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Teaching from the Heart: Nonviolent Communication

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Teaching from the Heart: Nonviolent Communication

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Nonviolent Communication

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Teaching from the Heart: Nonviolent Communication - Division of Lifelong Learning - University of Maine

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Have you ever felt like you were more of a problem-solver than a teacher? Your best-made lesson plans are delayed by listening to your students argue about a problem that occurred at recess. You deal with this stress by addressing the class in a way that you regret. You know you’re a great teacher but you’re overwhelmed. If this sounds familiar, Teaching from the Heart is the professional development course for you.

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Amazon.com: Heart at the Center: 9781625316288: Tinoco, Mike: Books

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By allowing students and adults to improve and repair relationships, restorative practices are key to a healthy school climate. The steps described below are designed to help facilitate a restorative practice session between two students, two adults, or one student and one adult in a small setting-such as an office or conference room. These steps can be used if the participants have no understanding or background or if they are well versed in restorative practices.
Step 1: Explain the Process
Knowing the "why" in any process is critical in getting participants to join in. Therefore, take your time when explaining the reasoning behind restorative practices. Below are sentence stems and examples of how I explain the "why." In addition, when explaining the process, it is important that each participant understands that this process is not about being right, proving a point, or getting even. The process is about developing empathy, allowing each person to be heard in expressing their feelings, having their feelings validated, and ultimately reaching a resolution to the conflict or issue we are experiencing. This process is not about power.

Things I say when I am explaining the process:

Thank you both for being here. The purpose of this meeting is to develop empathy and for each person to express their feelings. Therefore, if we have unintentionally offended the other person, we need to take ownership for that and apologize.

Hopefully, from this process, we can come to resolution that will allow us to get along. We do not necessarily have to be friends after this, but we must have common respect for each other.

This is not about being right or wrong but about owning what we have done, even if it was unintentional, so that we can make it right.

This process can be used to help work through conflict and problems in the future. That way, we are better skilled when faced with issues like these in the future.

This process will allow us to express our feelings positively and allow us to hear the other person's feelings. That way, when we see the other person across the cafeteria or across the hallway after this meeting, we will not immediately think that they are talking about us or saying mean things about us to their friends.

For example, I like to use humor a lot; therefore, I must realize that there may be times when I unintentionally offend someone. If I offend someone, even though unintentional, I must make that right by apologizing correctly, and by adjusting so that I do not offend that person again.

Allow the student to ask questions and make sure that they understand the purpose before moving on.
Ask the participants, "Explain to me why we are using this process." Do not just ask them if they understand, because people will often state they understand even when they do not in order to save face.

The other reason we want to have this conversation is because we often create issues within our own minds when we do not have closure. For example, if I walk down the hallway and pass a group of students and the students start to laugh when I walked by, my brain will naturally think what?

Participant: "That they are laughing at you."

Me: "Correct!! But I don't know that for sure. Therefore, in order to reduce stress, fear, and anxiety with you two looking at each other in the hallway or class, we are going to go through this process so that fear, stress, and anxiety has been revealed because we have had a chance to reveal what we really think and feel."

Step 2: Build Empathy
Activating empathy in participants is critical in getting each person away from proving their point or explaining why they did what they did. Below are sentence stems and examples of building empathy.

Things I say when I am trying to build empathy:

Does anyone know what empathy is? If not, explain that empathy is when you are able to put yourself in someone else's shoes. You are able to do this by tapping into your own experiences and emotions.

Follow these steps to connect and build empathy:

1. Ask participant 1: "Have you ever felt frustration?"

2. Reaffirm your own experiences by saying, "I too have felt frustration."

3. Ask participant 2 if they have felt frustration.

4. Continue this process but change the emotion or feeling and reaffirm each person's feeling-mad, sad, happy, joy, anger, embarrassed, etc.

Even though I may have not had your exact experience, I can put myself in your shoes because I have had those feelings. I do that by imagining myself to be you and experience that feeling. Then you do the same but for my feelings. Today, participant 1, you are going to have empathy or put yourself into participant 2's shoes, and participant 2, you are going to have empathy or place yourself in participant 1's shoes. This is about seeing things through the other participant's eyes, not yours.

Step 3: Grounding Exercise
After the "why" has been explained and empathy has been built, I use a grounding exercise to build commonality. Below is the exercise I use.

1. Ask a participant, "What do you want school to look, feel, and sound like?"
If they say, "I don't know," ask them if they want school to be safe.

