Class Meetings are easy to implement, but take some planning before you begin. It is important to assess your class for its ability to handle problem solving. As the teacher you also have to model appropriate behaviors and assure students you will be right there to back them up.

Things to decide before beginning:

What type of problem solving fits you and your class best?

How will you proceed when kids reach the talk-it-out stage? Are you going to listen to each person and then ask for input from the class? Do the two kids face each other and resolve the issue? How you go about this part depends on your comfort level, the age of the kids and their experiences. In some class meetings, the student states the problem and the teacher asks probing questions. The class helps by providing added information and brainstorming solutions. In other class meetings, students face each other and through a mediation-type process, resolve the issues while the rest of the class adds moral support and encouragement. Additionally, think about how you will find out if all parties are ready to deal with the issue and what to do if a student is too angry to resolve the conflict, or is just trying to avoid.

How often to have a meeting?

It is important to have a meeting once a week, even if the agenda is empty. In fact, the agenda may be completely empty the first couple of meetings. If it is empty, use the time to do lessons on how to resolve conflicts or use so role-playing. As soon as students get the idea that this time is not going away, kids will begin to use it. Then, be prepared for some very full agendas!

What to use for an agenda?

The agenda is a piece of paper or blank book that allows students and sometimes teachers to record issues that come up in and out of the classroom. Some experienced teachers do not like using an agenda for their own issues, others use the book or agenda for student accountability. The agenda is filled out by the person having the conflict, but usually without the name of the other person or people. Avoiding the other student's name generally avoids the need for students to retaliate. The date is added. If the problem happens more than once, there is no need to record each event. It is equally important to train students when it is acceptable to use the agenda. Teachers, and more often substitutes, are caught in a bind if the teacher says students can put a name on the agenda at any time. Also, if the conflict is resolved before the meeting, only the student can remove his or her name.

The agenda is important because it serves two functions. First, it allows kids who are angry to do something about it rather than escalating a conflict. Second, it provides an accurate record of when problems arise, at what time period, what class setting and how the kids were working. This data may be useful in determining what changes you might make to your classroom to help reduce conflict.

Next... Running the Meeting

Aaron Sterling has helped develop peer mediation and conflict resolution programs in California and Virginia.
He currently teaches elementary students in northern Virginia.

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