Created by Elizabeth Jean McGovern
Unit Plan Title: Conflict-Resolution (and Foundations of Communication).

Prefatory Statement: This unit focuses on the developing the skills (listening, speaking, giving feedback, and conflict-resolution skills) and ability to seek resources, state ideas, personal opinions and solutions in the Problem-solving or Conflict -Resolution process. These skills and abilities are important for the American citizen for healthy and effective participation in interpersonal relationships, family, community, government, and global communities. In today's world, it is too often that individuals turn to violence and unhealthy, ineffective forms of communications to solve problems. Students will examine a variety of 'problems' from diverse perspectives through reading, writing, listening, and speaking.

This unit will examine conflicts from a multi-cultural perspective. No issue will be approached in a 'close-minded' or singular fashion. We will think carefully about conflicts as they effect all areas of thought, belief, and style. We will not discriminate against race, ethnicity, gender, class, or beliefs. Students will be required to demonstrate respect and concern for others. Behaviors or approaches which seemed aimed at hurting others or are disrespectful in the core of their nature will not be tolerated. Class Specification: This unit is designed for older high school students. Students will be required to interact in group situations with a greater degree of maturity and integrity. Younger students may find engagement with activities too challenging and subsequently become bored and disdainful.

This unit is intended for a general or advanced English class. It should be used as part of a greater whole of speaking skills and analyzing literature for the Great Truths.

Significant Assumptions:

Students are interested in learning about communication skills and the role strong conflict-resolution/ problem-solving skills play in interpersonal relationships, family, community, and the world.

One's existing communication skills can always be improved upon.

Conflict-resolution skills are an important piece of a high-school English curriculum.

Students are looking for meaningful information in their lives.

Students have developed a degree of trust amongst themselves and with their teacher.

Students are mature enough to examine problem-solving skills and their place in life.

Students are not expected to reveal any information considered too personal or painful.

Behavior or action which discriminates against people on the basis of race, ethnicity, gender, class, or beliefs is unacceptable.

Multi-cultural and open-minded perspectives are valuable.

Desired Outcomes:
Minnesota High Standard: Write and Speak Effectively in the English Language:
Interpersonal Communication. (This unit is directly connected to meeting this Minnesota High Standard.)
1. Understand communication styles and the components of the communication process.
2. Understand how various factors (e.g., time and place, personal background) effect patterns of communication, interaction and problem solving in group settings.

Classroom Objectives:
Students will:
1. Develop conflict-resolution / problem-solving skills and the foundation skills of listening, speaking, and giving feedback.
2. Develop reading and writing skills.
3. Work within a group to accomplish the Unit Project.
4. Examine a 'conflict' from a variety of angles; create a solution based on research and individual perspective; present the solution to the class and appropriate community.

Possible Whole-Class Activities:

StudenV teacher reading of stories and poems listed in the resources.

Mini-lesson on conflict-resolution/ problem-solving skills in the classroom.

Mini-lesson on speaking including preparing a speech for the class.

Mini-lesson on listening skills including role-playing.

Mini-lesson on giving feedback including journal writing about giving feedback to someone the student is in conflict with.

Guest speaker who facilitates conflict-resolution activities or who presents a problem within the community that can be examined.

View such movies as Joe Vs. The Volcano, Ordinary People, When a Man Loves a Woman, Steel Magnolias, 12 Angry Men, Babette's Feast, The Breakfast Club.

Possible Small-Group Activities:

Role-play practice of speaking, listening, and giving feedback skills (see above).

As groups, students will choose a conflict within the community to research and prepare a presentation on. Be sure each group has a different 'conflict'.

Engage in and solve various group initiatives.

Pick a poem or passage in a movie or book to share with the class as an example of either good or poor problem-solving skills.

Possible Individual Activities:

Students should be encouraged to keep a journal during this unit containing personal responses to activities and writings on assigned themes.

Try applying one or two skills in a personal conflict and write about it. If the issue is too personal, teachers should not require it be turned in.

Students will choose a book to read from the suggested list and write a response. (Teachers may instead choose to keep a dialogue journal with students).

Prepare a response to a movie viewed in class (poem, song, review, drawing).

Create a Response Project regarding a personal issue or personal response to a community or global issue. For example: a student concerned with Civil Rights might choose a book or set of poems as a personal resource; write a series of poems or essays about the conflict with a personal idea or solution; create a collage, song, etc.

Compose a poem that addresses the unit theme, project, or personal response.

Ongoing Activities:

Students should be encouraged to keep a journal during this unit containing personal responses to activities and writings on assigned themes.

Reading of one book chosen from the Resource List or approved by the teacher. Some students may even read two or more books during this time. Students will be asked to respond to the book in their dialogue journals as well as prepare a response in a written or creative form that can be shared with the class.

Ask students to read newspapers or magazines, watch the news, etc., in search of relevant ~Conflict-Resolution' issues to bring to class. Students may wish to share these findings during class and/ or create a 'Class Scrapbook'.

Students can search the Web for organizations or other resources on conflict resolution (Try a Yahoo search in 'Conflict', a number of interesting sites surface).

Use of Conflict Smarts - the interactive CD program as a resource or tool.

As groups, students will choose a conflict within the community to research and prepare a presentation on. Be sure each group has a different 'conflict'.

