“Conflict
in the University Classroom”
Stephen Pidwysocky, Criminology and Criminal Justice
Interpersonal
conflict with a student or group of students in the classroom is a stressful
experience that many university faculty encounter at some point during
their teaching career. When conflict occurs, we may leave the classroom
angry, distressed, uncomfortable, and perhaps even feeling hurt. Conflict
theorists continue to analyze the different aspects of interpersonal conflict.
There is much to work with, for no two conflict situations are exactly
alike. Conflict situations involve different individuals – individuals
who possess distinct values and unique communication skills.
In the university classroom, a good way to begin to understand conflict
is to define it as a situation where interference in the attainment of
specific goals creates opposition (Folger, Poole, and Stutman, 2000, p.5).
How we respond to this interference and opposition is what determines
whether or not the classroom conflict situation will escalate. Ideally,
our initial response should be to realize that conflict exists.
This seems like a
fairly obvious step to take, however, for new faculty members or for faculty
who may be teaching a course for the first time, admitting to oneself
that classroom conflict exists is a truly difficult step to take. In addition
to this, interpersonal conflict is not generally perceived as a pleasant
or positive experience. Why then, would one want to address conflict?
Would it not be better to avoid it all together? Certainly, avoiding or
ignoring may be a way for one to “cope” with conflict in the
classroom. Despite the fact that conflict avoidance may seem useful, however,
productive conflict resolution demands that one engage in active discursive
listening and productive dialogue (Winslade and Monk, 2001, p.140).
Principal factors that Define Conflict in the Classroom
• It occurs in a specific setting and time
• It may be brief (conflict de-escalates) or lengthy (conflict escalates
and spirals out of control)
• It is influenced by effective or ineffective verbal and/or physical
interpersonal communication
• It is defined by distinct personality styles
• It is a product of a clash in personal values
Not every faculty member perceives and addresses conflict in the classroom
in a similar way. University faculty adopt distinct conflict practices
based on their own personalities, values, and teaching styles and on the
specific factors – the student’s personality, values, and
class dynamics – that are involved. In the 1960s, conflict theorists
first introduced the idea that five personality styles contribute to interpersonal
conflict. The five personality styles are:
1) dominant, 2) accommodating, 3) avoiding, 4) collaborating, 5) compromising.
One may fall into one of the five categories, or one’s personality
style may be a combination of several categories. Depending on one’s
personality style, conflict may widen (it may escalate), or it may narrow
(the conflict may de-escalate and potentially be resolved) (Blake, Shepard,
and Mouton, 1964; Hall 1969). Like faculty, students also fall into one
or more of the five personality styles. It is critical that we remember
this. Remembering this fact will assist us when we must practice classroom
conflict resolution.
| Ideally, our initial response should be to realize that conflict exists. |
Classroom conflict between university faculty and students can be successfully addressed. One way that we may be able to prevent classroom conflict from occurring altogether, is to devote a significant amount of time at the beginning of the academic term to speaking with the students who are enrolled in our classes about the importance of our joint or shared in-class objectives. In the classroom conflict situations that I have addressed, I have stressed the meaning behind classroom equity or fairness. I have attempted to follow what American philosopher, John Rawls, defined as distributive or contractual justice. In his book, A Theory of Justice, Rawls wrote that “the plans of individuals need to be fitted together so that their activities are compatible with one another ...”(Rawls, 1971, p.5). In classroom conflict situations, I try to put Rawls’ idea of “fitting” into practice. When “fitting” is unsuccessful, I consult with my colleagues. As a new university teacher, I depend on the words of wisdom that are handed to me by seasoned faculty. I listen to their words, reflect, employ conflict theory, and reflect once again.
A conflict in the classroom setting does not have to be viewed as a negative experience. This is something that I realized shortly after my first “major” university classroom conflict. Rather, university classroom conflict can be seen as a positive experience – an experience that we learn from. When practicing conflict resolution in the university classroom, it is important that one remind oneself that the conflict situation is temporary. One should also attempt to encourage useful interpersonal dialogue. In sensitive or escalating conflict situations, adopting a specific conflict resolution model may help assist with successful conflict resolution. A conflict resolution model that I favour is Adam Curle’s four-step “Framework for Moving to Peaceful Relations”. Curle recommends that we first educate ourselves about the conflict that we are involved in (this requires that we also educate ourselves about specific power imbalances that exist in the conflict relationship), then confront the conflict situation through controlled communication, negotiate the groundwork or rules that will help prevent future conflict, and then work in support of sustainable peace. Where steps one and two are practiced regularly so that conflict does not reoccur, we can move successfully from unpeaceful to peaceful interpersonal relations (Schrock-Shenk, 2000, p.86). Moving from unpeaceful to peaceful interpersonal relations will reaffirm our commitment to our students, and in turn, our students commitment to productive university learning.
Bibliography
Blake, R.R., Shepard,
H., and J.S. Mouton. (1964). Managing Intergroup Conflict in Industry.
Houson, TX: Gulf Publishing.
Folger, Joseph P., Poole, Scott M. and Randall K. Stutman. (2001). Working
Through Conflict. New York, NY: Longman.
Hall, J. (1969). Conflict Management Survey: A Survey on One’s
Characteristic Reaction to and Handling of Conflicts Between Himself and
Others. Monroe, TX: Telometrics International.
Rawls, John. (1971). A Theory of Justice. Cambridge, MA: Harvard
University Press.
Schrock-Shenk, Carolyn (ed.). (2000). Mediation and Facilitation Training
Manual (4th ed.). Akron, PA: Mennonite Conciliation Service Office.
Winslade, John and Gerald Monk. (2001). Narrative Mediation: A New
Approach to Conflict Resolution. San Fransisco, CA: Jossey-Bass Publishers.