Steiner,+Marc


 * __Assignment # 1__**

My name is Marc Steiner and I have been a professional educator since 1991. I have taught homeroom classes (G4 and G5 teaching all subject matter such as science, math, language, etc.) and Physical Education and Health to children ages 3-12 (Pre-kindergarten to Grade 6). I worked 9 years at the Thames Valley District Board of Education in London Ontario, Canada, taught 1 year of English as a Second Language at Shiyan Public School in Guangdong province, China, and now 16 years at the Canadian International School of Hong Kong. I have always been connected to the world of education and coaching since I was in high school and have worked with students of all ages focusing on developing virtues through the "Virtues Project" https://www.virtuesproject.com/ and coaching athletes in a variety of sports through school teams, summer camps, etc. I am a former All-Canadian Track and Field athlete, and have competed internationally. I am married and have 2 sons (both of which are currently in university in Phoenix, Arizona). I have traveled to all the continents of the world save for South America (closest I got was Panama). Here is a link to one of my educational blogs: http://sites.cdnis.edu.hk/teachers/marcsteiner/

This photo was taken at International House residence at the University of California, Berkeley where my brothers and I took my 94 year old father this past summer for the first time since he was a student there in the 1950's. I am on the left.

Journal Entry #1 I believe that a course on Conflict Resolution/Peaceable Schools should focus on teaching children and youth (as well as teachers, parents and administrators who are the facilitators of student learning and engagement) about the virtues they possess and how to utilise these virtues to communicate and associate with one another. If a student understands what respect, honesty, caring, justice etc. are and how to recognise and apply them in their daily life from a young age, I believe they will then have a very important set of tools in making life much better for themselves and those they interact with in the greater community. Students can use their knowledge of virtues to internalise positive behaviour that leads to a more peaceful and unified school setting and will prevent most conflicts from occurring in the first place. However, if conflicts do arise, then students, parents and educators need to be given training on how to recognise and resolve these conflicts with proven conflict resolution techniques or strategies.


 * 5 topics I would like to see included in this course are: **

Successful Conflict Resolution Techniques for a Variety of Situations

The Root Causes of Social Conflict

How to Engage the Whole Community in Creating Peaceful Schools

The Role Spiritual/Moral Guidance Can Play in Resolving Conflict

How to Recognize Conflict in Day to Day Interactions


 * __Assignment # 2 __**

Journal Entry #2 American History X turned out to be quite an intense movie that highlighted some of the issues that the US has had to deal with for quite some time. The issue of race relations, immigration, socio-economic status and education have been at the forefront of conversations in all levels of society and they are all touched upon to a certain extent in American History X. The issue of race is one of the major sources of conflict in the movie and touches on the role immigration plays out in conflict particularly in California with its shared border with Mexico. When there is inequality in society, certain people are going to feel disenfranchised, frustrated and angry and can be easily misled by others to lash out (example of the scene in the movie where the grocery store owned by an immigrant is completed trashed and workers assaulted). If everyone had what they needed, and felt safe and secure in their community they would be less likely to react in such a destructive manner. Education plays a key role in how people view the world around them beginning at home, the peers we hang out with and the educational environment provided to us (private or public). It is quite clear that Vinyard's father was to a certain extent, racist with his comments at the dinner table when he referred to the assignment by Derek's principal Bob Sweeney, as "nigger bullshit". Obviously, Derek's father's outlook on life had an influence on him at an impressionable age and resulted in adding to the channeling of his anger (as in the TV interview) at everyone other than white's and made him more vulnerable to the manipulation of Cameron Alexander and his racist/skinhead philosophies, particularly after the death of his father at the hands of gang members. It wasn't until Derek was in prison that he saw the hypocrisy behind the ignorant lies he had been led to believe (when he noticed that the white's traded favours with the Latinos even though they were supposed to despise one another). When he got out of prison, and visited Alexander at the party, he punched him because he knew that Alexander was a liar that manipulated others to suit his purpose. Sweeney had pushed Derek to expand his mind during high school and came to him in prison to help him better understand his situation and encourage him to think for himself and utilise his mind for more positive things despite the hardships he had experienced. In addition to the mentoring by Sweeney, Derek was befriended by a black inmate (Lamont) that ensured he was not beat up by the black prisoners after his run in with the skinheads in the shower room. From these experiences, he realises that he has come to believe in the wrong constructs and that he shouldn't put blame on the ills of society on one group of people, but rather, to look at individuals for who they are. He wanted to make things right by his family, especially his younger brother Danny, who unfortunately was gunned down in yet another cycle of ignorant violence. I would have liked to see the movie continue to show the feelings and actions Derek exhibited after the death of his younger brother. Although I had the opportunity to teach at a tough school in Canada, I can't imagine the level of stress students and teachers must face on a day to day basis in neighbourhoods like the one the Vinyards grew up in. Teaching at the Canadian International School of Hong Kong is radically different, in that the cultural expectations require them to conform to certain rules of conduct and aspirations held by their families and the community, particularly in terms of how they treat others and how they perform academically. The biggest source of conflict/stress that arises is usually related to academic expectations that result in lack of sleep, as well as physical and emotional symptoms that are outcomes of academic pressure rather than worrying about being beat up or shot at as in the movie scenario. Some students would agree that their parents do not spend enough time getting to know them and how to deal with the pressures of being a teenager, but they are privileged to be in a highly-resourced school with excellent staff and a caring environment. I am grateful that my sons had the opportunity to attend the school I teach at and avoid the stresses and conflicts that children in other schools’ face on a regular basis.


