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Resources for Teachers

This section of the site is focused on providing practical information and resources that teachers, teachers-in-training and teachers-of-teachers will find useful. Use the sidebar menu to explore specific areas of CRE practice.

Teacher with Class

Classroom Activity Suggestions

Here's a few activities for classroom use that can help infuse conflict resolution ideas into the learning environment. These originally appeared in a Teacher's Conflict Resolution wall calendar that featured activities for each month of the year.

More examples can be found in the activity collection archive.

Videos of Possible Interest

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Related Conference Presentations (viewable online)

School Conflict Management Training

  • Presented by: Jennifer Batton, Director, Global Issues Resource Center, Cuyahoga Community College
  • View Presentation and Abstract: Click Here

Experiential and Service-Learning Models for Undergraduate Conflict Resolution Education

  • Presented by: Ned Lazarus, Molly Tepper, Linda Keuntje, George Mason University
  • View Presentation and Abstract: Click Here

Developing Courses in Peace and Conflict Studies

  • Presented by: Vincent D’Agostino and Patricia Golesic, Sault College
  • View Presentation and Abstract: Click Here

Online Peer Mediation Platform

  • Presented by: Karen DeVoogd, Cynthia Morton, Judy Tindall, Kristen Woodward
  • View Presentation and Abstract: Click Here

Fairfax County Public Schools Conflict Resolution and Peer Mediation Training 2010

  • Presented by: Joan Packer, Swaim Pessaud, Kristen John
  • View Presentation and Abstract: Click Here

Cultural Sensitivity in Peace Education

  • Presented by: Iryna Brunova-Kalisetska
  • View Presentation and Abstract: Click Here

View More Presentations Here

Sample Catalog Resources

Below you'll find a randomized listing of up to 20 related items (we may have more...) drawn from our Resource Catalog.

