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Step 4: negotiation

16 二月, 2015 - 17:33
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The first three steps describe ways of interacting that are desirable, but also fairly specific in scope and limited in duration. But in themselves, they may not be enough when conflict persists over time and develops a number of complications or confusing features. A student may persist in being late for class, for example, in spite of efforts by the teacher to modify this behavior. Or two students may repeatedly speak rudely to each other, even though the teacher has mediated this conflict in the past. Or a student may fail to complete homework, time after time. Because these problems develop over time, and because they may involve repeated disagreements, they can eventually become stressful for the teacher, the student, and any classmates who may be affected. Their persistence can tempt a teacher simply to dictate a resolution a decision that can leave everyone feeling defeated, including the teacher.

Often in these situations it is better to negotiate a solution, which means systematically discussing options and compromising on one if possible. Although negotiation always requires time and effort, it is often less time or effort than continuing to cope with the original problem, and the results can be beneficial to everyone. A number of experts on conflict resolution have suggested strategies for negotiating with students about persistent problems (Davidson & Wood, 2004). The suggestions vary in detail, but usually include some combination of the steps we have already discussed above, along with a few others:

  • Decide as accurately as possible what the problem is. Usually this step involves a lot of the active listening described above.
  • Brainstorm possible solutions, and then consider their effectiveness. Remember to include students in this step; otherwise you end up simply imposing a solution on others, which is not what negotiation is supposed to achieve.
  • If possible, choose a solution by consensus. Complete agreement on the choice may not be possible, but strive for it as best you can. Remember that taking a vote may be a democratic, acceptable way to settle differences in some situations, but if feelings are running high, voting does not work as well. In that case voting may simply allow the majority to impose its will on the minority, leaving the underlying conflict unresolved.
  • Pay attention to how well the solution works after it is underway. For many reasons, things may not work out the way you or students hope or expect. You may need to renegotiate the solution at a later time.