 * __Assignment #3 __**

A) A peaceable school or community would be one that recognises that we all belong to the same human race, and should consider ourselves as one family, albeit varied in its secondary characteristics. The individuals would be well versed in positive virtues and how to apply them daily to themselves and to those they interact with. It would be a community where everyone has the necessities of life (clean living quarters, healthy food, fresh running water, clothing, etc.), access to high quality education, and the ability to earn a living and contribute positively to the environment around them. It would be a community that takes good care of the elderly and includes them in regular everyday life where their wisdom and years of life experience can be shared with everyone. Schools would instruct students on a virtuous life with a focus on service to the world community and an understanding that the knowledge they acquire is applied in a constructive manner and not a destructive manner. Schools would have a balance between the arts, physical education, core academics, and a service component within the school like reading buddies, and outreach activities like visiting an old age home, and growing food at school to be used for the students or community. There would be no extremes of poverty and wealth, neither would everyone be expected to have the same amount of wealth (not realistic for several reasons). People would feel at ease to talk with others and share their ideas and thoughts about issues and would communicate in a polite and thoughtful manner even if they didn't always agree with one another. Everyone would be expected to contribute to the school/community to the best of their abilities. Racism, sexism and violence would not be tolerated as it is harmful to everyone (perpetrator and victim). If people are educated correctly and not left to be ignorant, racism and sexism would not even be an issue as that is a learned behaviour stemming from ignorance. If people have all their necessities taken care of they are unlikely to be angry with the world around them which would lessen the likelihood of violence. Not allowing harmful addictive drugs (which includes alcohol) would decrease violence (no gangs to distribute product if there is no demand). Alcohol is associated with abusive family situations, fights at bars, disease, automobile fatalities, etc. If people are happy and have a purpose they are less likely to want to turn to addictive substances (which people tend to do due to peer pressure or to forget about unhappy life situations). People would be expected to treat others with respect and to do this properly families and schools would have to train and teach children what true respect is and what the outcomes are when people are treated this way. Schools would be institutions of high discipline (teaching individuals to have self-control and apply their talents in a positive manner). There would be an ethical and trustworthy law enforcement institution in place that would ensure the laws of the community are kept and that those few that intended it harm were dealt with expeditiously so that they were no longer a threat to the greater community. I would be very happy to be part of such a community.

B) Oscar Arias https://www.nobelprize.org/nobel_prizes/peace/laureates/1987/arias-lecture.html <span style="font-family: Arial,sans-serif; font-size: 10pt;">http://www.youthforhumanrights.org/voices-for-human-rights/champions/oscar-arias-sanchez.html <span style="font-family: Arial,sans-serif; font-size: 10pt;">https://en.wikipedia.org/wiki/%C3%93scar_Arias

<span style="font-family: Arial,sans-serif; font-size: 10pt;">C) Teach Peace is an excellent talk by Oscar Arias and one that I totally agree with. <span style="font-family: Arial,sans-serif; font-size: 10pt;">"You Have to be Taught" sums up what many feel is true - that racism, sexism, etc. are learned behaviours rather than innate. I was taught by my parents to view everyone as a member of the same human family and that has helped me make numerous friendships with individuals from a variety of backgrounds.