2. Ask the second participant, "Do you want school to be safe?" (or what the first participant said they would like for school)

3. Continue this process, alternating between the participants. (HINT: After doing this numerous times, I have found that everyone wants school to be safe, fun, and engaging, and to feel respected, feel heard, and be successful.)

4. Once the topic has been saturated, point out that if participant 1 wants school to be safe, fun, engaging, feel respected, be heard, and successful, and participant 2 wants the same, then why do we have so many conflicts at school? If we all want the same thing, then what is the problem?
People may not know the answer. If no one answers, say we all want the same things, but we all want to do it our own way. This is common for humans and ultimately the root of conflict. I want to do it my way, you want to do it your way, and you want to do it your way.

Step 4: Start the Conversation
Start this step by saying okay, participant (whichever one you decide, there is guidance to picking the starting person at the bottom of this section), you are going to explain your feelings using "I" statements to the best of your ability. Other participant, you will be practicing your empathy skills while they explain their feelings. I will help paraphrase and help you make "I" statements. We use "I" statements because this practice is not about placing blame, but expressing our feelings and being heard.

Once the participant has finished, ask the other participant, "Was it your intention to make (participant) feel (name emotion)?

If it was not your intention but you still did this, we need to make it right by apologizing.

Who speaks first? Start with the student who has felt wronged, in the case of two students.

In a case involving a student and adult, start with the student. You start with the student in this case because the other adult can model empathy and the apology.

With two adults, start with the adult who feels wronged.
Step 5: Paraphrasing and Guided Apology
Paraphrasing. When a participant makes a statement that is not an "I" statement, paraphrase the statement into an "I" statement and ask the participant if this is correct.

For example: Participant says, "You made fun of me in front of everyone!"
Paraphrase: "You felt embarrassed and upset when people made fun of you in front of others?" Check for head nod, or verbal affirmation. If the participant says no or shakes their head no, then try to paraphrase again.

Guided Apology. Start by saying, "(participant's name), since it was not your intention to make (other participant's name) feel (name feeling or feelings), but you did unintentionally make them feel bad, we need to make it right by apologizing."

Provide an example of how to apologize. It turns out, according to Dr. Harriet Lerner, that we do not apologize correctly, so we have to teach the participants in this process how to apologize correctly.

Say, "(participant who was wronged or expressed feelings), I am sorry for (action) and causing you to feel (name emotion), it was not my intention. I am going to work on that."

For example, "I am sorry for stating that joke and causing you feel embarrassed and hurt, it was not my intention. I am going to work on that so that I don't do that again."

Harriet Lerner's Nine Essential Ingredients to a True Apology:

1. Does NOT include the word BUT

2. Keeps the focus on your actions and not the other person's response

3. Includes an offer of reparation or restitution that fits the situation

4. Does not overdo

5. Does not get caught up in who's to blame or who started it

6. Requires that you do your best to avoid a repeat performance

7. Should not serve to silence

8. Shouldn't be offered to make you feel better if it risks making the hurt party feel worse

9. Does not ask the hurt party to do anything, not even to forgive.

The critical piece often involves the person receiving the apology:

If you are receiving the apology, you do not have accept the apology, but you should thank the person for the apology. For example, after a person has apologized, you would say, "Thank you for the apology." There is no need to say I do not accept it-that is equivalent to getting even.

For adults, when a student apologizes to you, this is not the time to lay into the student for everything they have done wrong. This is not the time the adult lectures, explains, or rationalizes why the student was wrong. Doing this will stop the student or person from apologizing in the future and ruin the repairing of the relationship! The student is apologizing; therefore, they understand what they did was wrong, or hurtful, or disrespectful, even if it is not the tone you would like. Just simply say thank you for the apology.

When working with an adult and a student, I have the adult apologize first to model for the student how to apologize. This is a teachable moment, and if we want students to accept their behavior and make amends, then we must show them how to do that.

Step 6: The Other Participant Gets to Go
Follow steps 4 and 5 for the other participant.
Step 7: Conclude the Conversation
Once both participants have expressed their feelings and have apologized, ask if there is anything else either of them needs to express. Thank them both for being brave and courageous in expressing their feelings. Lay out some ground rules for moving forward. Below are some other things I say:

This conversation was sensitive and is not for our friends, or to share with anyone else except our parents/guardians. We do not want to tell our friends, because it could break the new foundation of respect we just created. Now, when you are in the hallway, in class, or at lunch, you know what the other person's feelings are so that we can adjust how we speak or treat each other. Can we do this moving forward?
Other Tips:

Meet with each participant privately and ask them if they feel better.

