The Six Steps to Conflict Resolution

The Six Steps to Conflict Resolution is what the High Scope Curriculum uses to help decode and solve conflicts with children in the classroom. There are a lot of interpretations on how to use this and if it works or not. Personally, I think it works and it has worked with the most challenging situations and children. Some people say they have tried it and they don't believe it works. The keys to success with the Conflict Resolution is the willingness of the teacher and the willingness of the child(ren) involved. If you come into it thinking "this isn't going to work no matter what," then guess what? You just made things harder for yourself and the child(ren). It is extremely important to be consistent in using Conflict Resolution in your classroom if it is apart of your curriculum and program, so that the children can learn from your modeling and use it on their own.
Now, the first thing to realize about Conflict Resolution is the order of the steps; always do the first one first, but the rest can be jumbled up throughout the process. In my training, I was shown examples and told that the steps can be repeated throughout the process (i.e. gathering information more than once, coming up with solutions that do or don't work, acknowledging feelings, etc.) and it's fine if you are doing them out of order. We all know conversations don't just go by these steps so smoothly, especially with children. The point is that we are collaborating together in solving the conflict and figuring out a solution. I, High Scope, and The Six Steps cannot and will not guarantee that you will even get through all of the steps every time. Sometimes children aren't ready or aren't willing to solve the problem and choose something else to do. This is okay! If they do not want to deal with a problem, just make it aware what behaviors or hurtful words need to stop, and attempt to revisit it at a later time to gather information.

Let's put a big MYTH to rest: YOU NEED TO SET LIMITS. This especially comes with the first step because hurting someone or something is not appropriate and it needs to stop.

Now let's look at The Six Steps to Conflict Resolution with incorporation from my training knowledge and notes:

1. Approach calmly, stopping any hurtful actions

• Remain calm!
• Stop name calling, hurtful actions or destructive behaviors (place yourself between the children and get on their level and say things like "The hitting stops.")
• Neutralize any object in question (holding onto the object or having everyone hold it together during the process)
• Remain neutral yourself (don't take sides)

2. Acknowledge children's feelings

• You, the adult, acknowledge the feelings you think each child is experiencing; example: "You look very sad/upset/frustrated"
• Don't ask them; this helps build vocabulary and they will correct you if they want to. It is also helpful to use and teach (model) emotional vocabulary and the "words" they need to use. 
• State feelings concretely and simply
• Re-frame children's hurtful words as you acknowledge feelings and describe actions (i.e. I saw you kick the shelf and that tells me that you're frustrated)
• For transitions: Change "but" to "and;" example: "You're very upset about having to leave and we're going to eat lunch. You could (choice) or (choice).

3. Gather information

• Begin questions with "what" rather than "why"
• Listen neutrally for each child's perception of the problem
• Avoid taking sides
• Each child and yourself must understand the problem

4. Restate the problem

• Repeat the problem; example: "So the problem is..."
• Resist judgments and quick solutions; don't fix it
• Remind them the hurtful words and actions stop, but that it's not the problem (i.e. "It's not safe to push. Instead let's think of a safe way to solve this...)

5. Ask for ideas for solutions and choose one together

• Ask the children "What can you/we do to solve this problem?"
• Keep track of the ideas, reminding them if they are stuck or to ask another child in the area
• Ask for clarification and specifics; usually successful solutions are those that are clear and concrete. 
• Adults can only share an idea if the child agrees to them sharing it (i.e. "I have an idea, would you like to hear my idea?"). This is helpful when the children are stuck in the same solutions that don't work for both parties. As a last resort, you can tell the children that you will need to decide. 
• Ask each child within the conflict if they agree to the solution that one/both of them comes up with (i.e. "He said that you could pick a new track out of the bin and he could keep this one. What do you think about that idea? Is it something you would like to do?" The child will tell you yes or no. If no, then move onto the next idea)
• Encourage the children to come up with a solution

6. Be prepared to give follow-up support

• Describe how they solved the problem (i.e. "You thought of ideas and decided what will work You solved this problem!")
• Remain available in case they need more support
• Play with them

Lastly, I just want to be clear that I am not perfect with The Six Steps of Conflict Resolution. The goal is to use it and to use it well. It is something that you need to work on using and the more you use it, the more you are able to remember the steps and what is the best next step in your conversation with the child(ren). I thought that this training was extremely useful and my trainer really helped clarify what our job, as teachers, is the process.