<span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Journal Entry #3 <span style="font-family: Arial,sans-serif; font-size: 10pt;">D) If Hank visited my school community, he would see people cooperating with one another to solve problems and discuss a variety of worldly issues. He would see people treating one another with respect (although some kids at a young age need some extra work on this). He would see students focused on solving the problems confronting the world through participation in the MUN (Model United Nations), giving their services to build homes for "Habitat for Humanity", teaching children in impoverished areas of the world, helping handicapped individuals, showing kindness to animals by assisting at the SPCA, mentoring younger students in academic subjects, raising money to give to charities, engaging in sporting events that allow for interaction with students from around the world in an environment that promotes sportsmanship, presenting on stage, wonderful musicals and band related presentations, and promoting environmental causes like recycling, solar energy, green rooftops, "Lights out Fridays", and beach cleanups. He would see passionate teachers, who expose their students to the "big ideas", to look at the big picture and to think globally and act locally, teachers who are constantly engaged in furthering their own learning through professional development and frank conversations and more importantly, teachers who promote positive values through their actions. Hank would also see parents that care about the well-being of their children and teachers, through teacher appreciation days and donations to the school to promote learning. He would also see administrators trying their best to bring all the members of the community together to shine in all endeavours. <span style="font-family: Arial,sans-serif; font-size: 10pt;">I promote peace in my community through my actions. I treat others respectfully and I teach my students to acquire virtues that are of benefit to others. I encourage staff, students, and my own family. I strive to gain a better understanding of the world I live in and how I can contribute to it. I truly believe that peace is not only possible, but inevitable, so much so that it influences others in a positive way.


 * __<span style="font-family: Arial,sans-serif; font-size: 10pt;">Assignment #4 __**

<span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Journal Entry #4 <span style="font-family: Arial,sans-serif; font-size: 10pt;">I found it quite interesting that no one including myself got every one of the 5 questions correct when taking the "Conflict Resolution Violence Perception Quiz". When discussing it with my peers, they realised that the media must play a certain role in our perceptions of violence. I felt improvements in technology and education would make it easier for law enforcement to reduce the number of violent confrontations.

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Interrogation techniques such as waterboarding are brutal and I personally feel not useful in todays’ society as they not only harm the victims but must call into question the perpetrators values (as well as the emotional harm it could cause them). These techniques have tended to be used by the military and secret services like the FSB, CIA, MOSSAD, and by other law enforcement branches to acquire information to save lives, but at what cost, and in truth how effective have they really been? I like to think of what Oscar Arias mentioned when he stated in his __Teach Peace as a Value__ speech, " Tell your students that the biggest killer in the world is heart disease, not Saddam Hussein. Tell them that malaria claims more lives than missiles, that AIDS is more ruthless than Al-Queda. 1.6 million people die every year because of tuberculosis." Interrogation techniques such as waterboarding do not help very many people and pale in comparison to what could be done if we put our energies towards solving more important and world encompassing issues, let alone the civil liberties that are violated utilising such techniques. I feel more harm to society is caused using such violent techniques than the perceived benefits.

<span style="font-family: Arial,sans-serif; font-size: 10pt;">It appears to me from charts, maps and statistics related to violence on a global scale that regions with political/religious instability and lax gun/weapon controls are more likely to be deemed unsafe or less peaceful which makes sense to me. Economic wealth and prosperity (and whether this wealth is distributed equitably) also tends to separate nations as peaceful or more violent.

<span style="font-family: Arial,sans-serif; font-size: 10pt;">It is obvious that in most cases, one-on-one violence is not a positive, nor successful form of conflict resolution and gets people into more trouble than out of it. Looking at how much it costs financially to put an offender behind bars and the cost to the victims and their families (emotional and physical), it would make sense to me that the government spend its money on dealing with crime in a totally different way. I would like to see the money that is currently used to maintain the correctional facilities in the USA be used to help newly founded families (particularly vulnerable or struggling families) deal with the stresses of life more successfully. They could ensure that families have a proper home to live in (that they can take pride in owning), proper nutrition, access to sound education and extra-curricular activities that benefit the family and access to jobs that can help the family. Social workers and/or experts on how to raise families, could be brought into homes to help parents and children communicate and cooperate and work together as an effective family unit. If families were given a healthy chance at the beginning I am certain that there would be less likelihood for crime to take place as the decreased stress in peoples’ lives struggling to make a living would allow them to make better social and financial decisions. In general, people would be happier and have a more cohesive and positive social network that would allow them to be more successful in life and less likely to commit a crime. I am sure that there would be an inverse relationship to how much money was invested in families at the beginning of a child's life to how much it would cost to pay for the legal and prison costs of that child if he were to grow up in a dysfunctional family. If all children are brought up to deal with matters in a civil and logical manner as well as having a virtuous life instilled in them, then there would be very little violent crime committed, especially when they have access to the necessities of life.