Call the parents/guardians to let them know how the process went.

Create a follow-up process to check in with each student to make sure the agreed-upon process has stayed true. Checking back in is key!

Dr. James Whitehead is the 2020 Wyoming Assistant Principal of the Year and associate principal at Johnson Junior High School in Cheyenne, WY.

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Restorative Practices: Seven Steps for Facilitators and Mediators

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By allowing students and adults to improve and repair relationships, restorative practices are key to a healthy school climate. The steps described below are designed to help facilitate a restorative practice session between two students, two adults, or one student and one adult in a small setting-such as an office or conference room.

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Teach students to lead restorative circles where they discuss community issues, resolve conflicts, and share reflections. The goal is to have students take ownership of maintaining a peaceful and respectful classroom environment.

Activity: After training students in restorative practices, give them the opportunity to facilitate circles with their peers. Evaluate how well they use nonviolent communication and empathy during these discussions.

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Use this empathy map template to develop a deep, shared understanding and empathy for other people.

An empathy map helps describe the aspects of a user's experience, needs and pain points. This template allows you to quickly understand your users' experience and mindset.

The empathy map template helps you:

Gain a holistic view of your users by considering what they say, do, feel, and think

Brainstorm with your team to cover all aspects of the user persona

Identify themes across the user experience

Discover opportunities for improvement

How to use the empathy map template

To use Mural's empathy map template, follow the steps outlined below with your team.

1. Identify the persona you want to understand

The first step in the process is to clearly identify the user persona that you want to analyze with your team.

2. Invite a diverse group of stakeholders

Bringing in team members with a diverse array of backgrounds and experience will help inform your brainstorming and allow you to build a more complete user persona.

3. Brainstorm with your team

Using the template categories, brainstorm with your team to develop a holistic view of what the user persona thinks, feels, does, and says.

Pro tip: To avoid groupthink and make sure you're getting a broad range of ideas, use Mural's private mode to hide the results of your brainstorming session until everyone has had a chance to think and contribute individually.

4. Group ideas into themes

Once you've completed your brainstorming, it's time to look for themes across your ideas that can be grouped together, helping to inform next steps and action items.

Tips for running an empathy mapping exercise

To get the most out of Mural's empathy map template, you should:

Clearly establish the user persona in question, and provide the necessary context to your team members before kicking off your brainstorming session so you can be as effective and efficient as possible

Use private mode while brainstorming to avoid groupthink, and keep things on track with the timer tool

Use your brainstorming and thematic groups to paint a fully fleshed out user persona that can inform the way you shape the experience of your product or service

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Develop a deep, shared understanding and empathy for other people

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I've come to the frightening conclusion that I am the decisive element in the classroom. It's my per- sonal approach that creates the climate. It's my daily mood that makes the weather. As a teacher, I possess tremendous power to make a child's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or de-humanized.
- Haim Ginott, 1976.

As teachers, we have enormous power in the classroom, but we must strive to use it to create a climate in which students are neither so intimidated that they never challenge us, nor become so infuriated that they revolt. The way we design our courses and interact with students regulates this power relationship and determines the outcome.

Instructors in courses that focus on controversial topics can anticipate discord and even plan to use it productively, but conflict can arise spontaneously in any course, at any time, over issues or situations that cannot be anticipated. Some conflicts derive from misunderstandings about coursework or the teacher's intentions and manifest themselves in behaviors that teachers find offensive or discourteous - coming to class late and leaving early, complaints about test questions or grades, sarcastic comments and disapproving groans during class, etc. (Boice, 1996). Other conflicts are social or ideological in origin and arise when students believe that the instructor (or the other students in the course) embrace beliefs that are contrary to their own, which may give rise to feelings of alienation, hostility, and anger. If the instructor is unprepared to handle these conflicts when they occur, the crisis can derail the course and poison the atmosphere to such an extent that effective learning is no longer possible.

The literature on classroom dynamics suggests that teachers can take steps to prevent these incidents from occurring (or reduce the chances that an incident will escalate into a crisis) and, by practicing effective interpersonal communication techniques, can handle "hot moments" effectively.

Prevention: Clarifying Expectations

One of the major sources of student dissatisfaction (and hence, conflict with teachers) is the perception by students that the teacher's expectations are unclear, unfair, or unstable. The way a teacher defines course expectations, describes them in the syllabus, and uses them in testing and grading strongly influences student attitudes toward the instructor. Chief complaints of students in this regard include (but are not limited to):

Lack of clear grading criteria for course assignments.

