Extractions: October 17, 2002 - Queens Chronicle: Ghana RPCV Rudy Sovinee teaches children tolerance, peaceful conflict resolution, peer mediation and peace building Peace Corps Online Peace Corps News Headlines Peace Corps Headlines - 2002 ... 10 October 2002 Peace Corps Headlines : October 17, 2002 - Queens Chronicle: Ghana RPCV Rudy Sovinee teaches children tolerance, peaceful conflict resolution, peer mediation and peace building By Admin1 (admin) on Wednesday, October 23, 2002 - 03:27 pm: Edit Ghana RPCV Rudy Sovinee teaches children tolerance, peaceful conflict resolution, peer mediation and peace building
Using Peer Mediation Helps Students Resolve Conflict Using peer mediation Helps Students Resolve Conflict. the last decade, educatorshave been implementing programs in our schools that teach students positive http://www.desotoschools.com/cline 09-25-01.htm
Extractions: Using Peer Mediation Helps Students Resolve Conflict Adrian H. Cline, Superintendent September 25, 2001 Over the last decade, educators have been implementing programs in our schools that teach students positive ways to resolve their conflicts. They have found that the use of positive conflict-resolution strategies has resulted in student growth, increased teaching time, and a corresponding reduction in disciplinary referrals. One of the most successful programs used in schools today is known as "peer mediation," in which students learn how to peacefully settle conflicts between themselves. In this process, students take turns acting as peer mediators for their class or school. The principles that govern peer mediation can be applied at home, as well. First, children need to understand that settling differences between themselves does not mean there has to be a winner or a loser. Conflicts can and should be settled through compromise or negotiation, in order to achieve a satisfactory outcome for each party. Second, children must be taught that while anger is a natural feeling, positive conflict resolution cannot be achieved when anger takes over their emotions. Therefore, it is sometimes necessary to separate the parties in conflict until tempers have cooled. When calm has returned, resolution can begin. The rules of peer mediation are simple. Each party states his or her case without profanity or name-calling, explains his or her view of the problem, and states what he or she expects of the other. Each party is required to listen to the other, and to really hear what the other is saying. Both must be prepared to negotiate or compromise, as a result of the discussions. When an agreement is reached, the parties must be prepared to follow through on the agreed-upon conditions.
Extractions: The New Jersey State Bar Foundation's Conflict Resolution Panel has created the following Conflict Resolution and Peer Mediation Guide, Volume II for use in your school. This Guide builds on the concepts contained in Volume I, which include "I" messages, active listening, anger management, win/win guidelines and peer mediation. Therefore it is recommended that you use Volume I as a foundation for the teaching of the character education skills contained in this guide. You may obtain Volume I from the Bar Foundation by completing the online order form. In today's school climate, character building and appreciation of differences have become major issues. Volume II provides lessons on cultural awareness, self-esteem, gender equity and Honoring Each Other to help create understanding and unity in school communities. These lessons provide the ideal opportunity to integrate conflict resolution and character education. It is recommended that teachers refer to the Glossary and Resource Pages located at the end of this guide to further understand these concepts.
Extractions: As you know, conflict is an unavoidable part of life. Passengers in a carmight disagree about a wrong turn on a road trip. A person may play music more loudly than others would like. Friends may argue over who is to blame for a broken possession. These are all types of conflict. Conflicts are not always minor and harmless. Assaults or threatened assaults often happen between people who know each other and, in many of these cases, start off with small arguments or disagreements. The mediation process provides a way for these people to resolve their disagreements before either party resorts to violence. It also helps people reach agreements without feeling they have had to give in. In this way, both sides in mediation come out winners! Curriculum focused on conflict resolution. Staff orientation designed to help teachers exhibit the communication skills they are trying to instill in their students. Peer mediators help the disputants rechannel anger and reach peaceful agreements. When a disagreement or conflict arises, a teacher, an administrator, a concerned student, or the fighting students themselves can refer the issue to peer mediation. A peer mediator is quickly assigned, and the mediation process begins, resolving the issue and preventing further discord. Playground mediators in elementary schools similarly help prevent fights and resolve disagreements between much younger students.
Extractions: Mediation Skills The teaching of conflict resolution and mediation skills has been one of the primary responses to violent behaviours in schools. Explanations (Summaries, Articles) Schwartz W. (1994). Anti-bias and conflict resolution curricula: Theory and practice. ERIC Digest U.S. Department of Education, (1996). Conflict Resolution in Creating Safe and Drug Free Schools: An Action Guide Morton I, (1991). Conflict resolution programs in schools. ERIC Digest Girard KL (1995). Preparing teachers for conflict resolution in the schools. ERIC Digest Inger M, (1991). Conflict resolution programs in schools. ERIC Digest Crawford D, Bodine R. (1996). Conflict Resolution Education. A Guide to Implementing Programs in Schools, Youth-Serving Organizations, and Community and Juvenile Justice Settings Pendharkar M. (1995). School-Based Conflict Management Creating Safe and Drug-Free Schools: An Action Guide. (1996). Conflict Resolution Cueto S. (1993).