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Extra Credit - <span style="font-family: Arial,sans-serif; font-size: 10pt;"> Pros of ALICE (Alert, Lockdown, Inform, Counter, Evacuate) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Based on the videos I viewed, some people feel that they are more prepared to deal with danger. This may make them feel less stressed knowing they have a method of dealing with an active shooter situation. Preparing in advance on dealing with a threat may help in overriding paralysis and help an individual engage proactively in order to stop the threat.

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Cons of ALICE - I don't see the training as truly helpful, particularly against a fully armed individual who is intent on taking down specific targets. The training doesn't take into account the reaction of people if they just saw a friends' head blown open and the emotional distress that is associated with it. Students shouldn't have to be worrying about being shot - too stressful. More should be done to prevent such events from happening in the first place (proper education, support for families and emotionally distressed individuals, strict gun control, less economic disparity...).


 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Assignment #5 **

<span style="font-family: Arial,sans-serif; font-size: 10pt;">The amygdala is a structure in the middle of the brain that is most commonly associated with fear. It interconnects with our sensory systems (auditory, visual, olfactory, etc.) as well as output systems that increase levels of stress hormones, make muscles tense up, etc. to determine how to respond to situations that could be viewed as dangerous. It appears to act as a storehouse of emotional memory.

<span style="font-family: Arial,sans-serif; font-size: 10pt;">The introduction to "Emotional Intelligence" was informative and explains why people react the way they do in certain situations when the amygdala is engaged.

<span style="font-family: Arial,sans-serif; font-size: 10pt;">One situation where I have seen someone who has been hijacked by their amygdala took place at one of the schools I taught at in Canada. When helping facilitate students lining up to get a vaccination, I quietly observed one of my students turning pale and looking stressed. I walked over to him and asked him how he was feeling and whether he was nervous about getting the vaccination. He looked at me and nodded without saying a word. I then asked him what had happened the last time he had received an injection and he said in a subdued voice that he had passed out. With this information in mind, I directed him to a line where some gymnastics mats were laying on the floor and had him wait there for his turn. Moments later while assisting some other students I heard a thud and turned to see the student I had been communicating with earlier had fallen to the mat like a ton of bricks. Fortunately due to the cushioning of the mats, he was not injured (if it had been on a hard floor he may have received a concussion or worse). What I learned from this experience is that when someone has a fear and panics, their muscles freeze up and as in the mentioned case the mind deals with this fear by having the person pass out/lose consciousness so as not to deal with their fear of having a needle inserted into their body. Interestingly, this made it very easy for the nurse to inject the vaccine without fuss. The boy woke up a few minutes later looking a bit dazed and confused and complaining of a sore neck but otherwise fine and happy that the injection was done and over with. I have also seen individuals over react to certain situations for which they were later apologetic or remorseful due to a quick reaction without taking time to think it through.

<span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Journal Entry #5 <span style="font-family: Arial,sans-serif; font-size: 10pt;">Amy Cuddy Youtube Ted Talk "Your Body Language Shapes Who You Are"

<span style="font-family: Arial,sans-serif; font-size: 10pt;">I found this Ted Talk to be revealing but also confirming in regards to my personal experiences in relation to positive feelings of being in a position of power and control or negative feelings related to not being in control of a situation depending on the circumstances. As a former All-Canadian track and field athlete I can completely relate to the feeling of elation when crossing a finish line in a medal position and know from experience that it is common to raise ones arms and head in happiness just as mentioned by Amy Cuddy. When I feel sure of myself I tend to take on at least one or two of the power poses mentioned and I know there are times where a position of weakness has been shown when feeling despair. I thought the advice given prior to an important interview where one should adopt a power position is sound and I will remember to do this even if I have done so in the past. The most interesting knowledge I gleaned from this talk was in regards to the levels of cortisol and testosterone being directly influenced by whether we adopted a particular power pose or not. I would be interested in having tests done on me in similar experiments. Knowing that feeling powerful would increase my level of testosterone is something I would have expected, but I did not realise there was also a very dramatic lowering of cortisol (stress hormone) accompanied with this level change. It would therefore make sense to adopt positions of power as often as possible as this would reduce negative stress levels, something that I believe would positively affect one's health and well-being. Believing in yourself and persevering when times are tough helps raise one's level of confidence when dealing with a variety of situations. I have always looked people in the eye and shaken their hand when consulting upon matters and I believe this reassures the person I am interacting with that I can be trusted and help them feel I am a confident individual that can positively affect the task at hand.