About my Classroom

I, first, wanted to introduce some information about my school and classroom (2015-2016). I currently work at a charter school, which involves grade levels of PK-12. There are five preschool classrooms, each with 16 children. All of the children who attend our school come for free because they qualify as low-income. The population of my classroom includes about 100% African American children and there are no English Language Learners. I also have two children who work with a speech pathologist for their IEPs for Speech and Language, there are triplets in my classroom, one child on a "Behavior Plan" for habitual aggressive behaviors, and one child who is considered homeless. In addition, I started this school year with a different co-teacher and the children have experienced a positive transition into having a new co-teacher.
Before I was hired, my classroom was already set-up and I have added and/or have changed some items in the classroom, but nothing drastic. Below are pictures of my classroom:

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We have mailboxes for everyone on the left and the parents sign in/out on top of there. We have our first aid bag hanging on the wall on the left with our emergency information posted on the wall. There is a calendar on the wall that we update for the parents and the schedules posted (indoor and outside variances), and the Child Care Licensing hand book in the black binder sitting above their mailboxes (always available - the Parent Handbook is inside). There is also the Six Steps to Conflict Resolution posted on each wall and this wall contains our small group list with letter-links. Next to the mailboxes is apart of our "Toy Area," in which this shelf includes science items.

The back of our Puppet Theater - possibly to be updated and more organized with bins in the future. On top of the puppet theater are felt/velcro pieces of different types of people, families, activities, and items.

Front of the Puppet Theater - the black part is made of felt so they are able to stick the felt and velcro pieces on during play. NOTE: When the children are not playing here, the curtains must be open so that you are able to supervise children appropriately (per the PQA - apparently).

Behind the Puppet Theater is the Book Area! We have two shelves and I really don't like the square one back in the corner...but that's okay. We have two bean bags, two couches, and two book shelves. There is also a map in the Book Area.

This is our "Family Tree" The children can bring in pictures of them and their families and we can put it up there. It is also located in the Book Area.

A closer picture of one of the Toy Area shelves (1/3) - the more science-focused one. The top items are mostly natural materials - wood, seashells, rocks, corn, and the blocks have liquid and glitter inside (next to the corn). There are centimeter- and inch-based rulers, magnifying glasses, tweezers, scales, science books, binoculars, flashlights, and magnetic items.

Across from the other Toy Area shelves is the second shelf (2/3). We usually use the top for our small group and Planning/Recall items for the lesson of the day (that is what is on top there). We have had no issues with setting our things there and it's a space next to both of the tables we use for small groups. The rest of the shelf has tangram puzzles with the shapes, wooden puzzles, larger piece puzzles, foam number puzzle boards with pegs, and self-help felt boards (button, lace, velcro, buckle, and zipper).

Our final shelf which is adjacent to both of the other Toy Area shelves is the last shelf (3/3). This is more of a mix between manipulatives and science items. The top has microscopes with insect microscope slides in the purple container inbetween. Below there are animal and human x-rays, lacing cards, matching animal/animal coats blocks, geoboards, small animals, rubber animals, plastic peg blocks, and ABC snap cubes/regular cubes.

Over in the Art Area, there are three shelves and an art easel.This first shelf (1/3) has trays and a tape dispenser on top. Below are magnet boards with magnetic letters, foam letters, books about art, white boards, stamp pads, and stamps.

This wall is the opposite side of the mailboxes and where my small group list is. This is the blue table's list and the second Art Area shelf (2/3). We have a boat-load of materials here and I will name a few in the bins; on top, there are the decorative scissors, regular scissors, glue sticks, liquid glue. Below, there are plastic lids, cotton balls, feathers, ribbons, foam blocks, pom-poms, TP rolls, and pipe cleaners. NOTE: Do not put small items like sequins and beads in this area.