Resource Title Description Links
Slouching towards inclusion Pdf article from Conflict Management in Higher Education Report, Volume 2, Number 3, (May 2002), which discusses the need for diversity in the field of conflict resolution and examples of challenges and solutions when creating diversity within the conflict resolution team is a primary factor.
UNESCO: Mainstreaming the culture of peace 26-page pdf created by UNESCO which "defined the Culture of Peace as consisting of values, attitudes and behaviours that reject violence and endeavour to prevent conflicts by addressing their root causes with a view to solving problems through dialogue and negotiation among individuals, groups and nations. The 1999 United Nations Declaration and Programme of Action on a Culture of Peace (resolution A/53/243) called gor everyone – governments, civil dociety, the media, parents, teachers, politicians, scientists, artists, NGOs and the entire United Nations system – to assume responsibility in this respect. It staked out eight action areas for actors at national, regional and international levels:" Those 8 action areas are: Fostering a culture of peace through education; Promoting sustainable economic and social development; Promoting respect for all human rights; Ensuring equality between women and men; Fostering democratic participation; Advancing understanding, tolerance and solidarity; Supporting participatory communication and the free flow of information and knowledge and Promoting international peace and security.
Creating schoolwide prevention and intervention strategies: Effective strategies... 55-page PDF document which is "intended to put the issue of schoolwide violence prevention in context for educators and outline an approach for choosing and creating effective prevention programs. The guide covers the following topics: 1. Why schoolwide prevention strategies are critical, 2. Characteristics of a safe school, 3. Four sources of vulnerability to school violence, 4. How to plan for strategies that meet school safety needs, 5. Five effective response strategies and 6. Useful Web and print resources."
Social Justice Standards The Social Justice Standards are a set of anchor standards and age-appropriate learning outcomes divided into four domains—identity, diversity, justice and action (IDJA). The standards provide a common language and organizational structure: Teachers can use them to guide curriculum development, and administrators can use them to make schools more just, equitable and safe. The standards are leveled for every stage of K–12 education and include school-based scenarios to show what anti-bias attitudes and behavior may look like in the classroom.
Online Module: How to use class meetings: classroom management and the peaceable classroom Online learning module exploring various types of classroom meetings and how they can be used to build community and prevent problems as well as address problems after the fact. Includes links to video clips demonstrating classroom meetings with different age students.
Bullying in cyberspace Word document examining bullying in cyberspace.
Gender based violence: Challenging norms, building capacities, promising practices, creating peace 16-page Powerpoint presentation given at the Second International Summit on Conflict Resolution Education which "provide[s] a new context for prevention of intimate partner, domestic and sexual violence, participants will build their capacity to engage in social change work, learn current promising and best practices for intimate partner and sexual violence prevention."
Respecting each other: From the Tanenbaum curriculum interreligious understanding guidebook 5-page PDF lesson plan which helps students understand and develop their own concept of respect for others.
Role of conflict/conflict resolution in anti-racism education curriculum Essay which "examine[s] the role of conflict and conflict resolution in antiracism education curriculum in school settings, the role of explicit antiracist curriculum in facilitating questioning, talk back, rethinking, positive conflict, and re-evaluating, are important conditions in teaching for equity and social justice, the impact of how the curriculum is used will also be analysed and explored throughout this paper." Includes bibliographical references.
Alternative dispute resolution in the law schools Pdf article reprinted from the February/March 1995 Issue (Vol 55) of The Fourth R, The Newsletter of the National Association for Mediation in Education which discusses the development of alternative dispute resolution education in law schools.
Diversity training Pdf article reprinted from Aug-Sept 1997 issue (Vol. 79 pp. 17-19) of The Fourth R, the Newsletter of the National Association for Mediation in Education, introducing The National Coalition Building Institute (NCBI), an international organization which leads diversity programs on college campuses.
Virginia Tech shooting: Lessons for dismantling norms about violence 10-page Powerpoint presentation given at the Second International Summit on Conflict Resolution Education, which "offers a Preliminary inquiry into pedagogical actions for addressing the intersections among gender, race, ethnicity, social class, mental illness, and violence, the limitations of the thinking that pervaded the recent public discourse on the Virginia Tech Shooting will be revealed and a responsive pedagogical action proposed."
Making class matter and engaging difference 42-page Powerpoint presentation given at the Sustaining Conflict Resolution Education: Building Bridges to the Future conference in Fairfax, VA, which "explore[d] ways to make ideas relevant and memorable so students take the ideas home and apply them to their every day lives, examples will include exercises on how to understand and engage difference well."
Impact of violence on learning for youth: What can we do? 35-page PDF report that focuses "on the words of the interviewees, particularly the youth—both in school and out of school—and what they tell educators and others working in educational programs about what we can do to support learning." In writing the report the author wanted to understand "how violence affects learning, and to examine how school responses played a part in creating this picture. Most importantly I wanted to look for ways to strengthen the possibilities of supporting learning for youth in high schools and in youth literacy and training programs."
Empowering students for just societies: a handbook for primary school teachers
Conflict Resolution Education Connection teacher's calendar 2009-2010 24-page pdf calendar created by the Conflict Resolution Education for Teacher Education (CRETE) Connection Project and the Association for Conflict Resolution Education Section. "The calendar, designed to be hung by a teacherÌ¢‰â‰ã¢s desk, provides short takes on CRE tools each month along with corresponding Special Days related to conflict resolution or peacemaking, CRE catalog resources, online links to the CRE website and other great collections of classroom activities and professional development tools. The calendar skips the summer and ends with the month of September to welcome folks back to the new school year!" .
Mixitup: 2008-2009 planner 50-page pdf document, "designed for teachers, counselors, students, administrators and others looking for activities and ideas to organize Mix It Up at Lunch Day, reduce social boundaries at school and promote an inclusive learning environment for all students. It includes lesson plans for early, middle and upper grades based on content standards and can easily be adapted for use in school clubs. For additional activity ideas, online polls and essay prompts, visit www.mixitup.org."
Conflict Resolution Education: A Guide to Implementing Programs in Schools, Youth-Serving Orgs A manual in pdf format providing an overview of various models for conflict resolution education program implementation. The first chapter defines conflict as a natural condition and examines the origins of conflict, responses to conflict, and the outcomes of those responses. It introduces four approaches to implementing conflict resolution education. Each of the next four chapters discusses one of these approaches and presents examples of programs that use the approach. One chapter describes an approach to conflict resolution education characterized by devoting a specific time to teaching the foundation abilities, principles, and one or more of the problemsolving processes in a separate course or distinct curriculum. Another chapter describes an approach in which selected, trained individuals provide neutral third-party facilitation in conflict resolution. A chapter presents an approach that incorporates conflict resolution education into the core subject areas of the curriculum and into classroom management strategies, and another chapter presents a comprehensive whole-school methodology that builds on the previous approach. The next two chapters address conflict resolution education in settings other than traditional schools. The final three chapters address more overarching topics: conflict resolution research and evaluation; a developmental sequence of behavioral expectations in conflict resolution; and the process of developing, implementing, and sustaining a conflict resolution program.
Student protests, negotiation, and constructive confrontation Pdf article from Conflict Management in Higher Education Report, Volume 2, Number 1, (Oct 2001), which "suggests a series of strategies that can be used by university administrators and students seeking more constructive ways of handling student protests." Includes bibliography.
Briefing paper for trainee teachers of citizenship education: Resolving conflict between countries 6-page pdf briefing paper which "aims to introduce pupils to the values of open-mindedness and respect for others’ views, teachers should concentrate their approach on analysing with students how such destructive and confrontational situations arise, and how they can be avoided ... a commitment by states to this process is articulated in Article 2(3) of the United Nations (UN) Charter, in which they agree to settle their disputes by peaceful means, these means are outlined explicitly in Article 33(1), which proclaims that states “shall seek early settlement of their international disputes by negotiation, inquiry, mediation, conciliation, arbitration, judicial settlement, resort to regional agencies or other peaceful means of their choice.”