Conflict Management: Strategies for Jill and Lisa's Classroom

This report analyzes a conflict scenario involving two co-teachers, Jill and Lisa, in a classroom setting. The core issue revolves around differing classroom management styles, communication gaps, and a lack of shared goals. The student, assuming the role of a director, suggests direct communication between the teachers, collaborative brainstorming to establish common practices, and the adoption of collegial leadership characterized by shared responsibilities and mutual respect. The report emphasizes the importance of open communication, mutual understanding, and a cohesive team environment. The student proposes a four-step approach to promote team cohesion, including aligning values, identifying strengths, outlining goals, and developing consensus on policies. The report concludes by highlighting the significance of the director's role in supporting conflict resolution and fostering positive professional relationships between the teachers. The analysis is supported by academic references, providing a research-based approach to the conflict management strategies.

Running head: CONFLICT MANAGEMENT
Conflict Management
Name of the Student
Name of the University
Author Note

1CONFLICT MANAGEMENT
In my opinion, there is a lack of common consent and understanding among Jill and Lisa on
the common goals, objectives and overall grounds of professional practice as well as on how
to manage the classroom. It seems possible that both teachers have their own understanding
on how a classroom needs to be managed which have not been discussed upon clearly
between the two teachers which have led to a gap in understanding between them. This also
shows a gap in communication between them, as even though Jill has complaints against
Lisa, she have not communicated her thoughts to her. However, it is unclear whether Lisa is
aware of how Jill feels about her teaching and class management approaches and what her
opinion is about it. It can therefore be assumed that both the teachers show a lack of
cooperation and teamwork and do not share a processional bonding (Broukhim et al., 2019).
If I were in the place of the director, I would also give the same suggestion that was given in
the case scenario, which is to approach Lisa and let her know about what she felt about her
class management approaches. I would encourage a discussion between Jill and Lisa on some
of the common practices on teaching and class management to understand where the
difference in the opinion occurs and addressing them accordingly. I would further
recommend a collaborated session of brainstorming through which a set of common grounds
can be set based on the ideas and feedbacks from both Jill and Lisa. Since the perspectives
and opinions of Lisa cannot be known from the case study, the approach of having an open
and honest discussion with her seem to be the most likely option. A clear an open discussion
can help to clear ut the confusions in between them and being both to a common ground of
understanding (Scherrer, 2017).
My idea of the most effective form of leadership within an educational institution is that of a
‘collegial leadership’ which is characterized by the shared responsibilities between the staff
and the leadership, and based on the values of inclusiveness and develop an environment of
teamwork, cooperation and mutual respect. I believe that a culture of mutual respect and

2CONFLICT MANAGEMENT
inclusiveness acts as an effective approach towards motivating employees towards better
performance and also enables coordination and allows the members to help each other and
learn from each other thereby promoting better team performance. In order to promote
cohesion within the team I would adopt a four step approach which includes aligning my
personal values with that of the team to everyone is one the same page in the first step,
identify the strengths of each member and thereby utilize their skills more appropriately in
the next step, outlining the goals, objectives and overall purpose of the team to draw the ‘big
picture’ that can be used to guide the members towards better standards and approaches of
teaching in step three and finally developing value for the process and developing an overall
consent for the policies, protocols and the ground rules discussed and suggested by the
various members. I strongly believe in the significance of an open and honest communication
for the development of team cohesion as well as the necessity of mutual understanding and a
common set of objectives and goals (Beitler et al., 2018; Broukhim et al., 2019)
I would also focus on supporting Lisa and Jill to resolve their conflict and ensure that a
positive professional and cordial relation develops between them based on mutual
understanding and respect. I would also follow up personally with both Jill and Lisa to
understand the perspectives and find out solutions that can address the situation. This is an
importance factor becase the leaders have the responsibility to listen to the concerns and
feedbacks of their members, which I intend to follow by understanding the perspectives of
each Lisa and Jill in order to successfully mitigate the conflicts and promote better
understanding among them. This can also help to lay a common set of rules based on the
opinions from Lisa and Jill and develop a set of practices both can agree upon and adopt
thereby preventing further conflicts between them.

3CONFLICT MANAGEMENT
References:
Beitler, L. A., Scherer, S., & Zapf, D. (2018). Interpersonal conflict at work: Age and
emotional competence differences in conflict management. Organizational
Psychology Review, 8(4), 195-227.
Broukhim, M., Yuen, F., McDermott, H., Miller, K., Merrill, L., Kennedy, R., & Wilkes, M.
(2019). Interprofessional conflict and conflict management in an educational
setting. Medical teacher, 41(4), 408-416.
Scherrer, C. P. (2017). Ethnicity, nationalism and violence: Conflict management, human
rights, and multilateral regimes. Routledge.