Adults in a serious discussion.

Conflict Management & Resolution


Brothers, if anyone is caught in any transgression, you who are spiritual should restore him in a spirit of gentleness. Keep watch on yourself, lest you too be tempted. – Galatians 6:1

Adults in a serious discussion.
Photo: Unsplash

Conflict is a normal and natural consequence of human interaction. It may be uncomfortable but we need to know how to manage it, particularly when conflict arises with our students. Most of the time, positive conflict management and resolution skills result in positive outcomes. Conflict can enhance our classroom’s balance, stability, and effectiveness, or it can result in a disaster. Management is key. Let’s explore five strategies for effective conflict management and resolution.

Separate the person from the problem.

  • Use a neutral, calm tone of voice
  • Talk about the problem
  • Listen!
  • Focus on preserving relationships

This strategy requires self-control, the ability to listen, and a focus on building relationships rather than ‘winning’ or proving the other person wrong.

Focus on the issues, not intent or personal position.

  • Avoid name calling
  • Make ‘I’ statements, not ‘you’ statements
  • Use humor appropriately
  • Apologize if necessary
  • Never assume motive or objectives

Generate a variety of options.

  • Ask questions
  • Allow time to investigate options
  • Establish options
  • Allow all members to put forward their ideas, information, or options

Finding out more information about the situation almost always results in better conflict management. Being ‘heard’ is often the first step to resolution.

Base agreement on objective criteria.

  • Don’t assume someone has to win or lose
  • Maintain a time line

Creating objective criteria helps everyone to focus on the results, not the people involved in the conflict.

Strategy 5: Prepare for failure before it happens.

  • Be patient and persistent
  • Know your best alternative plan
  • Know when to take a break or walk away
  • Ensure all parties know you worked hard to come to resolution
  • Treat others as you would like to be treated

Conflict should be dealt with as soon as possible. It should not be left to fester from week to week. However, when all parties in the conflict are highly emotionally engaged, it may be a better idea to step away from the situation, pause, and then reconvene for continued discussion once the heat of the moment has passed. Participants in conflict should be encouraged to resolve conflicts on their own, but should have a strategy and resources handy if necessary.

Conflict situations can be a learning experience for students and a way for teachers to set the bar high. Much conflict can be avoided by creating norms and acceptable behaviors standards prior to an incident occurring. These types of standards allow a teacher to navigate the conflict conversation successfully. It is much easier to reflect on a situation when teacher and student are able to focus on the underlying standards and expectations already in place, than when the conflict appears to be a personality issue. Conflict shouldn’t simply be a response to a bad situation; instead, it should be the beginning of a process that leads to resolution.


Getting to ‘Yes’: Negotiating Agreement Without Giving In

Corporate Training Materials for Conflict Resolution

Peacemakers Ministries

Bible texts for conflict situations: James 1:19, Proverbs 15:1, Matthew 5:9



Sharon Aka is the Associate Director of the Adventist Learning Community & Associate Director for the North American Division Office of Education. In her role she supports content development and training for pastors, teachers, ministries, administrators, and believers and seekers. She has worked for the Seventh-day Adventist Church for 3 years, and continues to be excited about combining her faith and profession. Sharon is a Registered Nurse by trade, with 16 years experience as Surgical Nurse and Nurse Educator at The Scarborough Hospital in Toronto, Ontario. She also has 11 years experience as a Professor of Nursing and Professional Development Specialist for faculty at Humber Institute of Technology & Advanced Learning in Toronto, Ontario. Sharon is a PhD student at Andrews University, USA.

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