EDUC6165 - Nonviolent Communication and Conflict Management

 

 Mutual respect is an essential key for positive communication among people in any relationship. When conflicts arise, I do my best to approach any encounter as a productive conflict (O'Hair et al., 2018) using empathy, respect, and honesty. Since I decided to dedicate this year to my grad studies and take time off from my work, conflicts mainly occur with my close family and friends.


According to the Center for Nonviolent Communication (NVC) (n.d.), using awareness, empathy, and vulnerability will foster compassion and support productive conflicts (O'Hair et al., 2018). For instance, I always acknowledge the other person's feelings first. I do it with my students and with adults as it portrays empathy and care. I also use my knowledge of a person to lead the way to approach the conflict. For instance, during a clash between my husband and me, I know that I need to allow a few minutes to process the situation and analyze the problem from both points of view, as it reflects our mutual respect. Lastly, I allow myself to become vulnerable, to share my exact feelings and needs, Center for Nonviolent Communication, n.d.). 


Another conflict resolution tool that I continuously use is attentive listening and a  responsive attitude (Chesire, 2007). I use my active listening skills, observing the other person's emotions, body language, and struggles to provide and portray my genuine wishes to solve any clashes. As part of my collaboration process, I offer a compromise that will meet both of our desires. When a complicated conflict occurs, when I feel that the other person is not ready to listen, collaborate or compromise, I offer to take some time to think about the situation, making sure I am suggesting an alternative time for both sides to reconnect. This time off will allow both sides to reflect upon our encounter, working together to solve our argument. 

References:

Cheshire, N. (2007). The 3 R's: Gateway to Infant-Toddler Learning. The dimension of Early Childhood. Volume 35, No. 3.

O'Hair, D., Wieman, M., Mullin, D. I., & Teven, J. (2018). Real communication: An introduction (4th. ed). New York: Bedford/St. Martin's

 The Center for Nonviolent Communication. (, 2007). An introduction to nonviolent communication. Retrieved from: http://www.schooltransformation.com/wp-content/uploads/2012/06/Kendrick_NVC_Materials.pdf

Comments

  1. AnonymousDecember 5, 2020 at 11:58 PM

    Thank you for sharing! First of all, I applaud you for taking the time to complete your grad studies. Many times, life gets in the way of us thinking to further our education, but it is our families that give us the motivation and strive to do better. I agree with you that respect plays a major role in conflict resolution. When we develop the sense of respect, many conflicts tend to figure itself out.

    ReplyDelete
  2. Travis AlumbaughDecember 6, 2020 at 5:20 AM

    Hi Ilana,
    Our daily "stuff", the grind, whatever it is called in our individual lives, we must continue to strive forward. Thank you for sharing this post. On our guided path, early childhood educators must understand that communication is the key. We must find that spark leading to results of meeting needs that are presented. Your mention of putting others first is a large indication that this virtue is a staple in your practice.

    Enjoyed reading and responding.
    Travis

    ReplyDelete
  3. Kamikka HughesDecember 6, 2020 at 8:05 PM

    Hi Ilana,

    I think that taking time to process the situation or conflict is a healthy way to think about the information that was shared as well if the person is upset, it can be a cooling down time for them again to process and come back to the conflict in a better head space. Thank you for sharing!

    Kamikka

    ReplyDelete

Post a Comment

Popular posts from this blog

EDUC- 6164: My family Culture

Image
  I have to admit that it took me some time to decide which three items will represent my culture’s best. I thought of the three attributes that describe my culture: Jewish and Sephardic descent, which means that I am part of a generation of people who originated in North Africa. The first item: I chose a small plate and a cup that is sentimental to me. The cup indicates a religious ritual of tasting wine after a blessing to honor the “Shabbat,” which is the Seventh Day of the Hebrew week.   The second item: Is a” Haggadah,” which is a book that describes the story of the Exodus of the Israelites from Egypt and includes chants and blessings. The Hagadah was custom-made and had memorable personal pictures of my nuclear family that captured many special moments throughout the years. The last item: Is a crown made out of precious stones and is kept in my family for generations. The crown is worn by a bride to be in a traditional ceremony called the “Henna” ceremony, which ...
Read more

EDUC 6358: Reflecting on Learning

  According to Derman-Sparks (2010), learning about culture and fairness involves two aspects. The first is fostering a positive cultural identity to the children and introducing them to their peers' cultures through respectful interactions (Derman-Spark, 2010, p.55). As I learned the vital role a professional educator in an anti-bias classroom has, I wish that each early childhood classroom worldwide will implement an anti-bias curriculum. Teachers should expand their competencies and experience in working in a diverse environment where each child and his/her family will feel included, welcome and visible (Derman-Spraks, 2010). In my anti-bias classroom, I will support my student's emotional growth and foster positive social identity and pride in their cultural background and heritage ( Derman-Spraks, 2010). Children will be encouraged to ask questions, speak about their differences freely, and get my guidance and support to promote empathy and fairness among our classroom...
Read more

My Connections to Play

Image
Pictures of essential play items for my younger self:                   Quotes that I feel summarize what play represented for me in childhood:   I feel that when I was growing up, our teachers and the grown-up in my life supported and encouraged our play. For instance, the curriculum in Early Childhood was mainly focused on providing children with “Natural play experience”, Wardle (n.d.).There was no rush for fostering academic studies, rather than allowing us to explore early literacy skills and numbers through play, and instilling phonological awareness through rhymes and music. I have vivid memories of myself as a young child playing and interacting with my teacher, as she took an active role in our play rather than observing only our play and learning process. The same was with my parents that encouraged us to play with our friends and played with us mainly outdoors. In my opinion, there is a huge gap betwe...
Read more