Classroom Conflict Resolution Techniques

Being familiar with and knowing how to apply conflict resolution tools is one of the differentiating skills in a quality teacher"

This program offers a comprehensive view of classroom conflict resolution. A comprehensive study of how complex relationship situations are approached, including analysis of successful models. A learning process in which you will learn about tools, experiences and advances in this field, which have been guaranteed by the program's faculty, all of whom work in this field.

The skills that a mediator possesses are the same skills that the teacher must cultivate, in order to serve as a vehicle between the student and the learning process. The teacher’s intention should be to encourage and facilitate this process, in order for students to achieve their objectives. Mediation in the educational system is an emerging element that strengthens communicative development and support systems among teachers and students, and which brings improved academic learning and balanced human growth by contemplating the relationships established in that environment.

The perspective, within the current educational paradigm, is that such action must be inclusive and based on a biopsychosocial model that considers attention to diversity from a comprehensive approach and is aimed at the entire educational community. Teachers at all educational stages and other professionals in both the educational and socio-health fields, need to know the characteristics of different students, how to identify their needs and possess the knowledge and tools that will allow them to intervene at a personal, socio-familial and, above all, educational level.

With this program, teachers will acquire skills to manage classroom conflict and diversity in the educational context, and to adjust attention to diversity and educational projects in their schools, while it will also enable them to create mediation plans for these centers.

Learn to be the trusted figure of the student body and the educational team in situations that require special handling, with this high-quality program"

This Postgraduate Diploma in Classroom Conflict Resolution Techniques offers you the characteristics of a high-level teaching program that uses the latest educational technology. These are some of its most notable features:

• The latest technology in online teaching software
• Intensely visual teaching system, supported by graphic and schematic contents, easy to assimilate and understand
• Practical cases presented by practising experts
• State-of-the-art interactive video systems
• Teaching supported by telepractice
• Continuous updating and recycling systems 
• Autonomous learning: full compatibility with other occupations
• Practical exercises for self-evaluation and learning verification
• Support groups and educational synergies: questions to the expert, debate and knowledge forums
• Communication with the teacher and individual reflection work
• Access to contents from any fixed or portable device with an internet connection
• Supplementary documentation databases are permanently available, even after the program

A practical and realistic program that will provide you with the tools you require to help your students, school staff and families move forward from conflicts in a positive and enriching way”

Our teaching staff is made up of working professionals. In this way TECH ensures that it delivers the educational up-to-date objectives that it aims for. A multidisciplinary and specialized teaching faculty with extensive experienced in different environments, who will develop theoretical knowledge in an efficient way, and, above all, bring practical knowledge derived from their own experience to the course: one of the differential qualities of this program.

This mastery of the subject is complemented by the effectiveness of the methodology used in the design of this course. Developed by a multidisciplinary team of e-learning experts, it integrates the latest advances in educational technology. In this way, you will be able to study with a range of comfortable and versatile multimedia tools that will give you the operability you need in your training.

The design of this program is based on Problem-Based Learning: an approach that views learning as a highly practical process. To achieve this remotely, we use telepractice: with the help of an innovative interactive video system and a Learning from an Expert approach, you will be able to acquire knowledge as if you were actually dealing with the situation you are learning about. A concept that will allow you to integrate and fix learning in a more realistic and permanent way.

A contextualized and authentic learning experience that will allow you to put your learning into practice through new skills and abilities"

Learn to make the classroom a place of development and growth by managing different contingencies skilfully and successfully"

The contents of this program have been developed with two main objectives: to provide timeliness and effectiveness, and to enable students to integrate the learning process quickly and efficiently. This enables students to learn in a progressive and constant way, and evolve from the first moment to the highest level of competence in this area of work. 

A high-level teaching program that will allow you to apply new concepts and strategies from the very first moment, thanks to its practical and contextual approach”

Module 1. Teachers' Educational Styles 

1.1. Becoming Aware of My Educational Style

1.1.1. Starting by Knowing Oneself
1.1.2. Everyone Educates from their Own Backpack  
1.1.3. On the Concept of Authority  
1.1.4. Four Educational Styles/Approaches 

1.2. Permissive Style 

1.2.1. Characteristics of the Permissive Style 
1.2.2. Adult Characteristics
1.2.3. Some Ideas If You Follow this Style  
1.2.4. Consequences of this Style with Children

