Conflict resolution and deescalation in an intercultural context

Conflict resolution and de-escalation in an intercultural context: a reflection on practice Notes from the discussion led by Robert Smeaton UECA PD Fest, Melbourne, Saturday 29 July 2017 hawthornenglish. com

Rob’s biography Robert Smeaton is currently Senior Teacher - Student Liaison at Hawthorn-Melbourne – a unique position in an ELICOS college. In twenty years of international and local experience in the TESOL field, he has held a range of posts including teacher, Independent Learning Centre Co-ordinator and Director of Studies. Robert enjoys his current role as Senior Teacher – Student Liaison because it encompasses problem solving, conflict resolution and building relationships with key internal and external stakeholders. In an international education context, misunderstandings can and do arise, and it is in this significant and sensitive aspect of the life of the school community, that Robert mentors and advises students, teachers and other colleagues. hawthornenglish. com

Summary Misunderstanding is an inevitable and even essential aspect of what occurs in the language classroom, and indeed in the wider context of the language school. Do you ever wonder how culture plays a role in misunderstanding or conflict between your students, or between teachers and students? How do we sensitively communicate with staff, and our international students when misunderstandings occur? How do we, as they say, ‘move things forward’? How does our ‘intercultural sensitivity’ assist this process? How do we provide ongoing support to our students, particularly when life is not going well? How can we convey this in a sensitive manner? These are the questions that Robert explored with teachers and other staff who regularly perform a counselling role. The session covered a range of common difficulties and unpacked the cultural elements that contribute to them and provided specific strategies to de-escalate potentially serious problems. Participants were asked to reflect on their own best practice, and share these in discussions. The discussion finished with Robert’s own checklist of ‘soft skills’ that can have a powerful effect. hawthornenglish. com

Some of the questions we discussed 1. 2. 3. What types of misunderstandings or conflicts occur in English language centres? What ‘soft skills’ would you bring to your interaction with a student who is upset or confused about an aspect of their studies in the centre What is ‘intercultural sensitivity’? hawthornenglish. com

Some types of misunderstandings and conflicts that were discussed § § § Failure to achieve study goals Questioning the assessment process Fixed expectations of learning and teaching Complaints about teachers Challenging interactions between classmates hawthornenglish. com

Soft Skills Checklist (Nb. This is not an exhaustive list!) v Rapport and Needs Analysis § § Establish classroom expectations early Elicit expectations of behaviour from students Get straight to work! Ask students about themselves and their goals. v Listen § § Let the person express how they are feeling. Ask how they feel and acknowledge their feelings. v Don’t assume you ‘know’ someone’s culture § § Bring your own understanding of culture to the interaction but expect to be surprised! Ask rather than pronounce. v Don’t make a promise you can’t keep § § Understand the limits of your role. Share responsibility with colleagues. v Stick to your organisation’s stated policy and procedures § § § Make a recommendation to your manager if necessary. Allow the process to happen. Don’t give your opinion on a policy even if you personally disagree with it. hawthornenglish. com

Soft Skills Checklist continued v Learn to live with ‘Manager Shopping’! § § Accept that a student may see another colleague if you don’t give them the answer they want to hear. Be consistent in what you say and work as a team v Have a conversation, not a debate § § § Don’t see the interaction as an argument that you need to win. Don’t feel that you need to find a solution Provide possible options but allow time for people to think v Bring an end to the conversation § § § Explain that there is a time limit to the conversation Explain the actions you will take Suggest actions the student could take while they are waiting for an ‘answer’ v Don’t merely do, be seen to have done! § Follow up with the student v Document what you do § E. g. email to your manager v Be genuine in what you do! hawthornenglish. com