LESSON 9

PED – PEACE EDUCATION

 Republic of the Philippines
JOSE RIZAL MEMORIAL STATE UNIVERSITY
The Premier University in Zamboanga del Norte
TAMPILISAN CAMPUS
Znac, Tampilisan, Zamboanga del Norte

GE-PEd – PEACE EDUCATION

LESSON 8: CREATING A PEACEABLE CLASSROOM

Learning Outcomes:
Analyze the various principles in creating a Peaceable Classroom

Peace: a state of mutual harmony between people or groups, especially in personal relations.
Peaceable: fond of, inclined toward or promoting peace; not argumentative or hostile.

Literature on classroom management indicates that learners find it difficult to focus on

academic work when there are social distractions. The Carnegie Council on Adolescent
Development holds that mutually respectful relations are imperative for intellectual
development and growth (1989, cited in Goodenow, (1992). Goodenow (1992) likewise posits
that belonging and acceptance are potentially important factors in learning. Similarly, Lantieri
and Patti (1996) put forward that there is a relationship between distress, anxiety, and the ability
of our memory to work. Schwitzer, et al. (1999) write that one of the vital tasks related to a
successful academic experience is being able to establish successful interpersonal relationships
in the campus. All these tell us that a peaceable learning environment is necessary in the process
of learning.

A. What is a Peaceable Classroom?

The concept was first coined by William Kreidler, an elementary school teacher and
conflict expert who saw that conflict in the classroom was caused by many factors such as
miscommunication, exclusion, the inability to express feelings appropriately, and the lack of care
and respect for each other (Lantieri and Patti, 1996).
A peaceable classroom is characterized by the following:
▪ Affirmation
▪ Cooperation
▪ Communication
▪ Appreciation for diversity
▪ Appropriate expression of feelings
▪ Peaceful conflict resolution.

A survey of 99 high school students in the Philippines revealed that bullying in the
classroom is one of the major causes of distress and anxiety among them. Victims of bullying
are harmed both physically and verbally. Victims have experienced being hit, bitten, and
locked in a room, kicked, spat on, pinched, pushed, and scratched, among others. Verbally,
they have experienced being called names, threatened, and victimized by malicious rumors.
Topping the list of victims who are normally excluded, ignored and isolated by the majority
are those thought of to be nerds. Other common victims are those who do not measure up
to set standards of beauty, the overweight, the dark-skinned, the economically poor, the gays
and the lesbians, those who have provincial accents, and the new students (Nario-Galace,
2003).

1. Damaged self-esteem is one of the known effects of bullying.

Students, guidance counselors and teachers interviewed from different
secondary schools in Manila confided that victims of bullying withdraw or keep to
themselves. They become loners or aloof. Others absent themselves frequently from
class and some have dropped out. Grades were also reportedly affected.
Creating a peaceable classroom is a way to help students respect and appreciate
each other regardless of differences. Here are some ways to help create that
atmosphere of love and acceptance in our classrooms:
▪ Declare your classroom a zone of peace and establish rules to achieve it.
▪ On the first few days of school, introduce to your students the concept of a peaceful
classroom.
▪ Ask them what they think are the elements necessary to create an atmosphere of
peace in the classroom.
▪ Ask them to put up a poster indicating that their classroom is a Zone of Peace and
the guidelines necessary to achieve it.
2. As the teacher, let this peace begin with you.
Each morning, tell yourself that you will be a peaceful teacher that day. Every time
something rubs you the wrong way, remind yourself that you have resolved to be peaceful
and would not allow yourself to explode. Each time you enter the classroom, breathe out
or ground off any negative energy that you caught along the way. Radiate positive energy.
Smile as you greet others. Teach your students greetings of peace in local dialects or
foreign languages and use it as a springboard for a brief discussion on peace issues of the
day, when applicable. Affirm your students. Say something positive or nice to someone
when an opportunity comes up. Recognize the idea they contributed. Show interest with
what the learners have to say. Nod or look them in the eye.

