Time
10-15 minutes
Frequency
Weekly
Material
N/A
Purpose
To develop skills to organize an argument, share your point of view, consider various opinions and negotiate
- Select a topic to be discussed, negotiated and agreed upon. This topic can be silly, such as, you need to order a pizza where the toppings will suit everyone.
- Divide the class into two groups.
- Allow each group five minutes to identify some arguments and ensure that these aren’t biased.
- One group goes first and shares their points for one minute, followed by the second group.
- Then, ask both groups to come together and find a solution that is perceived as a win-win for both teams.
- In the small-group discussions and whole-class debate, have students consider the facts, the different opinions and potential compromises.
- In addition, ask students to consider the way they engage in discussion with others. Are they being respectful or disrespectful? Have they ensured that they stay focused on the issue and not attack the person?
- Incorporate the idea of the dignity of each person as necessary in solving conflict and resolving problems.
- Ensure that marginalized students continue to have an amplified voice when the dominate views are the majority.
Complementary practice: Active constructive listening (Healthy relationship skills)
Adolescents learn important skills during negotiations like: understanding the facts about theirs and others’ beliefs on a particular issue, how to explain the rationale behind their decision making, and how to maintain relationships once a conflict or disagreement is over (Kidder, 2017). When given explicit instructions to do so, students are capable of compromise, which is an important life-skill when settling differences of opinion during everyday interactions (Stein & Albro, 2001).
Students whose social problem-solving skills are inadequate for their circumstances [added by SMH-ON: such as systemic racism and structural oppression] are more likely to be impacted by stress and negative experiences, increasing the possibility of them experiencing depression (Ozdemir et al., 2013). The development of strong social problem-solving skills will support students in managing the risks of aggression, depression, and stress (Ozdemir et al., 2013). Ultimately, learning to understand and appreciate others’ points of view helps to facilitate solutions during arguments, and foster social relationships over the long-term (Stein & Albro, 2001; Kidder, 2017).
Kidder, D. L. (2017). BABO Negotiating: Enhancing Students’ Perspective‐Taking Skills. Negotiation Journal, 33(3), 255-267.
Özdemir, Y., Kuzucu, Y., & Koruklu, N. (2013). Social problem solving and aggression: The role of depression. Journal of Psychologists and Counsellors in Schools, 23(1), 72-81.
Stein, N. L., & Albro, E. R. (2001). The origins and nature of arguments: Studies in conflict understanding, emotion, and negotiation. Discourse Processes, 32(2-3), 113-133. http://dx.doi.org/10.1207/S15326950DP3202&3_02
Planning and organizing facilitate the clarity and as such allow students to communicate with others to develop greater mutual understanding. The interconnectedness of their relationships deepens the appreciation of being committed members in God’s family.
(2a) An effective communicator who listens actively and critically to understand and learn in light of gospel values.
(2e) An effective communicator who uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.
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