 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Assignment #6 **

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Conflict can be seen, as an active disagreement between people with opposing opinions or principles or fighting between two or more groups of people or countries. []

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Conflict resolution is a way for two or more parties to find a peaceful solution to a disagreement among them. The disagreement may be personal, financial, political, or emotional. When a dispute arises, often the best course of action is negotiation to resolve the disagreement. <span style="font-family: Arial,sans-serif; font-size: 10pt;">[]

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Mediators are often used to arrive at a resolution between two parties.

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Intervention aimed at alleviating or eliminating discord through conciliation. <span style="font-family: 'Source Sans Pro',sans-serif; font-size: 10.5pt;">[]

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Personal observations of conflict resolution: I have seen children on playgrounds figure out ways to resolve disputes through a variety of mediation techniques (sometimes successfully and sometimes not). I have seen very mature attempts at conflict resolution among adults with great results and immature attempts that result in an impasse or worse.

<span style="font-family: Arial,sans-serif; font-size: 10pt;">1. I have witnessed a high school basketball coach disagree with an umpire’s call, which then led to an escalating shouting match, then encroachment into the umpire’s personal space, slamming down a clipboard, and finally resulting in ejection from the game. The coach was reminded of this incident numerous times in the season by his own athletes and he would respond with a sheepish grin on his face.

<span style="font-family: Arial,sans-serif; font-size: 10pt;">2. Optional reading – I read it

<span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Journal Entry #6A <span style="font-family: Arial,sans-serif; font-size: 10pt;">3. I have also witnessed a stressed individual on a ferry get into a very aggressive shouting match with another man whom he felt had made an inappropriate comment about his newly born child (it was obvious that his belligerent response was over the top). Once the man had let loose he just continued with his tirade - his amygdala was fully engaged - and was clearly blowing the situation well beyond what was warranted, to the point where he threatened to kill the man if he ever commented about his child again (he was livid and shaking by the end and could easily have ended up engaged in a physical altercation). I am sure a few minutes/hours later this man who had lost it would realise he had responded in a totally inappropriate manner and would probably have felt remorse. This man must have perceived the comment by the stranger in a way that triggered the amygdala to view the comment as a threat and signaled him to react to protect his newborn child. Another possibility may have been that the individual had low self-esteem/confidence issues and felt the comment reflected on him in a negative way and he had to stand up for his family.

<span style="font-family: Arial,sans-serif; font-size: 10pt;">I do not believe that the involvement of emotions and the amygdala will always hinder conflict resolution. I have seen individuals who have had a lot of experience with the world around them (various social, cultural and environmental backgrounds) control their responses to challenging situations in a relatively calm manner. I believe having previously dealt with numerous emotions and how they affect you and the people around you can make individuals more mature and wise in their responses.

<span style="font-family: Arial,sans-serif; font-size: 10pt;">I once assisted a police officer whose vehicle had been hit at night on the side of the highway by another car which had lost control due to debris that had fallen out of a truck and scattered across the highway. I immediately went to see if the officer was okay and determined that he had been dazed by the incident (head had been smacked into the steering wheel and blood was running down his face). However, when I asked if he was alright he quickly regained his composure and asked me to set up flares on the highway to slow cars down, and ask the staff at the nearby service station to bring out brooms to clear the road of debris. He also radioed for assistance and went to help the drivers of the other vehicles. It was obvious that the officer’s training enabled him to override the negative effects of the amygdala and coolly deal with the situation in an efficient manner. <span style="font-family: Arial,sans-serif; font-size: 10pt;">I also have a family friend who works for the United Nations in war torn areas and he shared an interesting story with me as well. When he was stationed in the Congo to oversee food distribution, he was accompanied by a bodyguard who was a 7th degree black belt. One situation transpired that a marauding militia attacked their camp and was intent on taking certain individuals and items. A group of 5 heavily armed men entered his lodgings and I was expecting his bodyguard to go into full ninja mode, but my friend David, said that this man quickly sized up the situation, figured out who the leader was, addressed him specifically and managed to talk him down from a situation that could have ended tragically. When my friend David asked him why he didn’t immediately fight back – his response was, “I have been taught to physically defend myself when I have no other options and to channel my fear into more productive ways of dealing with situations. It appears that this man knew how to keep his amygdala from controlling his actions and to let his mind figure out the most suitable course of action.

