Conflict is a natural part of working and playing together in the classroom. How we work through the conflict and move forward is what defines us as a class community. In my classroom, students and teachers have the opportunity to suggest a class meeting in order to verbalize and process the conflict as a group when they feel it is appropriate. One of the tools we use to support our discussions is Circle of Viewpoints. The Circle of Viewpoints thinking routine asks participants to consider different perspectives, as well as their own point of view on an issue.
Last weekend I participated in a #globalclassroom Twitter chat about action and empathy. So many great ideas were shared. I definitely recommend following this hashtag on a regular basis! The chat gave me an opportunity to share how I have been using the Harvard Project Zero Visible Thinking Routine 'Circle of Viewpoints' as a format for reflection on conflict in my classroom. Conflict is a natural part of working and playing together in the classroom. How we work through the conflict and move forward is what defines us as a class community. In my classroom, students and teachers have the opportunity to suggest a class meeting in order to verbalize and process the conflict as a group when they feel it is appropriate. One of the tools we use to support our discussions is Circle of Viewpoints. The Circle of Viewpoints thinking routine asks participants to consider different perspectives, as well as their own point of view on an issue. First, we define the problem. In the example below it is a verbal argument between two students over a team-building game called Toxic Waste. We then take the perspective of the students involved, "unlocking" our thinking using the PYP key concept (or "concept key") Perspective. We imagine and visualize what the people might think using the "I think..." sentence starter and also ask any questions we have from their unique points of view. This process of perspective-taking creates a culture of critical thinking and empathy in our classroom that is well worth the time it takes for the discussions. We begin to understand why people do what they do and believe what they believe. We learn that by expressing our own thoughts, feelings, and questions, and listening to and imagining those of others, we find ways to work, play, and communicate together more sensitively. As these strategies become more embedded through repetition of the thinking routine, students manage conflict more independently and effectively, and, in some cases, even preempt it. What tools and strategies do you use to solve conflict and build community?
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I'm a PYP educator passionate about visible thinking, learning environments, Reggio Emilia, arts, technology, pedagogical documentation, visible thinking, nature & play. Always inquiring, always reflecting, always learning!
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