Gale Encyclopedia Of Psychology: Peer Mediation Ideally, peer mediation will encourage a culture of open common purposes of a schoolmediation program are 4. to teach peaceful resolution of differences, a http://www.findarticles.com/cf_0/g2699/0005/2699000578/p2/article.jhtml?term=+Pe
Gale Encyclopedia Of Childhood And Adolescence: Peer Mediation Continued from page 1 4. to teach peaceful resolution of differences, askill needed to live in a multicultural world. peer mediation PROCESS. http://www.findarticles.com/cf_0/g2602/0004/2602000425/p2/article.jhtml?term=+Pe
CESA 6 Media Center peer mediation 5550306 3048 Minutes 12+ Offers students, teachers and administratorsa PICADA 3T - Teens teach Teens 1350150 12+ PICADA is the Prevention and http://www.cesa6.k12.wi.us/CMC/stdev/peermed.html
Extractions: This book is one of seven group process manuals presented in the Wellness for You series. All ideas in this group activities manual are introduced by naming and describing each group exercise. Group activities are organized into three sections: relaxation activities, drug prevention activities and wellness activities.
PROJECT OUT-REACH includes a day of mediation training, a day of teaching how to teach mediation,and a day of learning logistics about running peer mediation programs. http://www.abanet.org/yld/peer2.html
Extractions: Solving Problems or Are We Changing the World Project Out-Reach is an effort by three sections of the American Bar Association (the Tort Insurance Practice Section, the Section on Dispute Resolution and the Young Lawyer's Division) to promote peer mediation in high schools across the country. As of this writing there are more than a dozen pilot sites in schools of varying sizes in locations across the country. In the fall of 1997, an additional nine sites will be added, with more to follow. The program consists of a number of discrete phases. Once the school is prepared, the next task for the ABA trio of volunteers is to attend a session at which they learn to train students to be peer mediators. The three day program of instruction includes a day of mediation training, a day of teaching how to teach mediation, and a day of learning logistics about running peer mediation programs. When the school year begins, the trained volunteers conduct a multi-day training for the high school mediator trainees. After that, they conduct a year's worth of follow up sessions and "Tune-ups" to ensure that the program is a success.
Extractions: Date: October 21, 1999 WASHINGTON, D.C. The House of Representatives today approved a plan, authored by Congressman Rob Andrews (D-NJ-01) to establish peer mediation programs as part of the K-12 school curriculum. The plan would allow school districts to use federal education funds to pay for the creation of counseling programs in which students work together to resolve conflicts and prevent violence. Under the Andrews plan which passed today, school districts would be allowed to pay for peer mediation programs by using federal Title I education grants which are targetted to "at-risk students" in danger of dropping out. Title I of the Elementary and Secondary Education Act provides almost $10 billion in federal aid to states and local school districts for educationally disadvantaged children "As both a legislator and parent, I want to ensure that our young people can learn in a safe and nurturing environment," said Andrews. "We should encourage students to talk to each other to work out their conflicts, not only because this is a proven way to reduce violence, but also because peer mediation programs teach vital skills in coping with differences that will benefit them for the rest of their lives." Andrews proposed the idea to build on the success of Peer Mediation Programs, a Medford, New Jersey-based agency that has successfully implemented programs at over 65 schools in the Delaware Valley. In September 1999, Andrews visited one such school, his alma mater, Triton Regional High School, where he met with members of the peer mediation team to highlight the success of this program.
PeaceMakers Project Description The program of peer mediation that exists at Leilehua High School, which is a normal Itis a proactive approach to teach kids to handle their problems before http://www.lovelife.com/PeaceMakers/peacemaker2.html
Extractions: Project Description: We used a combination of professional videographers as well as giving the students cameras. The teens were interviewed by the director, (Genie Joseph), their program director, (Carla Lum), and they were also given a chance to interview each other. In addition to our professional crew, students were given cameras, and the opportunity to conduct their own interviews. Life at the campus at Leilehua in Wahiawa Hawaii on the Island of Oahu is very colorful because of the tremendously ethnically diversified population of students. Various shots give a feel for the multi-ethnic world they live in everyday. With the completion of this video, I hope to inspire decision makers to continue to support this program as well as to bring it to other schools in Hawaii, the US and Internationally. Previous I I I I Next P roject D ... rticle on Peer Mediation P rojects
Extractions: The New Jersey State Bar Foundation's Conflict Resolution Panel has created the following Conflict Resolution and Peer Mediation Guide, Volume II for use in your school. This Guide builds on the concepts contained in Volume I, which include "I" messages, active listening, anger management, win/win guidelines and peer mediation. Therefore it is recommended that you use Volume I as a foundation for the teaching of the character education skills contained in this guide. You may obtain Volume I from the Bar Foundation by completing the online order form. In today's school climate, character building and appreciation of differences have become major issues. Volume II provides lessons on cultural awareness, self-esteem, gender equity and Honoring Each Other to help create understanding and unity in school communities. These lessons provide the ideal opportunity to integrate conflict resolution and character education. It is recommended that teachers refer to the Glossary and Resource Pages located at the end of this guide to further understand these concepts.