<span style="font-family: Arial,sans-serif; font-size: 10pt;">I thought the article <span style="font-family: Arial,sans-serif; font-size: 10pt;">[] was insightful into how the military can use neuroscience to help produce soldiers and commanders who are better able to respond emotionally to life and death situations (//"Leaders have a responsibility to control the effect of emotional energy and remain calm in the face of danger." "Regardless of rank, and even during intense combat, leaders must create an environment that is conducive to making cognitive, not emotional, decisions.")//

<span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Journal Entry #6B <span style="font-family: Arial,sans-serif; font-size: 10pt;">I believe that in some circumstances cursing can relieve pain after stubbing a toe, hitting a finger with a hammer, etc., however, I don't believe foul words need to be used all the time (though I am guilty of this). "Sugar" works provided you say the word in a manner that increases your level of adrenaline and endorphins which eventually decreases the level of pain felt. Using foul language can also increase the stress of people around you and that may not be a positive thing (example of road rage...). From what I read in a Scientific American article [] the emotion exhibited when cursing is more important than using an actual swear word and in fact the impact of swearing wears off if overused. From another article in Time magazine [] the same advice is given. //"U// //<span style="color: #333333; font-family: Georgia,serif; font-size: 10.5pt;">sing swear words sparingly, and only for the choice pain that really requires them, may help maximise their pain-relieving effect." //<span style="color: #333333; font-family: Georgia,serif; font-size: 10.5pt;">In my own personal life, the advice that most resonates with me is the one referring to using swear words sparingly and only when I have really hurt myself.


 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Assignment #7 **


 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">I enjoyed reading pages 155-173 of InStepp (as well as other chapters of the book) **

<span style="font-family: Arial,sans-serif; font-size: 10pt;">"I Messages"- I have found that “I messages” can be very useful when utilized correctly and regularly. Below are examples of when I have used them in my daily life.


 * <span style="color: #0070c0; font-family: Arial,sans-serif; font-size: 10pt;">Positive **

<span style="font-family: Arial,sans-serif; font-size: 10pt;">“When you talk politely to your classmates they are more likely to talk politely with you, which would make me happy.” **//Reaction//** //- The student spoke kindly to his classmate and the other classmate reciprocated and I mentioned to the child that I was happy to see him act in such a positive manner (reinforce the good behavior).//

<span style="font-family: Arial,sans-serif; font-size: 10pt;">“When you clean up the kitchen and wash the dishes, you make life easier for your mother which makes her feel appreciated and in turn makes me feel proud to know I helped raise a son that is conscientious of the needs of others.” **//Reaction//** //- My son did his chores while listening to music and felt a sense of accomplishment when finished, particularly knowing that it made his parents happy (even though at the start he may have grumbled a bit). I then thanked him for being helpful (reinforcement of good behavior)//


 * <span style="color: #0070c0; font-family: Arial,sans-serif; font-size: 10pt;">Negative **

<span style="font-family: Arial,sans-serif; font-size: 10pt;">“Because you chose to not to cooperate with your team, they were not able to accomplish the task, which made your team unhappy with your choices and were disappointed that they were not able to accomplish the task.” **//Reaction//** //- The child cooperated more effectively with his team on the next task and they were more appreciative of his effort. (Though this does not always happen right away)//

<span style="font-family: Arial,sans-serif; font-size: 10pt;">“When you talk while I am giving instructions, you are disturbing the learning of others and this disappoints me as it is unfair to them as learners and me as a teacher.” **//Reaction//** //– The student realized they were not being responsible and changed their behavior (Though there are times when a student needs to be sent out of class or talked to individually as their behavior is too disruptive)//

<span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Journal Entry #7

<span style="font-family: Arial,sans-serif; font-size: 10pt;">“Dear Gigi, when you go through my personal belongings and that of my boyfriend, you invade our privacy which in turn makes us feel upset and agitated.” **Corrective**

<span style="font-family: Arial,sans-serif; font-size: 10pt;">“Dear Gigi, thanks kindly for respecting my privacy which has helped my relationship with my boyfriend and at the same time makes me feel appreciated and respected.” **Positive**

<span style="font-family: Arial,sans-serif; font-size: 10pt;">I feel that a true friend would be able to respond positively to these “I” messages (Even if at first, they felt a bit embarrassed or ashamed.) and if they can’t, then they have some serious issues that need more delving into. If needed, these messages should be repeated until she finally gets the meaning of how she should conduct herself when in her friends' home. If she doesn’t change her behavior, then her friend will need to take appropriate alternative courses of action.


