INTERNSHIP PRACTICUM REFLECTIVE JOURNAL WEEK 7

 

ERDISTON TEACHERS’ TRAINING COLLEGE

POSTGRADUATE DIPLOMA IN EDUCATIONAL LEADERSHIP

DEL 108- ADMINISTRATORS’ CLINICAL INTERNSHIP

REFLECTIONS WEEK 7 

Over my twenty four years of service in education and to the youth of our nation, I have come to realize that many disturbances in schools could have been prevented if students were equipped with effective conflict resolution skills. The same applies to staff, as unresolved disagreements can hinder our ability to maintain a cohesive and peaceful working environment. Rahim explains that conflict is an inevitable part of human interaction and arises when individuals encounter obstacles in achieving their objectives. It can occur due to incompatible relationships, competition over limited resources, disagreements about the methods used to achieve goals, or differences in beliefs, values, or attitudes, (Rahim, 2023). Unresolved conflicts, whether among students or staff, contribute to an already stressful school atmosphere. It is, therefore, crucial to equip everyone with the tools needed to address disputes before they escalate into major incidents that can cause harm—whether physical or psychological. By addressing problems in their early stages, we can prevent many serious occurrences.

Donahue acknowledges that conflict is unavoidable and emphasizes the importance of leaders being skilled in managing personal conflicts and mediating disputes among staff, (Donahue, 2022). With this understanding, I sought to involve form teachers in a drive to impart conflict resolution techniques to students. While I had conducted a session at the year group level for first-year students previously, I believe smaller group sessions are more impactful and productive. To support this initiative, I curated several resources, including videos and puzzles featuring key concepts, which were shared on the Google Classroom platform for teachers. In prior discussions, teachers agreed that this platform would serve as a repository for resources, allowing them to use or contribute materials they found valuable. Teachers were encouraged to structure their sessions to facilitate open discussions, creating opportunities to teach and model principles of conflict resolution.

I strongly believe this initiative must be ongoing to reinforce these principles until they become second nature for our students. Conflict is an inevitable part of life, but it does not have to be harmful. It can serve as an opportunity to discover, appreciate, and embrace our differences. This principle applies not only to students but also to us as educators. Often, we perceive others as threats, feeling insecure when our views are challenged. Instead of becoming defensive, we should engage in meaningful conversations to understand each others’ perspectives.

For students, communication is key. Many disputes arise from misunderstandings that could have been resolved with proper explanation and clarification. Active listening is a critical skill that, when practiced, often reveals that our initial impressions or assumptions about a situation or person were incorrect. Students must also learn to avoid basing their actions or opinions on hearsay. Miscommunications, or intentionally malicious rumours, can incite unnecessary conflicts. We must teach students to guard against such influences and encourage them to report conflicts to school authorities rather than relying on friends who may escalate the issue.

Equally important is teaching students the value of surrounding themselves with the right peers—those who will provide sound advice and guidance rather than incite aggression or violence. Students should also reflect on their own behaviour, as conflicts often arise from actions, they themselves may have taken. Recognizing one’s role in a problem is the first step toward resolution.

This principle of self-reflection and accountability applies to staff as well. Interpersonal clashes between teachers and students are real, and as educators, we must acknowledge when we are at fault. Over the years, I have learned the value of humility and the power of a simple phrase: “I am sorry,” in cases where I am at fault. Admitting my mistakes has not diminished my authority; rather, it has deepened the trust and respect of my students. I believe this approach should be shared with staff in a supportive context that emphasizes growth and self-improvement.

True healing occurs when we are willing to admit our faults and learn from them. This does not excuse unprofessional behavior, but rather encourages us to embrace constructive criticism and move forward with renewed purpose. Forgiveness is a vital part of this process—both forgiving others and ourselves. Holding on to guilt or resentment only hinders progress. Every day provides an opportunity for a fresh start, and we must be willing to extend that opportunity to others and ourselves.

By fostering a culture of accountability, forgiveness, and open communication, we can create an environment where students and staff alike thrive. It is my hope that these principles become a cornerstone of our school community, helping us navigate conflicts and challenges with grace and professionalism.

 

 Donahue, W. E. (2022). Understanding and Resolving Conflict (1st ed.). Centrestar.

 Rahim, M. A. (2023). Managing Conflict in Organisations (5th ed.). Routledge.

BACK TO LOG                  TABLE OF CONTENTS           PREVIOUS PAGE                  NEXT