Restorative conferences resource kit

60-page pdf resource kit for presenting restorative conferences which “(involves the gathering of those who have a stake in a particular troublesome situation, to talk together to find ways of making amends) … the purpose of these conferences is to discuss what the problem might be and to pool ideas about what might be most helpful from here, for all concerned, from this pool of ideas should emerge a plan for restoration of the situation… These Conferences offer a helpful step forward by involving a range of participants who both contribute to and are affected by the situation at hand, they promote a spirit of open and direct conversation and add a human touch to the process of addressing transgressions… this Resource Kit represents the culmination of 18 months of work by a group whose links are with restorative justice, Maori protocols, and counsellor training with narrative therapy at the University of Waikato.” Includes bibliography

Class Meetings as a Tool for Classroom Management and Character Development: An Annotated Bib

Classroom management literature emphasizes non-punitive methods of managing a classroom of students, suggesting that democratic class meetings are an important or central element to developing student character. Class meetings are presented as a method of teaching children problem solving skills, conflict resolution, and a means for encouraging character education through intrinsic motivation and self regulation in academics and behavior. This annotated bibliography presents a list of resources for teachers seeking ways to increase character education through classroom management techniques. (Contains 1 note and 19 references.)

Inter-agency P.E.P.: Skills for constructive living: Facilitators and trainers training guide

13-page pdf manual which is “one of the components of the “Inter-agency Peace Education Programme.” “The programme is designed for education managers of ministries dealing with both formal and non-formal education and for agencies which implement education activies on behalf of the government … This training guide in peace education is divided into four areas: content, method, environment (both physical and psychological) and output (or product). Often method and psychological are dealt with together as there is overlap.”

Best practices of non-violent conflict resolution in and out-of-school some examples

78-page pdf document which “aims to inform teachers, trainers, educators, parents, youth and students who, one way or another, are confronted with violence in the school or in non-formal community education, and are looking for practical solutions. The intention of UNESCO in this project is not only to inform them what is best internationally in terms of education for peace and non-violence, but above all to supply concrete pedagogical tools to prevent and transform the violence with which they are confronted on a daily basis at work.”

Nonviolent communication and ombuds work

Pdf article from Conflict Management in Higher Education Report, Volume 6, Number 1, (Nov 2005), which relates the author’s experience using a model from “Nonviolent Communication (NVC),” created by Marshall B. Rosenberg, in her work as university ombudsman at Humboldt State University.

Tale of two colleges, A: Diversity, conflict, and conflict resolution

Pdf article from Conflict Management in Higher Education Report, Volume 5, Number 1, (Sept 2004), which shows, “how real people can
achieve dramatically different outcomes depending on the strategies
they devise and the methods they employ, the first chapter shows
people digging in to their positions and trying to force the Other
Person to give in, the second chapter shows similarly situated people using the problem-solving negotiation strategy popularized in the book Getting To Yes.”

Developing departmental communication protocols

Pdf article from Conflict Management in Higher Education Report, Volume 4, Number 1, (Oct. 2003), which presents the concept of a “Communication Protocol [which] is a set of guidelines for day-to-day communication and informal problem solving developed in a mediation context involving a group of co-workers, these Protocols are most effective when developed with the full participation of both staff and management, although difficult to achieve, in academic units the chair needs to participate, the more inclusive the group, the more the Protocol will reflect the culture and norms of the organization.”

Teaching and learning in circle

Pdf article from Conflict Management in Higher Education Report, Volume 3, Number 2, (February 2003), which “explores the impact of teaching using a circle format, both at the high school and college level.”

Mediator strategies

Powerpoint presentation exploring three basic mediator strategies: Communication facilitation, substantive directive and procedural.