 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Assignment #8 **

<span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Journal Entry #8 <span style="font-family: Arial,sans-serif; font-size: 10pt;">After reading the 3 articles suggested I have written the following:

<span style="font-family: Arial,sans-serif; font-size: 10pt;">I agree that conflict resolution should be part of the school curriculum as it can then be utilised on a daily basis to cultivate a culture where individuals know how to resolve conflict effectively as it happens, or prevent it from occurring in the first place. When students are given the correct tools and support to solve issues they become more proficient, willing and capable of dealing with conflict. As students feel empowered to deal with conflict, they become more engaged and confident in their abilities as well as more sensitive to the needs of others. When I was a Grade 5 homeroom teacher, I had students read out a virtue of the week definition every day along with some examples of this virtue. They would keep a weekly journal describing when, in the past they had shown or seen that virtue in action, and what they had done to practice that virtue during the current week. They could also demonstrate their understanding by drawing and writing, or role playing about that virtue. Because I did this on a regular basis I noticed a change in the way my students behaved towards one another by the end of the year. I never had to discipline my students directly as they took care of that for me (quite an enlightening and profound experience). For example, if a student was interrupting the class, another student would immediately remind them that they were interrupting the class, that the behaviour was not helping the class and that the other students and the teacher would appreciate it if they were more respectful/thoughtful so everyone could be successful in completing their tasks (Sometimes they would be blunt (“Be respectful”), but to the same effect.). In many ways, they had learned to use the "I" messages discussed in assignment #7 quite effectively (positive peer pressure). I believe they also felt empowered and that they could rely upon their peers to keep them in line (again in a positive yet just manner). <span style="font-family: Arial,sans-serif; font-size: 10pt;">After having read the 3 articles you suggested, I would advise the administration and other teachers to teach the students in a similar manner to how I taught my G5 students. I would prefer to see this approach done across the nine to fourteen-year-old age groups (This could be effectively administered using an age appropriate scope and sequence for K-G12). I would also suggest that teachers and parents be trained on how to use constructive "I" messages and act as reinforcing role models in this regards. Having teachers and parents understand the neuroscience behind children and youth brain development would help them communicate and motivate their kids more effectively (Could easily be done through workshop sessions). I was interested in reading about the harm that can be caused by adults towards children and youth in a coaching/teaching environment and the long-term scarring that can occur if coaches/teachers use a bullying type philosophy to "motivate" kids. I feel that this is an issue that teachers and coaches should be made aware of.


 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Assignment #9 **

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Baum-Nicols Personality Profile:

<span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt;">Journal Entry #9

<span style="font-family: Arial,sans-serif; font-size: 10pt;">I would agree with the personality test that I took to some degree. I had a balanced score of 28PP, 27LE, 20CP and 25PM. In one way this makes sense as I am a combination of all four profiles. I have always been a people person, so it makes sense that I have the highest score in this area. I have been a captain of teams, started my own business when I was young, interacted with people of all backgrounds, talked in front of thousands of people and as a teacher and a coach, I have learned to facilitate and motivate students and athletes to achieve their best. I like organisation and will sometimes take a lot of time to make sure things are "just right" (running large scale sports days, track and field meets, etc.) which means I am a practical manager. I enjoy research, whether it is reading up on current studies related to education, health, or medicine or simply finding the best deals on Amazon. I also like researching real estate to determine the best area to buy a house and all the various factors that entails (When helping family and friends look for a new home) so I am also a "learned expert". Being a parent, I have had to determine the best learning environments for my sons and ensure that they get the best out of life. I have always enjoyed solving problems as I feel a sense of accomplishment when navigating a challenging situation and completing a task, and I enjoy dreaming on a regular basis and being creative about what could be accomplished in a variety of scenarios. In the end, I felt it was a relatively reliable test (This coming from a person that is not always convinced that tests can tell everything about a person) as it was an accurate indicator of my personality.


 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Assignment #10 **

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">The two movies in question (History X and October Sky) are very different in plot, character development, time in history and location, however, the one thing they have in common is how family, peers, community and important figures shape and mold the characters of Homer Hickam and Derek Vinyard.

