Conflict Reflection

McDonald's took 13 months to figure out that Hindus in India do not eat beef and once they began making burgers out of lamb, sales increased (Lopez-Campillo, n.d., para. 10). Another example is how an American firm sent a business proposal to Saudi Arabia in pig skin to dramatize the presentation. Pigs are an insult to Muslims, so the proposal was never opened (Lopez-Campillo, n.d., para. 10). Knowing what is important to an ethnic group causes employees from that group to feel more comfortable in the workplace. Also, educating all employees about different ethnic groups is a way for all employees to gain a better understanding of their co workers.

Every child has been yelled at by their parent or their guardian. Frequently, a child is guilty of misbehaving. Often, parents are screaming for no apparent reason. Each child has felt the fear rise from their toes to their brain worrying about what they could’ve done. Once they figured out it’s nothing they have done, children get confused. They

We found Paley’s view on conflict-resolution very interesting. She states: “Problems are not meant to be solved. They are ours to practice on, to explore the possibility with, to help us study cause and effect. Important issues can’t be solved with one grand plan…Some are worked at for a lifetime, returning in different disguise, requiring fresh insights” (p. 80) For children, play can be a powerful medium in which to practice their problems and to freely enjoy the process of reaching a solution

Conflict is one of many challenges in everyday life. It is presented to us in many ways such as trying to figure out how to get your homework done on time, finding a way to win the football game, or something just as simple as trying to get out of doing your chores. However, there are times in everyone's life where your conflict is beyond the norm. These could include standing up to your school bully, trying to save someone’s life, or as many would say the greatest conflict in human history, the Nazis rise to power. There are many ways to solve a conflict in general no matter how morally wrong it is. However, history has shown time and time again that the best way to solve a conflict is to stand up to it while also

She discusses the importance of respect between the teacher and student. Those who may not be familiar with a respectful relationship between an adult will learn it at school by the teacher providing acceptance and assistance to their needs. A teacher is not to provide passive displays of aggression to show that they are disappointed or frustrated. The best would be to pull a child to the side preferably when other children are not around to discuss how a respectful relationship would work. A teacher should form close relationships with those in his/her classroom. Making sure that children feel loved helps encourage them to learn.

* helping the children to see differences in a positive way and develop respectful and positive

| * “police” situations with other children, emphasising rules * Consequence of actions awareness * Thoughtfulness increased

Initially I define the two concepts of mistaken behavior and misbehavior, the first as error in judgment and action made in the process of learning life skills. Mistaken behaviors occur at three levels experimentation, socially influenced, and strong unmet needs. Teachers who use guidance see democratic life skills as difficult to learn, and they recognize that children are just at the beginning stages of a lifelong process of learning these skills. In the process of learning any difficult skill, children, like all of us, make mistakes. These teachers recognize that when children experiences conflicts it is because they have not yet developed the cognitive and emotional resources for more mature responses. The second Misbehavior. - The conventional term applied to conflicts that the child is involved in, resulting in consequences that often include punishment and the internalization of a negative label such a “naughty”. The complexity of teaching democratic life skills leads some adults to the misconception that young children know how to behave, they just choose to misbehave. When conflicts occur, teacher who focus on misbehavior tend to label the child’s character and attempt to shame the child into better behavior. Because of a lack of development and experience a child may internalize the negative message and act out even more. (Gartrell, 2014).

Teenagers may come across problems such as bullying or harassment in their daily lives. If these problems continue, the teenager might react violently. This happens because if young adults deal with their problems violently, they might go away, which is why I disagree with adults that young adults need to deal with challenges without violence.

For example, when two kids fight with each other, they just go to the office and say sorry to each other. Instead, they should be allowed to talk and discuss with each other to reach an understanding. That would help build their character to help them to resolve issues when they grow up. In schools, kids learn if they are wrong, confused that's a crime. The school always wants the right answer.

Superiors also tend to have more experience and know better than the children and students. As a result of this disrespect, children can be grounded or beaten, and students can be kicked out of class or given detentions. Consequently, the children and students should respect their superiors, as disrespecting superiors can eventually be disadvantageous to the youth. Twain also advises the youth to not, “resort to extreme measures . . . [because dynamite should be left] to the low and unrefined” (365). Essentially, the author is advising the youth to not react impulsively with violence, but instead to wait for the right opportunity. Too many times, teenagers engage in pointless fights when a better solution is doing nothing or treating the wrongdoers kindly. After all, impulsivity and violence often bring about ineffective or short-lived results. Additionally, I believe that all of Twain’s advice is still relevant.

It is common for parents and their children to have disagreements and to have arguments but sometimes these disagreements can turn into abuse. Children usually use violence to try to “control or bully them” (Parenting and Child Health, n.d.) This violence usually occurs when the child “frightens, threatens or physically hurts them. It can involve using abusive language, pushing, shoving, kicking, throwing things, or threatening with knives or other weapons” ((Parenting and Child Heathen’s.) Children may abuse their parents due to the normalization of that parent getting abused by the other parent within their household. The child may use the parent that abusing the other parent as a model for the way they should act towards their parent as well and justify their actions simply as something that they observed in their household. The violence that children commit against their parents affects that subsystem because it leaves it broken. There is a strain within the parent and child relationship that forms a direct result of constant conflict and abuse between the child and parent. Sometimes, in child-child relationships, an older sibling may become “more aggressive” with their younger sibling because of the abuse that they have witnessed and been exposed to. (Fantuzzo, Mohr, 1999) The children can become socialized by the parents to believe that

Nelson, Shechter, and Ben‐Ari (2014) investigated the impact of perceived procedural justice (PPJ) on the behavior of adolescents in conflict with their teachers. Analysis of survey results from a sample of 256 high school students indicated that PPJ impacted how adolescents chose to manage conflict with their teachers. Teachers who were perceived as having just decision making processes had less conflictual relationships with students. Moreover, teachers who were perceived as being just also had students who were more willing to compromise when involved in conflict with the teacher. Lastly, the perceived legitimacy of teacher authority also impacted how students handled conflictual relationships with their teachers. When students

Fighting in schools have become a serious problem among educators. Although overtime the percentage of fights decrease. To justify the fights have decreased, one survey conducted in 2013 confirms that the students from grade 9-12 who had been in at least one fight on school campus “has decreased from 43 percent in 1991 to 25 percent in 2013.” This survey showed us that the ethics around fighting changed. This change shows that parents are ethically passing down to their kids that fighting is not ethical in school. Then there are other parents, who have not taught their kids about fighting, hence why some kids fight in school. The children that learned that fighting is not okay, are the ones that defend themselves. They learned that is not ethical

For example, this may entail establishing behavior and discipline codes, the use of criminal penalties against selected students, or the placement of problem students into alternative educational institutions.” (Hoang 3) Thus, students should understand what violence is and understand what to do if conflict arises. In these seminars each child is informed of what precautions to take. Students are also informed of available counseling that they can use in the event that they become involved in a violent incident. Students should be educated in knowing what to do and how to control emotions or anger in crisis situations.