Lack of a policy for attendance, late assignments, make-up exams, etc.

Lengthy course packs that seem only tangentially related to the course.

All of these issues can lead to conflicts between students and teachers, so it makes sense to examine one's syllabus and develop more explicit instructions, policies, and expectations. At the same time, one should try to avoid turning the syllabus into a list of rules and punishments. One way to present your expectations in a less adversarial framework is to place them under the general rubric "How to Succeed in This Course." Phrasing your expectations as helpful advice for success changes the tone and helps reinforce the impression that you are trying to help them learn and succeed.

Grades and grading policies are one of the richest areas for potential conflict in any course, at any level, so one should develop a course grading scheme that is fair, easy to understand, and accurately reflects differences in student learning (for guidelines on grading schemas, see FYC 10, Grading Systems. Similarly, grading of tests and papers should be fair, accurate, and consistent - and obviously so to the students.

Prevention: Developing Social Cohesion

Most teachers are aware of the need to establish rapport with students and to create a "positive classroom climate" to facilitate learning, but this kind of relationship also plays a critical role in the prevention of spontaneous conflict in the classroom. Students who feel alienated from other members of the class and distant from the interests or attention of the teacher are more likely to exhibit aggressive or provocative behavior in class (Kearney & Plax, 1992). A sense of personal connection and rapport with the teacher is especially important, and studies of teaching evaluations have shown that the "caring" factor has a strong influence on the outcome - if students think the instructor cares about them, they will be more positively-disposed to the course and the instructor (Feldman, 1989).

To enhance social cohesion in the classroom, students need to become acquainted with each other and with the instructor. This process should begin on the first day of class with activities that facilitate introductions and promote a sense of community. The more students feel that they are members of the same group, the less likely they will be to violate the group's social norms. The teacher must also reach out to students and reduce the "psychological distance" between instructor and student. How much the teacher chooses to tell them about him/herself is a matter of individual choice, but it is clear that the teacher's identity as a human being - with attendant feelings and emotions - can be enhanced by revealing some personal information (e.g., taste in movies, hobbies, favorite vacation spots).

Learning students' names as quickly as possible - and using their names as you interact in class - demonstrates that you care about them as individuals. Every teacher has a different method for learning names, and technology has made this task somewhat easier, since it is possible to obtain pictures of most students with the online class roll system.

Frequent use of peer learning techniques facilitates personal interaction among students and thereby promotes cohesiveness (Meyers, 2003). These techniques range from simple pair/partner exercises to more elaborate group learning structures that can be incorporated into any course format. See Cuseo, 2002, and Millis & Cottell, 1998, for ways to use these techniques in the college classroom.

Establishing a formal social contract for classroom behavior also helps reduce the probability that conflicts will escalate beyond desirable levels.

Although many teachers use mid-course evaluations to assess student reactions to their teaching, it is good practice to solicit student feedback much earlier and more frequently. Staying in touch with students' perceptions and feelings can alert the instructor to potential problems and enable him/her to address problems before they surface unexpectedly. Moreover, if students have more opportunities to express their concerns, they are less likely to nurse grudges and act out. Classroom Assessment Techniques (CATS), which range from simple "one- minute papers" to more elaborate written and oral exercises, are excellent tools for acquiring feedback (Angelo & Cross, 1993).

The instructor's enthusiasm and personal warmth also help increase students' affinity toward the teacher and promote a more mutually dependent classroom climate (Meyers, 2003). Although one cannot change one's personality or fundamental communication style, one can try to communicate with students in ways that indicate interest and caring. Even simple techniques make a great difference in how students perceive your emotional and physical "immediacy," for example maintaining eye contact, using an open body posture, listening carefully and respectfully, and using appropriate physical and verbal cues to signal interest (Kearney & Plax, 1992).

In summarizing his research on "classroom incivility," Boice (2002) concludes

The most important point in this study is the one most often overlooked. Teachers were the most crucial initiators of classroom incivilities ... (however) teachers modeling a simple regimen of immediacies showed clear, reliable reductions in the CI levels of their classes and equally reliable increases in a variety of student ratings of their teaching. (p. 98)

Conflict Management

Conflict management requires the management of our own emotions as well as those of the students involved. As academics we often go to great lengths to avoid the discomfort of acknowledging strong emotions, sidestepping classroom situations that threaten to become too intense. Unfortunately, this tactic may only make matters worse, since a student who raises a "troublesome" issue is unlikely to let it drop, and may feel that it's necessary to intensify their stance in order to get your attention. Indeed, the student may be driven to adopt ever more extreme positions if the issue is not addressed adequately when he/she raises it the first time.