Student Resources:

'Conflict Smarts' available through chan@work.

Teacher list of possible texts or poems to be read for the unit (See Resource Sheet for some ideas; this list should not be limiting.)

Community members or school staff- the teacher may talk to people prior to the unit plan to prepare them to be resources or to be interviewed for the Unit Project.

Local newspapers or magazines.

Unit Launch:
Standard: Write and Speak Effectively in the English Language: Interpersonal Communication.
1. Students should understand communication styles and the components of the communication process.
2. They should be able to apply verbal and non-verbal communication strategies in a variety of simulated or authentic situations.
3. They should be able to demonstrate effective speaking and listening skills. (taken from the Minnesota High Standards for Graduation)
Materials: The Four-Fold Way by Angeles Arrien, Ph.D; 1994 Gallup Survey findings as noted at www.mindspring.com/~dschan/ConflictSmarts.html

Methods:
1) Teacher spends 5 minutes giving a brief introduction to the new unit. Read 1994 Gallup Survey findings from www.mindspring.com/wdschan/ConflicSmarts.html
2) Instructor will introduce 'Shipwreck' activity (see attached item list). Multicultural student groups of +5 are assembled. Each group has 10 minutes to choose 7 items from the list they feel are essential to survival in the instance of a shipwreck. 'Correct, answers are not included with this activity as the purpose is not product-oriented. The goal is for students to effectively argue for and listen to the points made by others; it is process-oriented.
3) After the activity, students are given 7 minutes to free write in their journals about what they liked and what they didn't like about their groups' methods for accomplishing the initial task, what their role was, and how the group responded to them. For example, students may notice that everyone talked at once; a couple of students dominated the conversation; one student never talked; a specific cultural group dominated the activity, etc.
4) Instructor introduces the four ways from the Four-Fold Way as model of core communication guidelines: 1)Choose to be present (Warrior); 2) Pay attention to what has heart and meaning (Healer); 3) Tell the truth without blame or judgment (Visionary); 3) Be open to outcome, not attached to outcome (Teacher). Be sure to explain the meaning behind these statements.
5) Groups work together for 10 minutes brainstorming and sharing thoughts from their free writes regarding positives and negatives about their communication process during the 'Shipwreck' activity. The Four-Fold Way outline should be visible to students: is: overhead projector, a poster, a handout, on a blackboard. Students are reminded to listen carefully and respectfully to each other and to give everyone a chance to speak.
6)15-20 minutes will be spent as a whole class sharing ideas from both the brainstorm and the free write journal activity. One student could be the recorder of the ideas. Each group could be required to share what items they picked and why as well as one thought about their group's process. Ideas should be saved in some form so as to be referred back to during future classes.

Possible questions to further the discussion: What are some important characteristics in a well-functioning group?; What was your role?; How did you feel about your role?; What other experiences have you had in groups- positive, negative examples of experiences?; What about those experiences makes them memorable?

Assessment:
1) Teachers will have access to the student journal.
2)Teachers will observe the outcomes/ ideas shared from the small group brainstorm and large group activity.
3) As part of long-term assessment, the teacher will notice an increasing level of trust, respect, and open-mindedness displayed in the interactions of classmates. Organization of the Unit: Please review the Resource Sheet outlining Unit Requirements for an overview of outcomes.

WEEK 1: During this week, students will begin work on their Unit Project. They should be given plenty of time to work together in groups to brainstorm and research their 'problem'. Students will also be learning and practicing important communication skills. Students should be given time to pick a book for the Unit. They should also alerted to the poem-finding assignment in Week 2 so they have plenty of time to go to the library or search the Web for a poem.

Day 1: Unit Launch (see above)

Day 2: Introduction to the Group Project. The theme for the project is to look at an issue (conflict or problem area) in the community or school and propose a workable solution. Students will need to conduct interviews, research the history of the problem, investigate the full nature of the problem (from differing perspectives), and create a presentation for the class as well as appropriate figureheads on the issue (de: school principal, city council, local organization, etc). On this day, students will begin brainstorming the problem they wish to investigate, necessary resources, a plan of approach (organization for their goal). The teacher will need to provide any necessary direction along with sample resources. Students may need current local newspapers or ideas to choose from to get them going. They should also pick a book from the resource list to read for the Unit. (See Resource Sheet- Student Handout).

Day 3: This begins a two-day focus on interpersonal communication skills. Day 3 focuses on speaking skills. See Resource Sheet.

Day 4: Listening skills. See Resource Sheet.

Day 5: Unit Project Work (Organize plan, brainstorm, go to library, utilize resources.

WEEK 2: Students continue to learn and practice communication skills. Teachers are encouraged to sit in on groups during group time to assess progress and areas where extra help is needed. Library time can be used to find poems and conduct research.

Day 6: Unit Project: Groups will present their `'Conflict" to the class. The class can ask questions, offer ideas, etc. Using effective Listening and Speaking skills is a key part of this lesson.

Day 7: Silent Reading. Allow for 'dialogue journal' time at the end of class.

Day 8: Problem-solving skills. See Resource Sheet.

Day 9: Feedback skills. See Resource Sheet.

Day 10: Initiatives. Groups must work together to solve hypothetical activities containing problems. See Resource Sheet. You will need plenty of unobstructed space for this day.