1.3. Overprotective Style 

1.3.1. Characteristics of the Permissive Style  
1.3.2. Adult Characteristics  
1.3.3. Some Ideas If You Follow this Style  
1.3.4. Consequences of this Style with Children 

1.4. Authoritarian Style 

1.4.1. Characteristics of the Permissive Style with Adults  
1.4.2. Some Ideas If You Follow this Style  
1.4.3. Consequences of this Style with Children

1.5. Cooperative Style 

1.5.1. Characteristics of the Permissive Style  
1.5.2. Adult Characteristics  
1.5.3. Some Ideas If You Follow this Style  
1.5.4. Consequences of this Style with Children

1.6. How to Speak so that Children Listen  

1.6.1. Speaking Mechanisms so that Children Listen 

1.7. How to Listen so that Children Speak  

1.7.1. Speaking Mechanisms so that Children Speak 

1.8. Active Listening Based on Validation from Others 

1.8.1. Listening through Behavior  
1.8.2. Naming Feelings  
1.8.3. Discovering Basic Needs  
1.8.4. Time to Listen 
1.8.5. Establishing Eye Contact 

1.9. Steps to Modify My Students’ Behavior 

1.9.1. Defining the Problem
1.9.2. Approaching Problems One at a Time  
1.9.3. Being Consequential and Consistent  
1.9.4. Being Positive 
1.9.5. Letting the Child Know What is Expected of Them 

1.10. Basic Disciplinary Techniques 

1.10.1. How to Give Praise  
1.10.2. How to Ignore  
1.10.3. How to Reward  
1.10.4. How to Reprimand  
1.10.5. Time-Out Technique  
1.10.6. Problem Chairs  
1.10.7.  How to Use Overcorrection 

Module 2. Communication in Conflict 

2.1. Communication 

2.1.1. Emitter 
2.1.2. Receptor  
2.1.3. Message  
2.1.4. Communication Channels 

2.2. Verbal, Non-Verbal and Paraverbal Communication 

2.2.1. Verbal Communication 
2.2.2. Non-Verbal Communication  
2.2.3. Paraverbal Communication 

2.3. Invalidating Communication 

2.3.1. I Win/You Lose  
2.3.2. You Win/I Lose 

2.4. Validating Communication 

2.4.1. I Win/You win  
2.4.2. I Win and Help You Win 

2.5. Choosing Assertive Communication During Conflict  

2.5.1. Assertive Communication in Conflicts 

2.6. How to Make Healthy Decisions  

2.6.1. Healthy Decision-Making  

2.7. There are Three Fingers Pointing At Me: Me Because You  

2.7.1. Three Fingers Pointed at Me 

2.8. Choosing Non-Violence: Non-Violent Communication. Four Versus One  

2.8.1. Non-Violent Communication 

2.9. Technology at the Service of Communication  

2.9.1. Technology and Communication 

2.10. Listening and Hearing 

2.10.1. Listening 
2.10.2. Hearing  

Module 3. Ways of Expressing Reached Agreements 

3.1. Reaching Agreement 

3.1.1. Consensus  
3.1.2. Commitment  
3.1.3. Voting  
3.1.4. Postponing the Decision  
3.1.5. Customizable Solution  
3.1.6. Arbitration  
3.1.7. Lateral Thinking  
3.1.8. Plus Minus Interesting (PMI)
3.1.9. Decision-Making Matrix  
3.1.10. Negotiation 

3.2. Remember Your Goal  

3.2.1. The Goal and How to Remember It  

3.3. Listen to What the Other Person Is Telling You  

3.3.1. Learning to Listen to Others  

3.4. Speak for Yourself, Not for Others 

3.4.1. How to Speak for Oneself  

3.5. Do not Start on Another Melon until you Finish the One you are Eating  

3.5.1. How to Finish One Thing Before Starting Another 

3.6. Put on Someone Else’s Glasses  

3.6.1. How to Put Yourself in the Other's Place 

3.7. Choose the Right Moment to Tell Them 

3.7.1. How to Find the Right Moment to Start a Conversation  

3.8. Don't Take It Personally  

3.8.1. Don't Take Matters to the Private Domain 

3.9. Uses the Sandwich Technique (Positive, Critical, Positive)  

3.9.1. Definition of the Sandwich Technique 

3.10. Express Yourself in Terms of: I Am Very Happy That You Have ... With Me 

3.10.1. Knowledge of Positive Terms 

A unique, key, and decisive educational experience that will boost your professional development”