PEACE IN MANY LANGUAGES

1. Salaam (Arabic)
2. Boboto (Lingalal−Congo)
3. Shalom (Hebrew)
4. Beke (Hungarian)
5. Amani (Swahili) – in east Africa/Tanzania, Kenya, Uganda
6. Shanti (Hindi)
7. Damai (Indonesian)
8. Heiwa (Japanese)
9. Pyung Hwa (Korean)
10. Paz (Spanish)
11. Pax (Latin)
 3. Express feelings appropriately and encourage students to do so.

When there are situations that anger you, refrain from aggressive ways of reacting.
When our patience is tried, the level of the anger thermometer in our bodies goes up and
we tend to react forcefully. It is not rare to hear of teachers yelling at their students; kicking
or pushing furniture; or throwing items when angry. Teachers should learn how to manage
their anger. Instead of exploding or suppressing it, teachers can use calming techniques like
breathing deeply or gently leaving the anger scene and coming back when the angry feeling
has subsided. Students should also be taught appropriate expressions of feelings. They
should be taught “cooling off” techniques like writing how they feel (“I am very upset!”),
altering their thoughts (“She probably did not mean to hurt me. Maybe she is worried about
something.”), repeating calming words (“Relax, relax”), and talking to one’s self (“I will not
explode.”) When steam has let off, the students may express their feelings using “I-
messages”. I-messages are statements that speak of your feelings and interests. They are
alternatives to blaming statements expressed in moments of rage or frustration. For
example, instead of saying “You are very irresponsible” when a classmate comes to your
group meetings way after the appointed time, you can say “I am frustrated whenever you
come late for our meeting because we might not be able to get the grade we want for this
project.” I-messages communicate our feelings (I am frustrated); the behavior we are
reacting to (whenever you come late for our meetings); and the reason for this feeling
(because we might not be able to get the grade we want for this project).

4. As teachers, choose to say nice and gentle words.

A painful truth can be said in a way that does not injure. Again, I-messages are
helpful here. Instead of blaming students, refer to how you feel about a behavior, e.g.,
“I am bothered when I see some of you talking while a classmate of yours is reciting.”

5. Encourage respect for and acceptance of differences.

A peaceable classroom is one where students feel a sense of belongingness and
acceptance. Hence, they should not be ridiculed or marginalized especially for
characteristics that are beyond their control. As a teacher, examine your own biases. Are
you inclined to stereotype girls or gay students? Do you discriminate against the slow
learners and regard the intelligent students more favorably? Refrain from putting students
down and remind your students to desist bullying behavior.

6. Organize a welcoming activity for new students.

Give old timers a pep talks on the joy of being warmly received. Assign old timers
to be “big sisters and brothers” of the newcomers and assist them in their needs. Talk to
your class about the importance of respecting differences. Remind them that the color of
the skin, the texture of one’s hair, the size of one’s body, and the amount of money in
one’s pocket have nothing to do with what is in one’s heart. Remind them that people
differ in sexual orientation, mental ability, and manner of dressing or speaking, among
others, and these differences do not give anyone the right to tease, exclude, or hurt
another. Humor is encouraged in class but jokes should not be said at someone else’s
expense.

7. Employ more cooperative than competitive activities.

Cooperative activities are those that will enable the class to work together to
pursue a goal. Ugly competitions breed divisions that may set conflicts in motion.
Cooperative activities, on the other hand, promote positive interdependence where
students learn the skills of communication and collaboration to reach a desired goal.
When students are given cooperative activities, they learn how to solve a problem
together and to help one another using members’ different talents, skills and strengths.

8. Teach students how to resolve conflicts peacefully and constructively.

When there are hurtful situations, take an active role against it. Mediate in
conflict situations. Employ a problem solving approach. Teach students how to use
this approach and how to dialogue constructively. Remind them that effective
dialoguing entails that disputants speak to each other in a gentle manner. Both words
and gestures should be respectful and kind. Remind them that a solution may be
found if they will genuinely listen to each other’s perspective. Designate a peace
corner in the classroom or a peace area in the school yard or grounds where students
can talk about their concerns.