WEEK 3: Computer lab time can also be use to find web sites for the Scrapbook. Make time to check with individuals about book progress. Use the Questionnaire as a way for students to think about how their group is functioning. Ask students to create goals for improving low score areas. Be sure to check in with students about this.

Day 11: Group Work- evaluate group ability (Communication Behavior Questionnaire), discuss initiatives; Unit Project Work.

Day 12: Poetry- What do these poems say about problem-solving/ conflict? Students can be asked to bring in their favorite poems to share; poems on the Resource Sheet can be used.

Day 13: Poetry- further explorations with opportunities to write and refine.

Day 14: Computer Lab- 'Conflict Smarts' program (CD-Rom: contact chan@work) and Unit Project work

Day 15: Silent Reading. Group (and individual as necessary) conferences with teacher about progress.

WEEK 4: Movie-consider stopping the movie after particularly poignant sections for discussion or free-writing. Unit Project should be getting ready for presentations. Students should be problem-solving by day 20.

Day 16: Unit Project Work.

Day 17: Movie- see 'Whole-Class Activities' for some ideas.

Day 18: Movie- Share observations. Ask students to describe communication (who interacts with whom, what is said) and conflict-resolutions along with their recommendations for improvement based on aspects of Communication Skills which have been studied during the Unit. Response Paper Assignment.

Day 19: Speaker -see 'Whole-Class Activities' for ideas.

Day 20: Unit Project Work.

WEEK 5: Wrap-up week. Books should be finished. Individual and group conference time to prepare students for the final exam and project presentation.

Day 21: Unit Project Work/ Silent Reading/ Fitting Mini-lesson.

Day 22: In-class free-write about book. Group work and class discussion- students share their books with each other. Final compilation of Scrapbook.

Day 23: Presentations. Students will be asked to give feedback to each other.

Day 24: Presentations.

Day 25: Group and self evaluations; unit test.
Detailed Plans for Three Days of the Unit:
Title: Interpersonal Communication: Speaking Skills (Day 3)
Objectives:
1 ) Students will recognize aspects of effective speaking.
2) Students will create guidelines for effective speaking techniques to be used during group work.

Methods:
1 ) Class will begin with a game of Telephone. The teacher will begin by whispering a 20-30 word passage in the first students ear. Students will pass the message to each other -one-by-one- whispering until the last person gets the message. The last person will stand up and repeat the message they received. The teacher will repeat what she began with. There will be a significant difference between the original message and the final message. (10 min.)
2) Transition into sharing thoughts about why the message became so distorted. (5 min.)
3) Mini-lecture on the communication model:
Sender function (encoding, transmitting)~~ sends message~~message received~~Receiver function (decoding, internal response to perceive message). (Johnson & Johnson, 174-175). (10 min).
4) Ask students to get into their groups and come up with three guidelines towards being a more effective speaker/ communicator (7 min).
5) Each student group will share their guidelines. The teacher could record responses on the blackboard or a poster that can be displayed throughout the unit. (15 min).
6) Wrap-up- The 'Communication Skills' hand-out could be passed out or saved until tomorrow. Remind students to think about how the characters communicate in the books they are reading for the Unit. (3 min).
Assessment:
1) Interaction during group work during the Unit and throughout the school year will reveal greater effectiveness in communication. (Note: Teachers will observe each group for 3 minutes three times during the Unit and record observations. (See Unit Requirements).
2)0bservation of student groups during group work time to establish guidelines.
3)Quality of responses from groups regarding guidelines for communication skills.
Student responses should help the teacher determine how much work will need to be done on this aspect of problem-solving.

Title: Feedback Skills (Day 9)
Objectives:
1) Students will recognize the importance of giving effective feedback as a key communication skill.
2)Students will learn guidelines for giving effective feedback.
3) Students will practice giving feedback to a classmate in a safe role-play situation.
Methods:
1 ) Introduction to agenda for the day- tie into the unit. "We are valuable resources for each other. Everyone in this classroom has something important to teach to and to learn from each other. In order to teach things to each other, we need to teach in ways that others can listen. Suppose I came into class in a bad mood- 'Ok you slackers! You better work hard today because yesterday you obviously were not paying attention.' This wouldn't go over very well, would it?"

Students as important resources/ tools for learning and improving.

There are guidelines for effectively sharing important information with others, especially if that information is personal. (10 min.)
2) Brainstorming discussion for sharing feelings or perceptions about someone else's behavior and it's effects on you. Ask for any examples students feel comfortable sharing. Be sure to write students' ideas on the board. You may want to turn this into a addendum to the hand-out (15-20 min.)
3) Handout worksheet, give students time to read and digest. (5 min.)
4) Have students find a partner. Teachers may need to closely monitor this to ensure that students pair off for maximum effectiveness. Give the students the opportunity to quietly discuss the sheet before they begin practicing giving each other feedback (5-7 min.)
5) Have students develop a scenario in which they must give each other difficult feedback and then role-play sharing that information. If necessary, assign roles and switch (person giving/, person receiving). Possible role-plays: (15 min)
* Student needs to tell someone their paper needs a lot of work.
* Student 'A' tells student 'B' they feel upset when 'B' often interrupts them.
6) Closure- summarize learning as necessary (5 min.).
Assessment:
1) Teachers will note individual response and participation during the group discussion.
2) Teachers will observe students in role-play situations. Students should be on task and demonstrating effective feedback skills.
3) Interaction during student group work will demonstrate students ability to more effectively work together.