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Homer’s family was a nurturing in many ways. Mom always looked out for the best interests of Homer and tried to smooth things over when things didn’t work out between him and his father. The father was a demanding man who expected Homer to follow in his footsteps and thought his rocketry was a wishful pursuit. However, he did set the example of providing for the family and when he was injured and couldn’t work, Homer stepped up and took over until he recovered. Homer learned his stubbornness from his father and at the end of the movie was rewarded by his father showing up to see him blast off the last rocket. His parents taught their kids to be respectful and he had an older brother that watched out for him. The father was upset when he had to go and bail his son out of jail for the alleged starting of a forest fire, but he did not allow this to interfere with what he knew was right and wrong as he stood up for Homer’s friend and intervened when the alcoholic father was beating Homer’s friend up. He reminded Homer’s friend that his real father was one of the best men he ever knew. Homer could always expect to have a roof over his head and three square meals a day.
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Family **

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">The family of Derek seems to have raised him reasonably well, but he was influenced by his father’s prejudices which may have led him to seek out the negative influence of Cameron Alexander. The mother seemed to be a loving woman but not one to stand up to the father if they disagreed. The job that his father did as a fireman, provided the family with a relatively stable home life. His brother and sister seemed to get along quite well with him, particularly when he was younger. When the father died, the entire family was thrown into disarray, and the stability they once had was gone.

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">The role of the mother in the development of each of the two main characters Derek and Homer.
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Mothers **

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">The mother of Homer took good care of Homer even when he got into disagreements with his father who always seemed to prefer the older son and attend all his football games. She would smooth things over between Homer and his father and make sure Homer was encouraged in his endeavours. The mother of Derek was a timid woman, not willing to stand up for her conscience when the father was alive or when Derek argued with Murray at lunch. She completely fell apart after the passing of her husband, but she did love her children and never gave up on them.

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">The role of the teacher Murray in Derek’s life and the role of Miss Reilly in Homer’s life.
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Teachers **

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Murray was not liked at all by Derek as he saw him as an opportunistic man taking advantage of his lonely mother (Deep resentment). He also resented him because he was Jewish. Murray meant well but did not know how to deal with Derek’s frustrations after the passing of his father. Murray may have thought he was providing stability in the life of the Vinyard family after the father’s death, but Derek pushed him out of the family’s life. <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Miss Reilly always encouraged Homer to pursue his dreams, even when things got tough. She also stood up for him whenever she could in front of the principal and gave him a book on rocket science to advance his dreams. She was a true inspiration to Homer through the way she acted and lived her life. She convinced him to attend the science fair which enabled him and his friends to receive university scholarships and allow him to leave his failing little town to pursue his dreams. She told him that if he (or other students) succeeded then she had done something special in her life.

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">The role of the two principals in the lives of Derek and Homer.
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Principals **

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">The principal was a hard man that didn’t encourage Homer at all, as he viewed his pursuit of rocket science the same way his father did – useless. However, when he saw that Homer’s passion might bring recognition to the school, he gave him the green light to prepare for the science fair. Derek’s principal encouraged him to look at the big picture, to see beyond the lies of the world and to better understand who he was as a person. He came to see him at one of the most vulnerable and difficult times of his life to help him through it and learn from his situation. With time and experience, Derek realized that Sweeney was a dedicated man who deserved his respect.

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">The role of the community in the lives of Derek and Homer.
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Community **

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Other than the uncertainties of whether you would have a job or not Homer’s community was a relatively stable one where everyone generally got along and he did not have to fear for his life (though he may have worried about his father in the mines). Most people in the community regardless of where they were from were generally accepted. If you worked hard you were respected. The family units were all relatively intact in his community, other than the few who lost their lives in the mines. The community was one where respect was expected. The community he grew up in allowed Homer and his friends to move on to bigger and better things in life. In the case of Derek, he lived in an ever-worsening community rife with drugs, gangs, intimidation and murders, one that in the end took the life of his father and his brother. When Derek was younger his community was relatively stable and appeared to be a nurturing environment, however as he grew older this changed for the worse, which had a negative impact on his life. The hatred and ignorance that resulted in the violence in Derek’s life was not nurturing in a positive sense, especially with the negative influence of Cameron Alexander.

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Fortunately, both Derek and Homer, transcended the limitations of their respective communities and forged a more positive path in life, though Derek’s was a darker path.

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">I have enjoyed taking this course and have learned more practical applications in regards to conflict resolution that I can use in both my personal and professional life. <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Thanks kindly for preparing the course.

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Sincerely, Marc