Here is the last Art Area shelf (3/3). This sits back to back with the shelf we store our small group and Planning/Recall items on for the lesson of the day. I used to have a construction paper shelf next to this shelf, but it fell apart (soon I will have a new one). On top of this shelf are pens, pencils, markers, clip boards, crayons, envelopes, scrap paper, tracing cards, bingo dotters, and large paper. The small red table partially shown is used for breakfast crates, and if they bring a water bottle to school (then they can store it there).

The chairs are obviously not usually there. We have our smocks on a smock rack, the paint brushes in a bin on the sill, with paint in the squeeze bottles next to it. There are also small foam cups they use to pour paint into, but the plastic ones also work (they're inbetween the easel). The children are able to paint of the easel or at the table next to it (which we use for small groups). Attached to the easel is the drying rack (it's one whole piece); luckily, the teacher before me was smart and put a piece of wood vinyl underneath. Also that picture behind the chairs is apart of our "diversifying the classroom," by adding pictures of different cultures of each wall. NOTE: Watch for paint splatters on the wall!

Adjacent to our Art Area is the sink and bathroom. On top of the paper towel dispenser is the bottles the children can use to help clean the tables with us if they pick that job for the day. We have a drinking fountain connected to the sink and we don't store anything underneath the sink. NOTE: Some children like to take advantage of the sink, and water usually will fill the counter - HAVE A TOWEL READY ;). In addition, the children enjoy putting lots of foamy soap in their hand, so be prepared to watch them and show them how much to do (and to run out)! 

This is the Block Area, which contains four shelves. It also triples as our Greeting Time/Large Group Area. The white board is used for our messages and below the white board are our Three Rules (Talking Voice, Personal Space, and Clean as You Go).   

This first Block Area shelf (1/4) might look messy to you, but we're talking about 4 year olds. This is actually ten times better than it looked at the start. It looks like a lot of small blocks, but they are organized by shape. I might need to re-organize them into bins to make them more easily accessible. TBC!

The second Block Area Shelf is next to the small blocks (2/4). This shelf contains large blocks, organized by shape, and different shaped foam blocks in a bin. At the top are different wooden community places.

Across from the small blocks shelf in the Block Area is the third shelf (3/4). It contains wooden tinker toys, Playstix, books about transportation, gears, and Magna-Tiles.

Across from the shelf with the large blocks is the last shelf (4/4). On top is our Song Book, CDs, and stereo. Below contains wooden traffic signs, animals, people (including various ages and disabilities), train tracks/trains, cars, and road mat.

Here is an up-close picture of the Song Book. Inside we have a lot of songs and we have been adding throughout the year. We sing them with different words and voices after Greeting Time.

An example of our lesson plan, which we keep posted on our white board each day.

A close up picture of our white board with our messages. Generally the first three messages are the same, but I recently heard that the Message Board shouldn't look the same every day (a "High Scope" thing?). We recently implemented a "Rhyme of the Day" to help the children with learning rhymes. You can also see a new message below that, which is "Letters to the Teachers;" to engage more children in writing during Work Time, I said that they could write a letter with their name on the envelope and put it in my mailbox. I write them back during Nap Time and put a letter in their mailbox. In addition, my schedule is posted below, which I made; it's not required to have the actual High Scope cards (only that you have it posted - see: PQA), although those cards are different sizes to represent the time devoted to each part of the day - mine are not like that. NOTE: There are a lot of the messages on the board, but you don't need that many. Also, you need to make messages to introduce things to the classroom or if someone is coming in. The numbers we have used on these messages are 5 to 9, so they can have more exposure with those; change it up (or so someone wise told me).

This is the shelf in the House Area. It has books about cooking, recipes, and community roles. There are forks and spoons, plastic food, cash register, plastic money that goes next to the register (not pictured), and real containers.

Here is our dress-up closet in the House Area, with community clothes and hats. There is a mirror attached on the side, but there is also a free-standing one not pictured (on the same side as the other mirror). At the top are containers of scarves, purses, and hair supplies. NOTE: Scissors belong in the Art Area, not in the House Area with dolls and hair supplies. ;)

Next to the dress-up closet is the fridge and cabinet. Inside the fridge are cutting boards, bowls, plates, cups, a pitcher, a couple large bowls, plastic colander, and pie pans. Inside the cabinet is a utensil bin and place mats. Above, on the wall, are oven mittens.