Ignoring or dismissing a student's comments can also sour the attitude of the entire class toward the teacher. If other students don't agree with the student who raised the issue, they may be upset and uncomfortable if the teacher doesn't deal with it forthrightly. On the other hand, if students have formed a cohesive group, they are likely to support a fellow student who they feel has been shown disrespect by the teacher.

Although every situation is different, there are strategies and tactics that can enable you to de- escalate the conflict and yield a satisfactory outcome. The process, described below, can be remembered by the acronym "SOAR-UP."

Stop the activity and count to "10" before speaking or reacting. Stopping the action breaks the cycle of stimulus-response and provides time for everyone's emotions to cool down, including your own. A pause also provides time to reflect on the causes and possible solutions to the problem.

Did the event engage any "hot buttons" for you? Shock, embarrassment, self-doubt, and feeling threatened are all common emotions in these situations. Also, fear of public scandal, making an error, loss of control, or mishandling the incident may prey on one's mind. The more you are aware of your emotions, the better you can control them and prevent them from driving your response.

Think of outcomes. What do you personally want to achieve in this situation? What do you want the student(s) to learn? If the situation occurred in class, what learning opportunities might be appropriate for the whole class? If the conflict arises from course expectations, assignments, deadlines, etc., what kinds of accommodations could you make to address the problem?

Classroom conflicts can present opportunities to push the class to a higher level of understanding, enable the instructor to gain valuable insights into classroom dynamics, and improve the way the course is designed and taught.

Assess the situation. What do you think is the underlying cause? Is the heart of the issue a misunderstanding of course content/expectations/ process, or have conflicts over personal beliefs, values, and attitudes provided the stimulus? Understanding the root cause will enable you to handle the situation effectively and help prevent the conflict from reoccurring.

Could you have done something - deliberately or inadvertently - that contributed to the conflict? Review exactly what the student(s) said and the tone in which it was said. Consider the possibility that student(s) might have created the conflict deliberately, to serve an outside agenda.

React to the student(s) comments. First, try to visualize the issue as a "third person" in the room (and help your students do so as well). This tactic will help separate the issue from the emotions involved. Focusing on the structure of the argument, underlying assumptions, factual errors, and the use of logic can help keep the discourse on a rational plane.

Be willing to change your position (as you would expect your students to do) when it appears that another position or interpretation is a valid one. Help students look for alternatives to their original positions (they may feel that they will lose face if they abandon a position that they fought so hard to defend). Be willing to agree to disagree; it is always possible for two rational people to disagree. Determine the appropriate venue for follow-up with the student(s). If one or two students are involved, your office may be the best place to continue the discussion and reach a mutually satisfactory solution.

Use active listening techniques and attend to body language. Verbally confirm that what you heard accurately matches what the student(s) said. Use encouraging remarks to elicit feelings and try to use language that communicates empathy: "You sound angry." "You seem to be upset about this issue-why is that?" "You feel _____ because ______." "Tell me more about your viewpoint." If you have accurately identified the student(s) feelings, you can help separate the emotional content from the issue itself (the "third person" tactic described above).

Note the student(s) body language for evidence of anger, frustration, disengagement, or embarrassment. Attend to your own body language; it should convey your receptivity to what the student(s) has to say. An "open" posture will help: relax your body, keep your arms away from your chest, stand with feet apart, and face the student squarely. Maintain a distance of at least four feet from the student, since closer proximity is threatening, especially if you are standing and the student is sitting. Maintain eye contact, and stay attentive to the student(s) and the rest of the class.

Prepare for the next time you teach this course. Reflect on what occurred and what you have learned from the experience. Could the situation have been avoided if you had done something differently at the beginning of the course? If so, make a plan to change the policies or teaching practices that contributed to the situation. Eliminate as many "gray areas" in your syllabus as possible: develop, communicate and employ a rationale for why you do what you do. Provide tools such as grading rubrics to help students understand the practices you follow. Develop guidelines for class discussion.