Title: Poetry (Day 12)
Objectives:
1) Students will read and analyze poetry.
2) Students will consider poetry as a means of learning more about problem-solving.
3) Students will compose poetry.
Methods:
Note: As preparation, students may be assigned to find a poem they like that speaks to them about an aspect of the Unit: their project, conflict-resolution, group work, etc. Be sure to allow library time or in-class resources. Efforts should be made to offer choice when possible regarding specific poems, themes, styles, etc.
1) Students are asked to write one line in the form of a metaphor, simile, series of adjectives etc. that can be included in a group poem about conflict-resolution. Lines are passed in. The teacher shuffles slips together and then reads aloud each line succinctly to create a poem. (5 min.)
2) Short discussion about the group poem- any responses? (5 min).
3) Agenda- looking at poetry, connection to Unit. Why is poetry a good place to look for thoughts on conflicts and resolutions? (often describing significant event, feeling, thought, idea, etc.; anyone can write a poem; poetry in every culture) (10 min).
4) Did anyone bring any poems to share? Students read aloud selections they discovered with a short explanation of why they chose the poem- possible group or class activity (10 min).
5) Read aloud resource poems (see Resource Sheet for ideas) or other selected poems with student opportunities for response and exploration. (20 min).

Possible questions for discussion:
1. What image or line grabs you? Why?
2. What is the writer's view on conflict and resolution?
3. What advice would the writer give your group for resolving your Unit problem?
4. What is meant by wearing masks? Where do you/ or general people wear masks?

Assignment: Students may be assigned to write a response to a poem, or begin writing their own poem (perhaps a poem to introduce their Unit project).

Assessment:
1) Teacher observation of student understanding through class participation.
2) Class assessment of the group poem.
3) Students will find a poem they like that for them exemplifies the Unit.
4) Student response to a poem: level of connection to Unit, internalization of ideas in poem.
5) Eventual completion of a poem for the Unit. Possible guidelines: use of metaphor or simile; use of verbs, adjectives; connecting thread that runs through poem connecting it to the Unit in some way.

Unit Testing Components:
1. Objective test on listening. speaking, conflict-resolution, giving feedback skills. See Resource Sheet.
2. Team Performance Inventory (see Resource Sheet).
3. Group evaluation of Unit Project.
4. Teacher evaluation of Unit Project.
Assessment Package:
This section will refer to authentic assessment criteria for the Unit Project. Both teacher evaluation and student self-evaluation should be assessed.
Scoring criteria:
4- Performance in this category achieves and exceeds expectations of high standard work.
3- Performance in this category meets the expectations of high standard work.
2- Work has been completed, but all or part of the student's performance is below high standard level.
1- Work has been completed, but performance is substantially below high standard level.
Student will be given a score from 1-4 for each of the following area:
Group Work: The student's interpersonal communication contributes to the group's productivity in these areas:
1. An appropriate problem-solving procedure is used to achieve agreements.
2. Feedback is delivered appropriately and received with attention.
3. Focus on the group's tasks is sustained throughout the group's work time.
4. Individual responsibilities are clear, and the group's work load is fairly distributed.
5. Effective communication skills are utilized throughout group interaction.

Unit Project: Conflict-Resolution Research and Presentation
1. Resources needed for the project are identified clearly and specifically.
2. The identified problem is clearly described with attention given to at least two differing viewpoints on the issue outlined.
3. At least three different resolutions are clearly described. An action plan for each with supportive information and relevant background is outlined.
4. A group presentation is completed including the all of the above.
5. A final solution is designed- with a step-by step plan of action and presented to relevant audiences (class, teacher, principal/ local government/ school board, etc.

Grading Procedures:
1. Students will receive a score of 1-4 in each of the above 10 categories resulting in a possibility of 80 points:
The group will give itself a Unit Project grade using the above rubric (40 points)
The teacher will give the Unit Project grade using the above rubric (40 points).
2. Students will receive a possible of 30 points on the Objective Unit Exam.
3. Students will receive 1 point for each of the following: movie response, written poem, book response, and journal writing (4 total)
4. Students will receive 1 point for each day of participation in: (2 X)initiatives and (2 X) role plays). (4 total)
5. Students will receive 2 extra points for contributing - a. Web site, b. newspaper article to the Scrapbook.
TOTAL possible points= 200

Teacher Resources:
Arrien, Ph.D, Angeles, The Four-Fold Way; Harper San Francisco, 1993.

D.C. Heath Series: Teacher's Planning Guide. "Out of Tune, "Working it Out, "At Odds; D.C. Heath and Company, 1995.

Getting to Yes

Johnson, David W. and Frank P. Johnson, Joining Together: Group Theory and Group Skills. 3rd edition: Prentice-Hall, Inc., 1987.

Minnesota Department of Children, Families, and Learning Performance Package: Benchmarks of Interpersonal Communication; www.educ.state.mn.us. Pilot Draft, Feb., 1997

Morrison, Emily Kittle, Leadership Skills; Fisher Books, 1994.

Resource Sheets (included in this Unit Plan).