Reach To Teach | Reach To Teach Reach to teach is a partnership between the University of Cincinnati College Thereare also internships in peer mediation or teaching about Postponing Sexual http://www.mwg.org/production/archive/reachtoteach/reach/
Extractions: Junior students prepare for their job shadow experience. Reach to Teach is a partnership between the University of Cincinnati College of Education and the High School for Teaching and Technology at Hughes Center . With support from the Cincinnati Federation of Teachers and a grant from the Ohio Department of Education to diversify the teaching force, UC and te Hughes Center offers a variety of programs to students to encourage and support them to consider careers in education. College Awareness Experiences Hughes students visit the UC and other regional colleges and Universities offering degrees in education related careers. UC sponsors a college financial aid seminar for students and parents to assist in the difficult task of filling out the Free Application for Federal Student Aid (FAFSA) form and understanding financial aid. Scholarships Scholarships to U.C. College of Education are available to graduates of the High School for Teaching and Technology and are offered admission to the College of Education. They range from $500 to $3000 a year based on merit and need.
Reach To Teach | Reach To Teach: My Job Shadow Journal Cooperative Discipline and peer mediation were evaluated in twelve public schoolsover a threeyear What did the CPS's conflict resolution program teach? http://www.mwg.org/production/archive/reachtoteach/reach/shadow.html
Extractions: My Job Shadow Journal This was the first year that each junior was required to file a daily Ejournal (electronic journal) for the two weeks they were placed in an elementary classroom. Each junior sent their journals to one of the six junior teachers who read it and responded to questions or concerns. When the students came back to Hughes, they printed their journal entries as part of a job shadow book. Educational Job Shadow Ejournal Prompt #7 Shanels.mov My topic for today is Motivation. My teacher/mentor motivates her students to want to learn and participate in learning activities using both intrinsic and extrinsic motivators. Examples of intrinsic motivators include praising the children for good behavior and acknowledging the students' achievements. She will verbally say "Good job!" or "That's good..." to the students that exert desired behavior. In this way she builds the self-confidence of her students and they listen better and complete their work. Extrinsic motivators include a good behavior point system and rewards of special treats for those that follow directions or complete their "seatwork". These methods of motivation set the standard for what the teacher expects of the students in a simple way in which they can understand. The students know in advance that if they do what they're supposed to do, whether it is good behavior or completing their work, they'll be rewarded as a result. Thus, the students are motivated to take care of their business.
HeartBeat, Vol. 16 No. 13 it will help teach them how to constructively deal with conflicts that naturallyoccur among people. Ms. Vickers and Mrs. Hardtke, peer mediation Coordinators. http://www.holmesschool.org/heartbeat/vol1613.htm
Extractions: School resumes Copies of the complete (unapproved) minutes are available in the school office and can be found on-line Sue Merz, Millie Rozsypal, and Susan Eisenberg gave a program on the mathematics instruction used by Holmes School. Mrs. Merz and Mrs. Rozsypal are very enthusiastic about the Investigations Math Program because it helps students better understand the process of the mathematical problem-solving instead of focusing exclusively on the answers. They believe that this program helps children build confidence in math, which can then carry over to other aspects of their school work.