In the center of our House Area is this giant table...I wish it was slightly smaller, but that's okay!

Across from the closet and fridge is the sink and stove. Inside the cabinet under the sink are a couple of pots and in the stove's cabinet are 3 small pots, a metal colander and a pan. Next to that are the baby dolls (see below).

In the corner, next to the stove are the baby dolls, two of each general ethnicity. There is also a walker and wheelchair at the end of the bed where the dolls sit on. Next to that is the washer and dryer with the basket of clothes on top, baby clothes, and a [-n empty] soap container. Next to that is a small step stool and our House Area cleaning tools for play; mops and brooms. 

There is an Art wall above the washer and dryer in the House Area as well.

In the other corner of the House Area is the Woodworking Bench. It has Lowe's aprons, books about construction, screws/nails, hammers, wood slaps, paint brushes, tool box, paint sticks, a level, and goggles. NOTE: Someone smart told me, after the children had been using this for a while, to slowly introduce working with screws/nails and the hammers by using golf tees, foam and hammers.

We have one sensory table and it is currently filled with blue sand, colored foam shapes, colored bowls and tweezers. The children love this sand! NOTE: A good rule, although not very "High Scope" is "What is in the sensory table, stays in the sensory table. What is out of the sensory table, stays out of the sensory table." On PQA day, the children decided they wanted to bring the House Area items, all of the play-doh, and all of the floam into the regular sand and back through the Art Area and House Area - LESSON LEARNED YALL.

This is the Job Chart and it is very important to the children! Each day they come in, write their name and put it in the Job Chart, picking a job for the day. The jobs are: Line Leader, Caboose, Light Helper, Sink Cleaner, Door Helper, Chair Inspector, Schedule Keeper (they move a magnet above the schedule rectangle we're doing), Bag Holder (first aid when we got outside or to the gym), Song Book (picking the song to sing during Greeting Time), Paint Brush Cleaner, Lunch Tray Helper x2, Silverware Helper x2, Table Helper x2. I may or may not change some next year! TBC!

I wanted to give yall a glimpse into the cabinets too. At the very top are more puzzles, gross motor items. The second shelf has all writing, paper and fine motor things, the third shelf are the lunch trays, silverware, gloves. The fourth shelf are the tissues, snack box, extra water. The fourth contains trash bags, and plastic bags (accidents happen). The last shelf contains extra blankets.

The middle part of the cabinet has also been sort of organized! The top shelf has miscellaneous items that I don't want anymore and things I use specifically for Planning/Recall. The second shelf has Music/Movement items and Social Studies. The third shelf has Art supplies and Science items and the fourth shelf also has more Art items and glue. The five shelf has paint, watercolors, extra paint cups, and miscellaneous items I couldn't find a spot for. The last shelf has sensory table items, like sand and cloud dough.

There are some things that are not pictured, like our cots, the children's sign-in names (we laminate them so they can reuse them each day - first name on front and last name on back), the outside area (we have digging items, bicycles, balls, stilts, large trucks, and etc. - except no large play structure) and small group tables. Our small group tables are rectangle shaped, which I do not prefer; I prefer a bean-shaped table. We also have our breakfast and lunch delivered from the cafeteria and it's not the greatest. Overall, I like my room and we have a lot of good supplies for the children in my classroom and program. I have had to figure out how many items are too many items to have out though, which is a story for another time!

First Year and Beyond

It's the New Year, but now my new year is actually kind of old! As a new teacher, it has been nearly impossible to find a teacher blog by a teacher who uses the High Scope curriculum in a preschool program. Well, here it is! I am in the midst of my training to be High Scope certified and there is a lot going around about High Scope (fact and fiction). I hope this blog will help someone and be a way to communicate ideas that I learn or have witnessed.
By no means, am I an expert on the High Scope curriculum. I am going on my 6th month of using High Scope in the classroom and on my 9th month of total exposure. My first exposure was in my preschool placement from January 2015 to April 2015, in a Head Start classroom (3-5 year olds) using the High Scope curriculum [loosely] . My next experience is my first job in my career field as a GSRP preschool teacher (4 year olds) using and being trained in the High Scope curriculum. It has been a whirlwind trying to fully understand and use it appropriately! Welcome to my journey!