Resource Sheet- Unit Requirements.
1. Unit Project. The unit project includes problem identification, research and interviews of all sides of the problem, class presentation, solution proposal to be presented to appropriate audience (school board, principal, city government, etc.).
2. Read one book from resource list or teacher-approved. Students will be required to respond to the book in their journal as well as: (choose 1 of the following) a. sharing a passage with the class that is an example of either good or poor problem solving skills; b. create a response project (see Individual Activities).
3. Poetry. Pick a favorite poem to add to the class scrapbook or share with class and compose a poem that addresses the unit theme, project or personal response.
4. Movie. Prepare a response to the movie viewed in class (poem, song, review, etc.)
5. Participation. Students will be required to participate in role plays, initiatives, and other group activities.
6. Group work. Unit Project (see #1), responsible participation in group work and activities; completion of Team Performance Inventory.
7. Individual work. Responsible participation in group work and activities, completion of Communication Behavior Questionnaire, upkeep of Journal.
8. Journal. Assignments include: dialogue journal response to assigned book, writing about application of on or two skills in a personal conflict to a real-life situation (see Individual Activities); personal responses to activities and writing on assigned themes.
9. Unit Testing. (See Unit Test Components and Assessment Package.)

Additions:
1. Class completion of Scrapbook (see Ongoing Activities). This scrapbook should include newspaper or magazine articles regarding conflict-resolution, student submitted poetry, drawings, etc., Web sites.

Resource Sheet- Observation Sheet
Members of Group:

Date:
Record contributed ideas, contributor, and response from group:





Expressions of Support, Validation, and Positive Feedback:





Expressions of Critical Feedback:





Efforts to include all members- seeking opinions/ ideas of each member:





Remains on Task:





Method/ stage of problem-solving:

Resource Sheet - Shipwreck Activity
Your group has approximately 10 minutes to decide which 7 items from the list would be necessary for survival in the case of a shipwreck (not necessarily on a desert island!)

120 feet of rope
1 box of Strike Anywhere Matches
4 Personal Flotation Devices
1 10 x 12 tarpaulin
1 1:50,000 map of the area
6 candles
small bottle of Tylenol
1 GPS (Global Positioning System)
4 wool blankets
3 Coast Guard Approved Flares
12 quart stainless steel pot
Rubber Raft
small sewing kit
set of Encyclopedias
1 leather pouch containing flint and steel
Swiss Army Knife
Box of Powerbars
Fishing Rod and Tackle Box
water purification kit
axe



Resource Sheet- Communication Skills
Effective communication skills are crucial for healthy relationship with others (group, family, community, interpersonal, business, etc.). Communication involves a listener and a receiver. By examining effective communication skills and evaluating our own skills, we can expect to discover areas for possible improvement. Our communication skills are constantly evolving.
Considerations for effective speaking:
1 ) Timing- Make sure your listener is ready to listen.
2) Ownership- The statement You make me mad when you don't listen" implies that another person' s behavior forces us to act in ways or have feelings we don't like. It indicates that someone else is responsible for what we feel and how we behave. In actuality, we are responsible for ourselves only. Using "I" statements -"I feel happy when you listen carefully"- opens the door for problem-solving.
3) Honesty- Say what you mean as precisely as possible.
4) Think before you speak- consider the feelings of your listener. Make sure your message is offered in a manner and with words that the listener can hear.
5) Avoid excess verbiage- people can only listen for so long. Get to your point without putting everyone to sleep.
6) Ask your listener for feedback on how your message is getting across. Making sure the listener is getting the message you intended will save time and help eliminate misunderstanding.


Considerations for effective listening:
1 )Ask- am I giving the speaker my complete attention? Active listening requires us to make every effort to understand/ digest the speaker's message. LOOK at the speaker, show active interest.
2) Avoid communication-blocking behavior such as interrupting, loud emphatic sighs, changing the subject, allowing your emotional response to close down the speaker, hurrying the speaker, responding with unnecessary advice, judging or evaluating the message.
3)Work to decode the speaker's message- read between the lines. Sometimes people have a hard time getting their point across due to excitement, fear, strong emotion, confusion, etc. Avoid hearing only what you want to hear' (such as the child who never seems to hear when she's called for dinner).
4) Hold your temper. Strong emotions can make communicating more challenging. Make efforts to avoid responding until you are sure you understand the message.
5) Ask questions. Seek clarification. This is encouraging and shows that you are listening.
Questions help draw out the message. ("Here's what I think you're saying "; "Could you rephrase that last part, I didn't understand."; "Tell me more about that. ")
6) Remove distractions.
7)Stop talking! When you're talking, you can't be listening!


Consider the following and its' implications on communication:(From The Four-Fold Way (Angeles Arrien. Ph.D)
1 )Choose to be present (Warrior)
2) Pay attention to what has heart and meaning (Healer)
3) Tell the truth without blame or judgment (Visionary)
4) Be open to outcome, not attached to outcome (Teacher).


