results, and reflect. The action research progression is interactive; it is not a passive process, as teacher-researchers are active constructors of knowledge. This action research helped me to maintain classroom management through effective discipline practices for effective writing skills. I learnt that Role of teachers to Motivate children for conflicts resolving and effective learning associated with high academic performance during covid-19 pandemic or academic achievements during pandemic. From this practice I’m able to assess the problem in my class. Now I can identify, process and solve the problem through scientific way which results better than previous which was beating about bush. As teachers construct new knowledge while linking prior knowledge, learning occurs. This research provides me with data from my own experiences and my own students. This is the meaningful evidence that I need to be able to tell other stories. I strongly believed that there is no better way to communicate your story than to stand up in front of my peers and share the journey of action research. This study added my professional skills as trainee teacher that sharing useful strategies with students and provide them examples enhance their English writing skills. I will give assignments to students that offer appropriate practice with feedback. Writing is a complex skill which most students actually need in order to successfully go through college. Because everything is based on writing during academic years, a student who possesses good writing skills will automatically do better at everything, including exams, essays, assignments, and so on. I’m talking about general and specific tips and tricks on how to approach a specific type of essay. For example, you can emphasize the importance of creating clear and concise outlines before they start writing. As a teacher, my role is to help each and every student improve themselves, acquire new skills, and become a better individual by the end of their time spent in school. Even though one cannot improve their skills without working hard and having a desire to make progress, a teacher can definitely get involved and make huge differences concerning this matter. I will follow these tips, for improvements in my student’s mind-set tostrategies used by studentsto resolving conflicts to Motivate children  for effective learning after reopening schools.

Q.13 List the works you cited in your project (follow the APA manual – 6th Edition). 

References

• Bentley, M. Conflict Resolution in Schools: Quicker peace and service. Cambridge, U.S.A: Cambridge University Press, (1996)

• Bodin, R.J & Crawford, D.k. Developing emotional intelligence: A guide to behaviour management and conflict resolution in schools. North Mattis Avenue: Research Press, (1999)

• Carter McNamara, Basics of Conflict Management, Adapted from the Field Guide to Leadership and Supervision. Retrievedfrom http://managementhelp.org/intrpsnl/basics.htm, dated: 15-3-2010

• Campbell, R.F., Carbally, J.E., and Nustrand, R.O. Introduction to Educational Administration (6^th edition). Boston: Allyn and Bacon Inc, (1983)

• Chandan, Jet. Organizational Behavior, New Delhi: Vikas Publishing House pvt. Ltd, (1994)Cora Elaine Harper, The Conflict Management Styles, Strength of

• Conflict Management Self-Efficacy, And Moral Development Levels Of School Counselors, A dissertation submitted to the Graduate Faculty of North Carolina State University in partial fulfillment of the requirements for the Degree of Doctor of Philosophy, (2004)

• Cosier, R. A., & Rose, G. L. Cognitive conflict and goal conflict effects on task performance. Organizational Behavior and Human Performance, 19, (1977)

• David W. Johnson and Roger T. Johnson. Review of Educational Research, Vol. 66, No. 4, American Educational Research Association, (1996)

• Denohue, W. A. and B. Kott. Managing Interpersonal Conflict. Newbury, Park Calif.: Sage Publication, (1992)

• Deutsch, M. The resolution of conflict. New Haven: Yale University Press, (1977)

• Deutsch, M. Cooperation and Conflict. In West, M.A, Tjosvold, D. & Smith, K.G. The essentials of teamwork: International perspective. Maryland: Wiley, (2005)

• Druckman, D., Broome, B. J., &Korper, S. H. Value differences and conflict Resolution: Facilitation or delinking? Journal of Conflict Resolution, 32, (1988)

• Druckman, D., &Zechmeister, K. Conflict of interest and value dissensus: Propositions in the sociology of conflict. Human Relations, 26, (1973)

• D’Oosterlinck, F. &Broekaert, E. Integrating school-based and therapeutic conflict management models at schools. The journal of school Health. 73 (6), (2003)