A Note About Academic Values

The values of the Academy are based on the tradition of liberal learning, humanism, and a commitment to the search for knowledge regardless of its consequences. Therefore, critical thinking and the development of open-mindedness are viewed as important learning goals in higher education. Most faculty members also subscribe to the values of equality, diversity, and cultural pluralism and favor social and political movements that promote these values. Not all students share these traditions and values, nor do they necessarily understand the bases for our beliefs, therefore we can expect to be challenged from time to time.

As adults engaged in scholarly professions, our intellectual and ethical systems are fully elaborated, but our students are usually just beginning to construct their own. When a student makes a statement that challenges a teacher's world view, the instructor must try to handle it as an attempt to test a position or an argument rather than an attack on all that the teacher holds dear. The appropriate way to handle such a situation is to use it as an opportunity to help the student think through the evidence and the structure of the argument. The worst possible response is to attack the student for holding beliefs different from one's own and thereby lose the opportunity to teach the process of critical thinking through rational debate.

Resources

Angelo, T. A. & Cross, K. P. (1993). Classroom assessment techniques: A handbook for faculty. 2nd ed., San Francisco: Jossey-Bass.

Boice, R. (1996). Classroom incivilities. Research in Higher Education, 37, 453-486.

Boice, R. (2002). Advice for new faculty members. Boston, MA: Allyn and Bacon.

Cuseo, J. (2002). Igniting student involvement, peer interaction, and teamwork. Stillwater, OK: New Forums Press.

Feldman, K. A. (1989). Instructional effectiveness of college teachers as judged by teachers themselves, current and former students, colleagues, administrators, and external (neutral) observers. Research in Higher Education, 30, 137-194.

Ginott, Haim. (1976). Teacher and child. New York: Macmillan. p. 13.

Kearney, P., & Plax, T. (1992). Power in the classroom. Hillsdale, NJ: Erlbaum.

Meyers, S. A. (2003). Strategies to prevent and reduce conflict in college classrooms. College Teaching, 51, 3, pp. 94-98.

Millis, B. & Cottell, P. (1998) Cooperative learning for higher education faculty. Phoenix, AZ: Oryx Press.

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Managing Classroom Conflict | Center for Innovative Teaching and Learning | Northern Illinois University

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classroom conflict management tips and resources shared by the University of North Carolina at Chapel Hill Center for Faculty Excellence

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Empowering students to present nonviolent practices to their peers can reinforce these concepts while providing a platform for student leadership.

Peer Teaching and Advocacy Projects

Organize student-led presentations where they teach their peers about nonviolent communication, conflict resolution, and other peace-building strategies.

Activity: Students create and present a multimedia project (e.g., video, skit, or presentation) on the importance of nonviolence. Have them explain the benefits of using nonviolent communication in everyday interactions.

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Share a case study or success story of how nonviolent pedagogy has positively impacted your classroom. Highlight specific examples of conflict resolution, improved student behavior, and stronger student relationships.

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How can we involve parents in promoting nonviolent pedagogy and conflict resolution strategies outside the classroom?

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What resources (books, articles, videos) have you found helpful in learning about nonviolent pedagogy? Share links or recommendations!

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How do you currently incorporate nonviolent communication in your classroom? Can you share a specific example?

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What impact have you seen on your students’ behavior and relationships since incorporating nonviolent teaching strategies?

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How to create win-win situations using NVC?

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How to create win-win situations using NVC?

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How to create win-win situations using NVC?

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Events from February 25 - April 25 - BayNVC

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In this program we'll be covering the essentials of healthy communication within intimate relationships. Even if you don't believe that your issues are really about communication, you will not be able to address them effectively unless you have a way of communicating that works for you both.

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Managing Classroom Conflict | Center for Teaching Innovation

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Classroom incivility is “any action that interferes with a harmonious and cooperative learning atmosphere in the classroom” (Feldmann, 2001, p. 137). Classroom conflict is inevitable, and at times even necessary for effective learning to take place (Stone Norton, 2008). The techniques below are just a few strategies that instructors have used to create a safe classroom environment and to manage conflict as it arises.

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The Purpose of NVC - Center for Nonviolent Communication

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The purpose of NVC When living in — and relating from — the consciousness of Nonviolent Communication, we embody the following attitudes: Self-Connection: We re…

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Episode 110 | Nonviolence Pedagogy w/ Mike Tinoco

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In this episode, we’ll explore the foundational principles of NVC, including the profound understanding that all behaviors are attempts to meet needs. Mike Tinoco shares powerful real-life examples from his teaching career and personal journey, shedding light on how recognizing and addressing…