Administrators and teachers can use the form template (pictured below) to outline a plan for establishing CRE classrooms school-wide.
Teachers and Administrators can identify a strategy from the list provided on the work sheet or presented in a Conflict Resolution Education training that would to improve conflict management in a classroom or in a school. CONFLICT MANAGEMENT STRATEGIES IN THE CLASSROOMAdapted from a quick share evidence-based k- learning strategies.
In the clinical fields of psychiatry and mental health the appraoch is called cognitive-behavioral therapy and it has been successfully used in hospitals, residential treatment facilities, and outpatient clinics to treat conditions such as obsessive-compulsive disorder, obesity, anxiety and panic disorder, social phobia, eating disorders, alcohol and drug dependency, attention deficit hyperactivity disorder (ADHD), and problems with anger and aggression.
Strategies might include bullying prevention and intervention strategies, use of class meetings, use of dialogue circles, establishing a peaceable classroom corner for students to resolve their own conflicts, writing classroom guidelines, etc. Cognitive-behavioral interventions (CBIs) are becoming recognized as a viable, research-based approach appropriate for use in school settings.

CBI curricula, such as our Tools for Getting Along: Teaching Students to Problem Solve for upper elementary students (and Take CHARGE! CBIs teach students to use their inner speech to affect or to modify their underlying thinking, which in turn affects the way they behave.
Simply put, inner speech (also known as covert self-instruction) consists of talking to oneself to solve a problem or guide behavior. Changing students’ inner speech and teaching them how to think can influence their behaviors such as hitting, pushing, or teasing. Cognitive strategies can help students learn “how-to-think”, instead of “what-to-think.” CBIs are student operated, as opposed to more traditional teacher operated systems, meaning that they are based on students’ self-control rather than external rewards and punishments.
Individuals can learn to develop and use self-instruction to inform more positive behavioral choices.

While we all know the benefits of using rewards (good) and punishments (use with caution!) in the classroom, we argue that it is even more important to teach students how to use their thinking to improve their own behavior.
In a nutshell, by using CBIs within the classroom, you can equip your students with the skills to remain in control of their behavioral choices in a variety of settings, even when teachers are not around.

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