Below are simple questions that can guide the students’ dialogue:
1. What happened?
2. What do you need?
3. What possible solutions are there?
4. What solution is best?

9. Practice students’ skills of communication.

Many conflicts in the classroom arise because of miscommunication,
misperception and misunderstanding. There are times when what we say is not
accurately received by the other or when what we do is inaccurately perceived. One
way to help avoid conflicts emanating from miscommunication is to teach the students
 how to clarify and paraphrase. Teach them that when something said bothers them,
they should clarify if they received the message accurately, e.g., “May I know if I am
correct in understanding what you said? Did you say that…?” People sometimes have
the tendency to speak before they think. Before they could catch themselves, the
negative words have already been spoken. Practice students into changing negative
statements into positive ones. The use of “I-messages” will be helpful in this regard.

Changing negative statements into more positive ones:

a. Shut up! – Alternative: Please keep quiet.
b. You are irritating. – Alternative: I am bothered when…
c. You are too nosy! – Alternative: May I have some private moments,
please.

Creating the Peaceable School: A Comprehensive Program for Teaching Conflict Resolution
An increasing number of schools are implementing conflict resolution programs to teach youth
the skills needed to resolve differences without violence. The authors of the "Creating a
Peaceable School" program envision a peaceable school where the following five qualities
identified by Kreidler (1984) are present: cooperation, communication, tolerance, positive
emotional expression, and conflict resolution. The "Creating a Peaceable School" program is
organized around six skill areas. The program contains a number of activities and strategies to be
used in whole class discussions, learning center work, and class meetings to help students
develop a knowledge base and acquire the skills critical to peaceful conflict resolution.

In the classroom teacher is the key player in providing the learning opportunities required to
create a peaceable environment in the school and in modeling the behaviors expected of a
peacemaker, every adult in the school environment-principal, subject specialist, counselor, social
worker, psychologist, secretary, supervisor, and so on-is a potential teacher of the concepts and
behaviors of peace. The authors contend that the broadest goals of the "Creating a Peaceable
School" program are realized when the program is applied consistently on a school-wide basis,
building on knowledge and skills each year as students progress from grade level to grade level.
The six fundamental skill areas to "Creating a Peaceable School" are described below. The term teacher
refers both to the classroom teacher and to others in the school environment who are in a position to
teach by their example.

1. Building a peaceable climate.

A first step is for teachers to develop a classroom environment conducive to constructive

conflict management. To reach this goal teachers learn to establish a cooperative context for
the classroom and to manage student behavior without coercion. A cooperative context-in
contrast to a competitive context-involves goals that all students and teachers are committed
to achieving. The teacher implements cooperative learning activities that require collaboration
and promote interdependence among class members, in order to foster a community-of-
learners atmosphere.

Secondly, the teacher in the peaceable school transfers the responsibility for acceptable
behavior to the students-not through force or domination, but through reason and support.
Behavioral expectations can be stated in terms of rights and responsibilities that apply to all
members of the school environment. The teacher in the peaceable school uses discipline, not
punishment, to encourage appropriate behavior. Where punishment expresses power of an
authority and is imposed by an authority, discipline is based on logical or natural consequences
and comes from within the individual, with responsibility assumed by the individual.

2. Understanding conflict.

The authors of "Creating a Peaceable School" explain conflict as a natural, vital part of life which
arises when one or more of the following basic needs identified by William Glasser (1984) go
unmet:
· The need for belonging - fulfilled by loving, sharing, and cooperating with others
· The need for power - fulfilled by achieving, accomplishing, and being recognized and
respected
· The need for freedom - fulfilled by making choices in our lives
· The need for fun - fulfilled by laughing and playing
The "Creating a Peaceable School" program encourages principled responses to conflict which
focus on interests instead of positions. This response to conflict works toward a gradual
consensus on a joint resolution without the costs of digging into positions or destroying
relationships.

