Written Report in GMRC

WRITTEN REPORT IN GMRC
LESSON 2B-3B
GROUP 3
LESSON 2-B
CONFLICT
-It’s the result of opposing thoughts, actions or ideas disrupting the status
-Conflict, in psychology, the arousal of two or more strong motives that cannot be solved
together1
-Conflict as a situation in which two or more human beings desire goals, to which they
perceive as being obtainable by one or the other but not both (ROSS STINGER 1967)
CAUSES OF CONFLICT
• COMMODITIES AT STAKE
• OPPORTUNITY
• PRINCIPLES AND VALUES
• TERRITORY
• RELATIONSHIP
CONFLICT MADE 3 COMPONENTS
• SITUATION
• ATTITUDE
• BEHAVIOR
CAN CONFLICT CAN BE CONSTRUCTIVE?

-IT DEPENDS ON HOW YOU LOOK AT THE CONFLICT
CONSTRUCTIVE APPROACH TO CONFLICT RESOLUTION:

• CONTROL YOUR NEGATIVE EMOTIONS
• LISTEN ACTIIVELY
• SPEAK EFFICIENTLY
• DEAL WITH THE OTHER AS A PERSON WITH A PROBLEM NEED AND HUMAN
REACTION
• FACE THE ISSUE DIRECTLY AND PRECISELY
• SEPARATE THE PROBLEM FROM THE PERSON AND ADOPT A PROBLEM-
SOLVING APPROACH
• SHOW UNDERSTANDING AND BE UNDERSTOOD
• BE WILLING TO CHANGE YOUR POSITION IN FACE THE FACTS AND REASONS
• USE SENSE OF HUMOR
• GENERATE ALTERNATIVES ACCEPTABLE TO BOTH YOU AND THE OTHER
PERSON
• SPEAK TO THE POINT
• USE INTERPERSONAL SKILLS
• BE PERSISTENT
STEPS IN CONFLICT RESOLUTION

3 BASIC STAGES IN CONFLICT RESOLUTION
• CONFRONTATION
• NEGOTIATION
• IMPLEMENTATION
STEPS IN CONFLICT RESOLUTION
1. define the problem in terms of need of the people involved
-in this context, it is important to know the meaning of the word ‘’need ‘’ at the core of
any conflict lie the needs of the conflicting parties. in fact conflict is a two or more sets of
needs pulling in different directions.
2. AGREE WITH THE DEFINITION OF THE OTHER PARTY
-A CONFLICT CAN NOT BE RESOLVED UNLESS THE PARTIES COME TO A
COMMON DEFINITON OF PROBLEM.
-negotiation is the process of reaching a common and fair agreement on a solution to a
problem affecting two or more parties.
3. BRAIN STORM POSSIBLE SOLUTIONS FOR BOTH
-FIND WITH OTHER, THE ALTERNATIVE SOLUTION EXTENSIVLEY TO THE
PROBLEM.
4. SELECT THE BEST SOLUTION FOR BOTH
-TAKING THE ALTERNATIVE SOLUTIONS ONE BY ONE WHICH THE PARTIES CAN
EVALUATE THEM ELIMINATING THOSE THAT THEY CONSIDER UNACCEPTABLE.
5. IMPLEMENT SOLUTION
-THIS MEANS PLANNING, SETTING AGREED TIME TARGET AND ACTING
ACCORDING TO THE AGREED TERM.
6. EVALUATE IMPLEMENTATION
-FIND OUT HOW IT WORKS IN PRACTICE AND HOW PEOPLE FEEL ABOUT THE
SITUATION.
CHILDREN’S WORLD OF CONFLICT
-CHILDREN ARE NOT FREE FROM CONFLICT. A TEACHER NEEDS TO KNOW THE
NATURE AND TYPES OF CONFLICTS THAT CHILDREN HAVE.
BUILDING PATRIOTIC COMMUNITY
CITIZENSHIP ATTITUDE BUILDING
-In promoting citizenship a school needs a clear model of it both in terms of local and global
needs.
PATRIOTISM
-Is the ground on which citizenship and democracy are based. A person is obliged to perform his
duties because of his love for the community and country.
PRODUCTIVITY
-Is the degree of contribution a citizen makes towards the development of One’s society.
CIVIC RESPONSIBILITY
-The consciousness of one’s duties towards the society in day-to-day life as well in long-term
perspective.
INTEREST IN CONTEMPORARY COMMUNITY, NATIONAL AND GLOBAL ISSUE
-A citizen takes interest to seek information on the issues affecting his or her Society at every
level.
ACTIVE PARTICIPATION IN COMMUNITY BUILDING
-A citizen is bound by duty to participate actively in community building according to his/her best
capacities.
CULTURAL ENRICHMENT
-A good citizen is a cultured person in that he is disciplined by the rich qualities of his culture as
well as the global culture.
OBEDIENCE TO LAW
-A citizen is necessarily one who abides by the law of his country. Schools need to develop law
consciousness in children.
NATIONAL COHERENCE
-A citizen living in a multicultural society preserves the national unity by respecting and giving
due recognition and rights to all the sectors of people in spite of their differnces of ethnicity,
language, religion and class.
SIMPLE LIVING
-Simple living is nature-friendly in every way. To live simply is to lead a life, outwardly, poor but
inwardly rich.
LESSON 3-B Call for Filipino Patriotism
Identifying my Responsibilities and Rights
Responsibilities
-To perform duties assign
-Not to disturb other's rest
Rights
-To remind others In my group of their duties if
-Not to disturb other's rest
Education for human rights
Schools’ responsibility to educate on human rights
• To educate the next generation on human rights and inculcate the basic values
embedded in there.
• Search for effective methods of teaching human rights
TEACHING HUMAN RIGHTS TO CHILDREN: CHALLENGES AND CONSIDERATIONS
Learning human rights should begin with understanding them in the daily experiences of
the personal lives of children. For instance:
• Standing in a queue for one’s turn
• ·Keeping promises
• ·Returning a debt on time
• ·Helping the injured and sick
• ·Keeping the public places clean
• ·Not encroaching on others’ property

Written Report in GMRC

Uploaded by

Copyright:

Available Formats

Written Report in GMRC

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Written Report in GMRC

Uploaded by

Copyright:

Available Formats

WRITTEN REPORT IN GMRC

CONFLICT MADE 3 COMPONENTS

CAN CONFLICT CAN BE CONSTRUCTIVE?

CONSTRUCTIVE APPROACH TO CONFLICT RESOLUTION:

STEPS IN CONFLICT RESOLUTION

CHILDREN’S WORLD OF CONFLICT

CITIZENSHIP ATTITUDE BUILDING

INTEREST IN CONTEMPORARY COMMUNITY, NATIONAL AND GLOBAL ISSUE

ACTIVE PARTICIPATION IN COMMUNITY BUILDING

LESSON 3-B Call for Filipino Patriotism

Identifying my Responsibilities and Rights

-To perform duties assign

-Not to disturb other's rest

-To remind others In my group of their duties if

-Not to disturb other's rest

Education for human rights

Schools’ responsibility to educate on human rights

TEACHING HUMAN RIGHTS TO CHILDREN: CHALLENGES AND CONSIDERATIONS

You might also like