Article metrics

  • citations in SCindeks: 0
  • citations in CrossRef:0
  • citations in Google Scholar:[=>]
  • visits in previous 30 days:5
  • full-text downloads in 30 days:0
article: 2 from 2  
Back back to result list
Inovacije u nastavi - časopis za savremenu nastavu
2012, vol. 25, iss. 4, pp. 141-152
article language: Serbian
document type: Professional Paper
published on: 22/03/2013
Constructive approach to conflict solution: Writing scenarios: Picture story
OŠ 'Sonja Marinković', Novi Sad

e-mail: zvoncic@medianis.net

Abstract

Role of a teacher at school is of an utter importance for forming communicative skills of students, especially if we consider lack of free time and working hours of parents, minimalism in socializing (common interaction) between parents and children and the quality of free time contents (The Internet, video games, reality programmes, serials, etc.). We are facing more and more conflict situations and violence, both at school, in the street and in the family. Encouraging self-confidence of students, empathy, mediation, individual conflict resolution and discovering new solution without interference of the third person (a teacher) is of an essential significance for students‘ potential affirmation, self-confidence and communication skills. Affirmation of children‘s self-confidence through individual decision making is unconsciously obstructed by parents‘ decision making on behalf of children (a parent best knows when the child is cold, when he/she should eat, who he/she is going to play with, who he/she could tell ‘Sorry’, etc.), but also teachers who often decide upon the outcomes of many school situations by implementing solutions, for example in a conflict situations (a teacher names a culprit for a conflict, gives sanctions, informs the parents, requires explanations, etc). Realization of the aim of this paper is shown by relying on the constructivists’ theories and non-violent communication (creator Маrshall, B. Rosenberg), and therefore constructivism and non-violent communication are defined, as theoretical concepts of pedagogical-educational process, the analysis of transitive and constructivists‘ approach of conflict resolution is applied with he stress on the analysis of the role of teachers and students in this process, but also writes scenario / picture story. The aim of this paper is pointing at the possibilities of training students to solve the conflict individually, after observing many potential solutions, and through writing scenarios, without interference of the third person, i.e. Posing potential solutions (either through suggestions or final solution) and in this way contributes to greater level of interaction and positively influences the self-confidence of students.

Keywords

teacher; students' conflicts; constructive techniques of conflict resolution; mediation

References

Andevski, M. (2008) Umetnost komuniciranja. Novi Sad: CEKOM-books
Bin, A.L. (2004) Učionica bez nasilništva. Beograd: Kreativni centar
Djui, Dž. (1966) Vaspitanje i demokratija - uvod u filozofiju vaspitanja. Cetinje: Obod
Gordon, T. (2006) Kako biti uspešan nastavnik. Beograd: Kreativni centar
Gugel, G. (2010) The story in pictures. Institut fur Friedenspadagogik Tubingen, Retrieved November 11, 2010, from
Hornaj, K. (1987) Naši unutrašnji konflikti. Titograd: Pobjeda
Ilić, M., Nikolić, R., Jovanović, B. (2006) Školska pedagogija - udžbenik za studente učiteljskih fakulteta. Užice: Učiteljski fakultet
Ivić, I.D., Pešikan, A.Ž., Janković-Antić, S.V. (1997) Aktivno učenje - priručnik za izvođenje kooperativnog seminara primene aktivnih metoda u nastavi. Beograd: Ministarstvo prosvete Republike Srbije
Kare, K. (2006) Izaći iz konflikta s drugim. Beograd: Kum
Krulj, R.S., Kačapor, S., Kulić, R. (2003) Pedagogija. Beograd: Svet knjige
Kurpatov, V.A. (2008) Konflikti i kompleksi - tri greške naših roditelja. Beograd: Dereta
Lalović, Z. (2009) Naša škola - metode učenja/nastave u školi. Podgorica: Zavod za školstvo
Mandić, T. (2003) Komunikologija, psihologija, komunikacije. Beograd: Clio
Milutinović, J. (2008) Ciljevi obrazovanja i učenja u svetlu dominantnih teorija vaspitanja 20. veka. Novi Sad: Savez pedagoških društava Vojvodine
Mušanović, M. (2000) Konstruktivistička teorija i obrazovni proces. in: Didaktični in metodični vidiki nadaljnega razvoja izobraževanja, Maribor: Pedagoški fakultet, s. 28-35
Pešikan, A.Ž. (2000) Psihološki pristup aktivnom učenju istorije na osnovnoškolskom nivou. Beograd: Filozofski fakultet - Odeljenje za psihologiju, doktorska disertacija
Plut, D., Marinković, L. (2004) Konflikti i šta sa njima. Beograd: Kreativni centar
Potkonjak, N., ur. (1996) Pedagoški leksikon. Beograd: Zavod za udžbenike i nastavna sredstva
Referalni centar (2010) Metodika i komunikacije e-obrazovanja. in: Konstruktivizam, Retrieved December 1, 2010, from
Romen, T. (2006) Siledžije su pravi gnjavatori. Beograd: Kreativni centar
Rosenberg, B.M. (2006) Nenasilna komunikacija, jezik života. Osijek: Centar za mir, nenasilje i ljudska prava
Trikić, Z., Koruga, D., Vranješević, J., Dejanović, V., Vidović, S. (2003) Vršnjačka medijacija - od svađe slađe. Beograd: Nemačka organizacija za tehničku saradnju (GTZ)