3. Understanding peace and peacemaking.

In the peaceable school, peace is viewed as a behavior rather than an outcome or goal. Adults
and children can incorporate peacemaking into their daily lives by learning and practicing the
principles of conflict resolution.

4. Mediation.

Mediation is a process in which a neutral third party-a mediator-helps disputants resolve their
conflicts peaceably. In the peaceable school, mediation is presented as both a strategy for use
within the classroom and as a school-wide vehicle for resolving conflicts. Training activities
introduce a six-step mediation process designed to allow students to gain the skills to act as
neutral third parties in facilitating conflicts between disputants. With the support of the
classroom teacher, very young students can help classmates mediate conflicts in a classroom-
based program.

5. Negotiation.

Negotiation is a process in which disputing parties communicate directly with each other to
resolve the conflict peaceably. In the peaceable school, students learn the skills necessary to
communicate their thoughts and feelings about a conflict and to follow a step-by-step
negotiation procedure designed to ensure a balanced exchange. The more students become
empowered to resolve their differences peacefully, the authors believe, the more responsibly
they behave.

6. Group problem solving.

This strategy is used in "Creating a Peaceable School" when a conflict affects many or all
members of a group, such as a class of students. Two basic principles govern the group
problem-solving strategy:
· The discussion is always directed toward solving the problem.
· The solution never includes punishment or fault finding.

Key Responsibilities of Students to Help Foster a Positive Learning Environment:

Students play a vital role in creating and maintaining a peaceful classroom. Here are some key
responsibilities they can take on to help foster a positive learning environment:
1. Practice Respectful Communication
Students should speak to each other and to the teacher with respect, using polite language and
tone. This includes actively listening when others are speaking and avoiding interrupting.
2. Show Empathy and Understanding
Empathy is crucial for a peaceful classroom. Students should make an effort to understand and
consider their classmates' feelings, perspectives, and experiences, especially when
disagreements arise.
3. Be Supportive and Inclusive
Students can help create a safe, inclusive space by welcoming new classmates, including others
in group activities, and being mindful of any behaviors that might make someone feel excluded.
4. Participate in Conflict Resolution
When conflicts occur, students should practice resolving issues peacefully. They can use
strategies such as “I-messages” to express feelings without blame, seek compromise, and
involve the teacher if a situation escalates.
5. Take Responsibility for Actions
A peaceful classroom requires that students are accountable for their own behavior. They
should reflect on how their words and actions impact others and take responsibility if they have
contributed to any conflict.
6. Help Uphold Class Norms
Students should work together to reinforce classroom norms, like following rules they helped
set. Encouraging others to be respectful and responsible (in a positive way) helps maintain
peace.
7. Show Appreciation and Acknowledge Positivity
Recognizing others' good deeds and kindness can strengthen positive behavior. Students should
appreciate one another’s efforts, reinforcing a peaceful and supportive environment.
8. Practice Patience and Flexibility
In group work or classroom discussions, students should practice patience, especially when
facing different ideas or personalities. Flexibility and willingness to adapt help reduce tension.

When students take on these roles, they contribute to a harmonious classroom where respect
and understanding are mutual, creating a foundation for a peaceful learning environment.

Our words can be a two-edged sword; hence, we should be careful on how we say things.
Teaching our students to choose the words they say in consideration of other people’s feelings
will help reduce conflicts in the classroom. A peaceable classroom is one where students feel safe
and secure. It is a place where they are free to be the person they are, cognizant of their
responsibilities. It is a place where they grow as persons without threats of being ridiculed,
marginalized or hurt. Teachers can help build these kinds of classrooms. If the principles of peace
are taught and lived in the classroom, it will be easier for learners to carry on these values and
skills to their other spheres of interaction. And peace teachers should be happy that they have
done their share in building a society where the new norms are peaceable.