Education/Prevention Through the skits we teach students about indirect as well as direct forms MAAV wasinstrumental in launching a peer mediation Program at Melrose High School http://www.maav.org/eduprev.html
Extractions: MAAV works with the Melrose Public Schools in providing education to Middle and High School students on the issue of teen dating violence . This has included sponsoring the play "The Red Tide" and "The Yellow Dress" at Melrose High School and " Remote Control " at Melrose Middle School. Program Coordinator Rebecca Mooney and Alliance Officer Det. Mike Bloom present a 4-session program on Creating Safe and Healthy Relationships to all 8th grade students in the Melrose Middle School Health classes. We teach students to identify and become more aware of attitudes and actions that are part of healthy, respectful relationships. We also teach what constitutes abuse in a relationship, including physical, verbal, emotional and sexual abuse, and help students learn to recognize the early warning signs of an abusive relationship. In the 3rd session, a survivor of domestic or teen dating violence shares her story, bringing all the information together and making it "real". In the final session we focus on how to help a friend in an abusive relationship and help students identify at least one adult whom they can turn to if needed. In addition, MAAV has brought the
ESR Metro - Programs interactive techniques to teach children skills in anger management; negotiation;mediation; cooperation; intercultural peer mediation programs; training for school http://www.esrmetro.org/programs.html
Extractions: Social Awareness Resolving Conflict Creatively Program Project STOP Early Childhood ... PAZ After-School Every school day, in public schools throughout New York City, young people are learning better ways to deal with conflict and cultural differences through the Resolving Conflict Creatively Program (RCCP). The program uses engaging, interactive techniques to teach children skills in: A two-year study of the program by Columbia University researchers found that children receiving substantial RCCP instruction from their classroom teachers developed more positively than their peers: They saw their social world in a less hostile way, saw violence as an unacceptable option, and chose nonviolent ways to resolve conflict. They also scored higher on standardized tests in reading and math. To read the study, entitled "Teaching Conflict Resolution: An Efffective School-Based Approach to Violence Prevention," click here The components of the RCCP include: In 2001-2002, the RCCP provided professional development for about 725 teachers in 93 schools, classroom instruction in conflict resolution and intercultural understanding for 7,325 children; peer mediation and youth leadership programs in 44 elementary schools and seven alternative high schools; and training for some 1,130 parents.
Mediation Network Of North Carolina Curriculum mediators have extensive experience in the development of peer mediation programsand It is scoped and sequenced to teach conflict resolution through concepts http://www.mnnc.org/pg3.cfm
Extractions: The conflict resolution curricula developed by the Mediation Network of North Carolina are the result of several years of collaboration by staff members from community mediation centers across the state. These skilled mediators have extensive experience in the development of peer mediation programs and conflict resolution curricula, as well as classroom teaching experience, and bring this essential understanding to the design of the curricula. It is scoped and sequenced to teach conflict resolution through concepts that build on one another. The essential foundations of conflict resolution are learned through age-appropriate activities, games and songs in the elementary CONFLICT RESOLUTION FOR KINDERGARTEN THROUGH GRADE 3 and CONFLICT RESOLUTION AND PEER MEDIATION FOR GRADES 4 AND 5 . A deeper understanding of the process as well as communication, negotiation and mediation skills are developed through middle and high school in
Middle School Uses The Kindness Campaign Develop a peer mediation program to support the positive peer culture. teach conflictresolution skills to all students so students could handle their own http://weinholds.org/kindness/middleschool.htm
Extractions: This middle school, grades 6-8, has about 900 students with Caucasians comprising 50% of the student body, African-Americans 35% and Hispanic 24%. Less than 1% are Asian-Americans. Over 74% of the students are on free or reduced lunch and the school is bordered on three sides by gangs: The Crypts, the Bloods and a Hispanic gang called the South-Siders. While there is considerable tagging at school, for the most part the gangs regard the school as neutral ground. Actually, the police solved a murder by reading the tagging on the outside of the gym at the school where the killer bragged of his feat. However, most of the students are 'gang-want-to-bes,' with the gang members being their parents and older siblings. Following a presentation by the Kindness Campaign staff to the counselor and administrative staff, the program was then introduced by the counselor at a staff meeting early in the year. The Principal did not mandate the program and left the decision to the faculty. After having the counselor explain it to them, the faculty voted to adopt the program. The counselor was able to show the teachers how this program would make their jobs easier. For example, most teachers have a "do now" time at the beginning of their classes, and the counselor and Kindness Committee supplied them with subject specific kindness activities to use in that 5-10 minute time slot at the beginning of each class. For example, in English class, the students were asked to write a short paragraph on a kind act they did at home over the weekend.
Peer Mediation The goal of mediation is to work out problems nonviolently and teach students anew way to handle conflict. The peer mediation program will provide a way for http://jms.carrollcountyschools.com/peermed.htm
Extractions: Peer Mediation Peer Mediation Mission Statement: Knowing that conflict is an inevitable part of everyday life, Jonesville Middle will cultivate an environment in which students will have the tools and opportunities to resolve conflicts peacefully. Peer mediation is a process for resolving disputes and conflicts using a neutral third party as a moderator for the process. The goal of mediation is to work out problems nonviolently and teach students a new way to handle conflict. The peer mediation program will provide a way for students at Jonesville Middle to resolve their own disputes. A peer mediation team was formed for Jonesville Middle and they recently underwent their first training session. Peer Mediation Team Members