Resources:
Arrien, Ph.D, Angeles, The Four-Fold Way;
Johnson, David W. and Frank P. Johnson, Joining Together: Group Theory and Group Skills. 3rd edition:

Resource Sheet- Conflict Resolution
There are several different models of conflict-resolution. Students should be given a couple different models.
1. Define the problem. This is most critical- what are all the aspects, what is the core of the problem.
2. Set the stage- make sure you are well prepared and have the time to resolve the conflict.
3. Gather facts- brain-storming, getting all sides and viewpoints
4. State thoughts, feelings, and intents. This is where persona opinion comes in, often when working through communication thoroughly, a solution will surface.
5. Identity possible solutions. Invite as many solutions as possible no matter how outlandish they may seem or whether or not everyone agrees with each solution.
6. Select the best alternative. Each alternative should be considered for workability, likely effects, etc. Try to find an 'all-win' solution where the wants and needs of as many people as possible are met.
7. Take action-having selected the best alternative, commit firmly to carrying out the solution. Included here should be a complete plan of action, specific responsibilities assigned, checks along the way for progress and how things are going, follow-up procedures.

-Trial and Error
-Means End- use of timetable. Identify deadlines, back up and create an organized to do list.
-Planning- Use of sketches, outlines, scale models to understand visually how pieces of the problem fit together; formalized process. ~Five Step Approach:
1. Realize problem exists.
2. Understand the nature of the problem.
3. Compile relevant information.
4. Formulate and carry out a solution.
5. Evaluate the solution.
~Research Method:
1. Identify problem (structure, complexity, issue)
2. Compile relevant information.
3. Make a hypothesis.
4. Hypothesis becomes the solution.
~Gestalt Model:
1. Identify the problem- don't try to solve it.
2. Incubation- sit on the problem for a white.
3. Insight- the A-Ha! just before you nod off to sleep, keep a notepad and pencil on your dresser!) becomes the solution.

Remember, every decision we make has lessons to teach. The important thing is that we commit to our decisions fully and learn from the consequences. There is never really a true perfect answer in conflict - resolution.
Resources include"
Voyageur Outward Bound School Instructor Handbook, 1996.

Resource Sheet - Giving Feedback
Feedback is the act of giving or sharing your feelings and perceptions with another about their behavior and its' effect on you. Feedback is information given as a gift rather than as an attack. Positive feedback increases feelings of closeness and encourages the desired behavior. Critical feedback, though more difficult, provides opportunities for people to grow and work through problems rather than avoiding them. Before giving critical feedback, one should examine their motivation to ensure they are intending to help are willing to work through the situation.

Guidelines for giving both critical and positive feedback:

1) Be specific- avoid generalities. It is much more effective to say, "You interrupted me twice. When you do that I have a hard time getting my thoughts out," rather than, "I'm sick of you interrupting me all the time."
2) Separate your perceptions from the facts. Try, "You seemed distracted when the teacher was giving us our assignment," as opposed to "You obviously have no ability to pay attention."
3) Think before you speak-- choose your words carefully. State your feedback clearly. "I'm concerned about the quality of our presentation" will go over better than "You stupid idiot, you blew it this time." Describe rather than evaluate.
4) Offer suggestions or alternatives if possible. "You haven't done your task in the assignment twice. It's important to me that we meet deadlines. What can we do to help? I am available to go to the library with you tonight."
5) Pay attention to responses. If the person becomes emotional or defensive, focus on this reaction rather than attempting to convince them of your point. Present your feedback from a place of empathy and compassion. "I know it can be hard to hear criticism...." Don't expect a response.
6) Feedback addresses behaviors and accepts individual differences. Make it clear that the actions being discussed are actions and not the person.
7) Consider bouncing your perceptions and feedback off your teacher or classmate first. In that case, you might say, "I'd like to bounce my perceptions off you...." This should not turn into gossip or backstabbing.
8) Be aware of timing. Feedback is most useful when the listener is open to hearing it. Make sure the person can listen to and focus on the feedback. It should come as soon as possible after the behavior in question.
9) Limit information. Feedback is helpful when the person can use it or do something about it. Give only as much as a person can take in.


Resources:
Brown, Mark, Text for Voyageur Outward Bound, 1995.
Dryer, Jim, Text for Group Dynamics class. Processus, St. Cloud.
Voyageur Outward Bound School Instructor Handbook, 1996.

Resource Sheet - Initiatives
Note to teachers: It is advisable to have plenty of space without obstruction for these activities to avoid injury. Taking classes outside, to the gym etc. is recommended. Teachers can "change the rules" at any time; for example: giving groups limited time to discuss solutions, blindfolding people, "taking away' speaking rights from a few students, etc. to make the activity more challenging as necessary. Further ,it is advisable to respect students' differing levels of comfort. Make sure to prepare them for physical contact and set appropriate guidelines.
Traffic Jam
Objective: To have two groups of at least four students each exchange paces on a line of squares that has one more place than the number of students in both groups. All students to the left of center must end up on the right; all students to the right of center must end upon the left.
Rules: To begin, one group stands on the places to the left of the middle square; the other group stands to the right. Both groups face the middle unoccupied square.
Legal Moves:
1. One person may move in an empty space in front of him/ her.
2. A person may move around a person who is facing him/ her into an empty square. Illegal Moves:
1. Any move backwards.
2. Any move around someone facing the same way you are.
3. Any move which involves two persons moving at once.
Variation: Group may stumble on solution; ask them to try to solve it again.

