Conflict Resolution

Working in a close-knit environment with few employees, tensions can arise and personalities are bound to clash. Each classroom has a ratio of 6 students to 1 teacher. My particular classroom has 4 teachers; 2 lead teachers and 2 assistant teachers. My colleague; the other lead teacher, let's call her Anna, has had some disagreements with other colleagues in the school. As I work closely with her, I often hear her perspective but am not privy to the other parties' perspectives. Therefore, I give Anna tentative and generalized advice based on her emotions and opinions when asked for my input. I am wary of the situation and do not want to create more animosity between the two parties if she reacts to certain ideas. When I am approached in such situations, I listen intently and let her articulate her emotions as well as explain the situation from her perspective. I have found it helpful to, first off, acknowledge her emotions and concerns so as not to dismiss them. Next, I help Anna brainstorm  potential ideas for conflict resolution (Approach problem-solving with flexibility, n.d.) in order to facilitate dialogue between her and the other parties involved to help them maintain a growing relationship. Being a third party mediator, I do not wish to confront other parties in an aggressive manner as I have not been privy to the other parties' views and, therefore, encourage Anna to approach the others in a neutral, non-threatening environment to initiate dialogue (Wolff & Nagy, 2013). Once this has occurred, I help mediate if tensions arise and if messages are being understood differently because of clouded emotions in order to reach a conclusion and compromise, which needs to be done without violent communication or hostile gestures (Foundations of NVC, n.d.). 

My colleagues have shared with me certain tools that they use in order to be more effective in communication. They have stated that when speaking with colleagues, they establish a personal rapport initially and, before starting a discussion, they make personal remarks to warm up. They also mention that when resolving conflicts between them and parents, they have been able to consider their perspectives first, act upon ideas that they want and provide feedback of how it went and what can be done in school and at home, which provides parents with comfort that their opinions have been considered and a solution may be possible. 

Resources:

Approach problem-solving with flexibility. (n.d.). Office of Human Resource Development. Retrieved from http://www.ohrd.wisc.edu/onlinetraining/resolution/step6.htm

Foundations of NVC. (n.d.). The Center for Nonviolent Communication. Retrieved from http://www.cnvc.org/learn/nvc-foundations

Wolff, R., & Nagy, J. (2013). Training for conflict resolution. Community Tool Box. Retrieved from http://ctb.ku.edu/en/table-of-contents/implement/provide-information-enhance-skills/conflict-resolution/main