Conflict management

Conflicts in the classroom: challenges and opportunities

Emotions are an important factor in the dynamics of the teaching relationship and the classroom climate. Conflicts in the classroom can have negative repercussions on both the quality of the learning environment and the academic performance of teachers and students. The consequences of conflicts between students are determined by the conditions in which they occur and how they are managed.

Even so, conflicts can be learning opportunities, as they allow for the confrontation of different perspectives and opinions. Some studies indicate that conflict between students can promote cognitive development by stimulating critical thinking, decision-making, problem-solving and creativity.

Creating educational environments that encourage dialogue and the sharing of different points of view is key to promoting constructive learning.

Educational environments
-	Cooperative context	Competitive context
Success	The success of one depends on the success of all	The success of one person does not depend on the success of others
Learning	Learning tends to be more positive	Learning tends to be more negative
Comunication	Communication is more honest and open, based on co-operation	Communication is non-existent or misleading

Johnson, D. W., & Johnson, R. T. (1979). Conflict in the classroom: Controversy and learning. Review of educational research, 49(1), 51-69.
Johnson, D. W., Roger T. Johnson, and Karl A. Smith. (1998). "Cooperative learning returns to college: What evidence is there that it works?." CHANGE-NEW ROCHELLE- 30 26-35.
Johnson, D. W., & Johnson, R. T. (1999). Making cooperative learning work. Theory into practice, 38(2), 67-73.
Meyer, D. K., & Turner, J. C. (2007). Scaffolding emotions in classrooms. In Emotion in education (pp. 243-258). Academic Press.
Valente, S., Monteiro, A. P., & Lourenço, A. A. (2017). Adaptação e validação da escala de gestão de conflitos entre professores-alunos. Revista de Estudios e Investigación en Psicología y Educación, 041-045.
Valente, S. (2019). Influência da inteligência emocional na gestão de conflito na relação professor-aluno(s). Revista de estudios e investigación en psicología y educación, 6(2), 101-113.
Valente, S., & Lourenço, A. A. (2020). Conflict in the classroom: How teachers’ emotional intelligence influences conflict management. Frontiers in Education., 5 (5), 1–10.

Concept

Creating educational environments that encourage dialogue and the sharing of different points of view is key to promoting constructive learning.

Educational environments
-	Cooperative context	Competitive context
Success	The success of one depends on the success of all	The success of one person does not depend on the success of others
Learning	Learning tends to be more positive	Learning tends to be more negative
Comunication	Communication is more honest and open, based on co-operation	Communication is non-existent or misleading

References

Johnson, D. W., & Johnson, R. T. (1979). Conflict in the classroom: Controversy and learning. Review of educational research, 49(1), 51-69.
Johnson, D. W., Roger T. Johnson, and Karl A. Smith. (1998). "Cooperative learning returns to college: What evidence is there that it works?." CHANGE-NEW ROCHELLE- 30 26-35.
Johnson, D. W., & Johnson, R. T. (1999). Making cooperative learning work. Theory into practice, 38(2), 67-73.
Meyer, D. K., & Turner, J. C. (2007). Scaffolding emotions in classrooms. In Emotion in education (pp. 243-258). Academic Press.
Valente, S., Monteiro, A. P., & Lourenço, A. A. (2017). Adaptação e validação da escala de gestão de conflitos entre professores-alunos. Revista de Estudios e Investigación en Psicología y Educación, 041-045.
Valente, S. (2019). Influência da inteligência emocional na gestão de conflito na relação professor-aluno(s). Revista de estudios e investigación en psicología y educación, 6(2), 101-113.
Valente, S., & Lourenço, A. A. (2020). Conflict in the classroom: How teachers’ emotional intelligence influences conflict management. Frontiers in Education., 5 (5), 1–10.