The Monster
Object: To get the entire group from one point to another using only a given number of points of contact with the ground.
Formula: Feet- take the number of people in the group. Divide by 2 and add 1. This is the number of feet that can contact the ground (ex. 8 people/ 2+1=5). Hands- take the number of people in the group, divide by 2 and subtract 1 (ex. 8 people/ 2-1=3).
Rules: - All participants must start at the marked starting line and finish at the marked finish line. - No props may be used.
- All participants must be in contact with each other as they progress across the ground.
Variations: A race can be held for more than one group. The monsters could also have names and sounds.

Magic Carpet
Object: To get a group of 6-7 from one point to another without touching the ground. The group must carry a bucket of magic potion with them.
Rules: To begin, the group is given 3-4 carpet squares (fewer is more difficult) and a bucket of water.
- No part of a student's body may ever touch the ground; students must remain on carpet squares.
-The bucket of water must remain full.
-Group members must cross the finish line together.
Variations: Members of the group may be blindfolded, may not be allowed to talk, may only talk in Spanish, etc. If a group is exceptionally competent, add more challenge to their task.

Resource: "Traffic Jam" and "The Monster' taken from: Wells, Bert, editor, Teams Course Manual, Touch of Nature Environmental Center, 1993. Carbondale, Illinois.


Resource Sheet - Poems

"Mending Wall"
SOMETHING there is that doesn't love a wall,
That sends the frozen-ground-swell under it,
And spills the upper boulders in the sun;
And makes gaps even two can pass abreast.
The work of hunters Is another thing:
I have come after them and made a repair
Where they have left not one stone on a stone
But they would have the rabbit out of hiding,
To please the yelping dogs. the gaps I mean,
No one has seen them made or heard them made,
But at spring mending-time we find them there.
I let my neighbour know beyond the Hill;
And on a day we meet to walk the line
And set the wall between us once again.
We keep the wall between us as we go.
To each the boulders that have fallen to each.
And some are loaves and some so nearly balls
We have to use a spell to make them balance;
"Stay where you are until our backs are turned!"
We wear our fingers rough with handling them.
Oh, JUST another kind of out-door game,
One on a side. It comes to Imle more:
There where it is we do not need the wail:
He is all pine and I am apple orchard.
My apple trees will never get across
And eat the cones under his pines, I tell him.
He only says, "Good fences make good
neighbours."
Spring is the mischief in me, and I wonder
If I could put a notion in his head;
" Why do they make good neighbours? Isn't it
Where there are cows? But here there are no cows."
Before I built a wall I'd ask to know
What I was walling in or walling out,
And to whom I was like to give offense,
Something there is that doesn't love a wall,
That wants it down." I could say "Elves" to him,
But it's not elves exactly, and I'd rather
He said it for himself. I see him there
Bringing a stone grasped firmly by the top
In each hand, like an old-stone savage armed.
He moves in darkness as it seems to me,
Not of woods only and the shade of threes.
He will not go behind his father's saying,
And he likes having thought of it so well
He says again, "Good fences make good
neighbours."
By Robert Frost


"We Wear The Masks"
We wear the mask that grins and lies.
It hides our cheeks and shades our eyes--
This debt we pay to human guile;
With torn and bleeding hearts we smile

And mouth with myriad suut~ebes.
Why should the world be overwise,
In counting all our tears and sighs?
Nay, let them only see us while
We wear the mask.

We smile, but O great Christ, our cries
To thee from tortured souls arise.
We sing, but oh, the clay is vile
Beneath our feet and long the mile:
But let the world dream otherwise
We wear the mask.
By Paul Laurence Dunbar



"Smoke From the Fires"
Smoke from the fires
Is in the rooms
However you seal
Smoke from the fires
Is in the rooms

There must be ask
In the air

The hawk continues to fly
But becomes shabby
Scarlet a tanager
Ages before you

However close
You pull in your horns

However you smile
However you turn away

For all your building
For all your skills
Flowers in a Boy's Wll laid it down.
Smoke from the fires
Is in the rooms
By Michael Dennis Browne



Resource Sheet - Communication Behavior Questionnaire
Working alone, students are asked to carefully respond to each question with regard to how their group functions.
1. If I were outlining a plan to accomplish our group project or stating my thoughts and the other members sat quietly with blank faces, I would: state my ideas clearly and precisely and move on encourage members to ask questions until I was sure everyone understood me and my ideas.
2. If a group member outlined their plan or stated their ideas and I didn't understand, I would

keep silent and later ask another group member what he/ she meant

immediately ask the person to repeat their ideas and answer my questions until I was sure I understood what he/ she was getting at.

3. How often do you let other group members know when you like or approve of something they say or do?
Never 1:2:3:4:5:6:7:8:9 Always

4. How often do you let other grow members know when you are irritated, impatient with, embarrassed by, or opposed to something they say or do?
Never 1:2:3:4:5:6:7:8:9 Always

5. How often do you check out what other group members are feeling and how they are reacting rather than assuming that you know?
Never 1:2:3:4:5:6:7:8:9 Always

6. How often do you encourage other group members to let you know how they are reacting to your behavior and actions in the group?
Never 1:2:3:4:5:6:7:8:9 Always

7. How often do you check to make sure you understand what other group members mean before agreeing or disagreeing or moving on?
Never 1:2:3:4:5:6:7:8:9 Always

8. How often do you keep your thoughts, ideas, feelings, and reactions to yourself in group sessions?
Never 1:2:3:4:5:6:7:8:9 Always

9. How often do you make sure all information you have about the current topic of discussion is known to the rest of the group?
Never 1:2:3:4:5:6:7:8:9 Always

10. How often do you help the group stay on task or refocus when sidetracked?
Never 1:2:3:4:5:6:7:8:9 Always
Resource: (Adapted from)

Johnson, David W. and Frank P. Johnson, Joining Together: Group Theory and Group Skills, 3rdedition, Prentice-Hall, Inc., 1987.

Resource Sheet- Team Performance Inventory

Instructions: Please carefully score your group with regard to each question on a scale of 1-5.
1- represents 'strongly agree'. This statement is a very accurate description of my group.
2- Agree. The statement is somewhat accurate in description of my group's performance.
3- Not sure. Relevant or accurate in some ways, but not others.
4- Disagree. The statement is not an accurate description of my group.
5- Strongly Disagree. The statement is completely false in terms of my group's performance.

1. Our group's project is meaningful to me.
2. I feel a high level of trust for the members of my group.
3. We often seem to be headed in opposite directions.
4. Assigning tasks to unwilling members is pretty common in our group.
5. We are well-organized.
6. We don't have much fun working together.
7. We handle disagreements or conflicts effectively.
8. Our group tends to get off track often.
9. Our group doesn't seem too understand what needs to be done to reach our goals.
10. When someone suggests a course of action, it is attacked.
11. Everyone is a leader in our group.
12. People need to be reminded to do their assignments.
13. I am hesitant to express how I'm feeling about what's going on in the group.
14. Our group has an effective process for making decisions.
15. People listen carefully to each other and ask questions for clarification.
16. Our group has problems deciding how to get things done.
17. It's hard to tell what people in the group really think.
18. I feel comfortable with my role in our group.
19. This group doesn't make good use of my skills and expertise.
20. I am not afraid to say exactly what is on my mind to my group.
21. Our group isn't very flexible in responding to changes as needed.
22. Everyone frequently talks at once.
23. Our group is disciplined about getting its' work done.
24. There are people in the group who never say a word.
25. I look forward to working with my group.
26. Our group takes time to understand what each person says before responding to them.
27. Our group created a project we are all proud of.
28. Sometimes I don't feel like others in the group listen to me.
29. If someone has a really bad idea, they are ignored.
30. Our group makes sure everyone gets a chance to express their ideas.
31. Given a choice, I'd probably elect not to be in this group.
32. Sometimes, other group members are annoying.
33. There are people in this group who should not work together again.
34. Think about your group's overall performance level. Give your group a score between 1 and 10 (1=poor; 10=stellar). Prepare three statements defending your score.
35. Describe one area of your group's performance that could be improved upon.
36. Think about your group's Unit Project. Give the project a score between 1 and 10 (1=poor; 10=stellar). Prepare three statements defending your score.
37. Describe one aspect of your project that could be improved upon.
38.Think about your participation in the group. Give yourself a score between 1 and 10 (1=poor; 10=stellar). Prepare three statements defending your score.
39. Describe one aspect of your participation that could be improved upon.
40. List three things you personally learned from this unit. This should be a personal essay. I will assume you learned various speaking, listening skills, etc. and do not need comment on those unless you experienced enlightenment.

Resource: Parts of this text were adapted from Allan Drexler, David Sibbet, and Russ Forrester, Team Performance Inventory, 1987

Resource Sheet- Objective Unit Exam (30 points)
1) Name three aspects in effective listening: (3 points)
2) Describe the communication model (how communication works): (3 points)
3) A friend borrowed your car and didn't put gas in the tank, leaving it empty for you.
How would you give that person feedback? (Be sure to include at feast three of the feedback guidelines in your message.) (3 points)
4) Describe a conflict-resolution model: (3 points)
53 What was Michael Dennis Browne saying in "Smoke From the Fires"? (3 points)
6) Describe a scene from the movie that portrayed effective problem-solving skills. (5points)
7) Describe a scene from the movie that portrayed ineffective communication skills. (5 points)
8) Write a short essay on what the book you read taught you about conflict-resolution. (5 points)

Resource Sheet- Possible Student Book List
Bradbury, Ray, The Martian Chronicles
Dorris, Michael, Yellow Raft on Blue Water
Ende, Michael, The Neverending Story
Fowles, John, A Separate Peace
Golding, William. Lord of the Flies
Harrison, Jim, Julip
Hegland, Jean. Into the Forest
Herbert, Frank. Dune
Hoeg, Peter. Smilla's Sense of Snow
Hugo, Victor, Les Miserables
King, Dr. Martin Luther, Why We Can't Wait
Lansing, Alfred, Endurance
London, Jack, White Fang
Kingsolver, Barbara, Animal Dreams, The Bean Tree
Norment, Christopher, In the North of Our Lives
Sarton, May, A Journal of a Solitude
Shakespeare, William, Hamlet, Romeo and Juliet, Macbeth, etcl
Starhawk, The Fifth Sacred Thing
Staying Fat for Sarah Byrnes
Tan, Amy, The Hundred Secret Senses

For Younger Grades:
Cormier, The Chocolate Wars
Crew, L, Children of the River
Mori, Kyoko, One Bird
Paulsen, Gary. Dogsong. Hatchet
Steinbeck, John, Of Mice and Men
Yolen, Jane, The Magic Three of Solatia