Chapter 13: Creating a Peaceable Classroom

Literature on classroom management indicates that learners find it difficult to focus on

academic work when there are social distractions. The Carnegie Council on Adolescent
Development holds that mutually respectful relations are imperative for intellectual development
and growth (1989, cited in Goodenow, 1992). Goodenow (1992) likewise posits that belonging
and acceptance are potentially important factors in learning. Similarly, Lantieri and Patti (1996)
put forward that there is a relationship between distress, anxiety, and the ability of our memory
to work. Schwitzer, et al. (1999) write that one of the vital tasks related to a successful academic
experience is being able to establish successful interpersonal relationships in the campus. All
these tell us that a peaceable learning environment is necessary in the process of learning.

What is a peaceable classroom? The concept was first coined by William Kreidler, an
elementary school teacher and conflict expert who saw that conflict in the classroom was
caused by many factors such as miscommunication, exclusion, the inability to express
feelings appropriately, and the lack of care and respect for each other (Lantieri and Patti,
1996). A peaceable classroom is characterized by affirmation, cooperation,
communication, appreciation for diversity, appropriate expression of feelings and
peaceful conflict resolution.

A survey of 99 high school students in the Philippines revealed that bullying in the
classroom is one of the major causes of distress and anxiety among them. Victims of bullying
are harmed both physically and verbally. Victims have experienced being hit, bitten, and locked
in a room, kicked, spat on, pinched, pushed, and scratched, among others. Verbally, they have
experienced being called names, threatened, and victimized by malicious rumors. Topping the
list of victims who are normally excluded, ignored and isolated by the majority are those thought
of to be nerds. Other common victims are those who do not measure up to set standards of
beauty, the overweight, the dark-skinned, the economically poor, the gays and the lesbians,
those who have provincial accents, and the new students (Nario-Galace, 2003).

Damaged self-esteem is one of the known effects of bullying. Students, guidance

counselors and teachers interviewed from different secondary schools in Manila confided that
victims of bullying withdraw or keep to themselves. They become loners or aloof. Others
absent themselves frequently from class and some have dropped out. Grades were also
reportedly affected.

Creating a peaceable classroom is a way to help students respect and appreciate each
other regardless of differences. Here are some ways to help create that atmosphere of love and
acceptance in our classrooms:
Declare your classroom a zone of peace and establish rules to achieve it. On the first few
days of school, introduce to your students the concept of a peaceful classroom. Ask them what
they think are the elements necessary to create an atmosphere of peace in the classroom. Ask
them to put up a poster indicating that their classroom is a Zone of Peace and the guidelines
necessary to achieve it.
THIS CLASSROOM IS A ZONE OF PEACE
1. Listen when someone is talking.
2. Do not exclude anyone.
3. Say only kind words.
4. Speak gently.
5. Show respect for each other.
As the teacher, let this peace begin with you. Each morning, tell yourself that you will be
a peaceful teacher that day. Every time something rubs you the wrong way, remind yourself that
you have resolved to be peaceful and would not allow yourself to explode. Each time you enter
the classroom, breathe out or ground off any negative energy that you caught along the way.
Radiate positive energy. Smile as you greet others. Teach your students greetings of peace in
local dialects or foreign languages and use it as a springboard for a brief discussion on peace
issues of the day, when applicable.
PEACE IN MANY LANGUAGES
Salaam (Arabic)
Boboto (Lingalal-Congo)
Shalom (Hebrew)
Beke (Hungarian)
Amani (Swahili)
Shanti (Hindi)
Damai (Indonesian)
Heiwa (Japanese)
Pyung Hwa (Korean)
Paz (Spanish)
Pax (Latin)]

Affirm your students. Say something positive or nice to someone when an opportunity
comes up. Recognize the idea they contributed. Show interest with what the learners have to
say. Nod or look them in the eye.

Express feelings appropriately and encourage students to do so. When there are
situations that anger you, refrain from aggressive ways of reacting. When our patience is tried,
the level of the anger thermometer in our bodies goes up and we tend to react forcefully. It is not
rare to hear of teachers yelling at their students; kicking or pushing furniture; or throwing items
when angry. Teachers should learn how to manage their anger. Instead of exploding or
suppressing it, teachers can use calming techniques like breathing deeply or gently leaving the
anger scene and coming back when the angry feeling has subsided. Students should also be
taught appropriate expressions of feelings. They should be taught "cooling off" techniques like
writing how they feel (“I am very upset!”), altering their thoughts ("She probably did not mean to
hurt me. Maybe she is worried about something."), repeating calming words ("Relax, relax"),
and talking to one's self ("I will not explode.") When steam has let off, the students may express
their feelings using "I-messages". I-messages are statements that speak of your feelings and
interests. They are alternatives to blaming statements expressed in moments of rage or
frustration. For example, instead of saying "You are very irresponsible" when a classmate
comes to your group meetings way after the appointed time, you can say "I am frustrated
whenever you come late for our meeting because we might not be able to get the grade we
want for this project." I-messages communicate our feelings (I am frustrated); the behavior we
are reacting to (whenever you come late for our meetings); and the reason for this feeling
(because we might not be able to get the grade we want for this project).

As teachers, choose to say nice and gentle words. A painful truth can be said in a
way that does not injure. Again, I-messages are helpful here. Instead of blaming students, refer
to how you feel about a behavior, e.g., "I am bothered when I see some of you talking while a
classmate of yours is reciting."

Encourage respect for and acceptance of differences. A peaceable classroom is one

where students feel a sense of belongingness and acceptance. Hence, they should not be
ridiculed or marginalized especially for characteristics that are beyond their control. As a
teacher, examine your own biases. Are you inclined to stereotype girls or gay students? Do you
discriminate against the slow learners and regard the intelligent students more favorably?
Refrain from putting students down and remind your students to desist bullying behavior.
Organize a welcoming activity for new students. Give old timers a pep talk on the joy of being
warmly received. Assign old timers to be "big sisters and brothers” of the newcomers and assist
them in their needs. Talk to your class about the importance of respecting differences. Remind
them that the color of the skin, the texture of one's hair, the size of one's body, and the amount
of money in one's pocket have nothing to do with what is in one's heart. Remind them that
people differ in sexual orientation, mental ability, and manner of dressing or speaking, among
others, and these differences do not give anyone the right to tease, exclude, or hurt another.
Humor is encouraged in class but jokes should not be said at someone else's expense.

Employ more cooperative than competitive activities. Cooperative activities are

those that will enable the class to work together to pursue a goal. Ugly competitions breed
divisions that may set conflicts in motion. Cooperative activities, on the other hand, promote
positive interdependence where students learn the skills of communication and collaboration to
reach a desired goal. When students are given cooperative activities, they learn how to solve a
problem together and to help one another using members' different talents, skills and strengths.

Teach students how to resolve conflicts peacefully and constructively. When there are
hurtful situations, take an active role against it. Mediate in conflict situations. Employ a problem-
solving approach. Teach students how to use this approach and how to dialogue constructively.
Remind them that effective dialoguing entails that disputants speak to each other in a gentle
manner. Both words and gestures should be respectful and kind. Remind them that a solution
may be found if they will genuinely listen to each other's perspective. Designate a peace corner
in the classroom or a peace area in the school yard or grounds where students can talk about
their concerns.
Below are simple questions that can guide the students' dialogue:
Questions That Can Guide a Dialogue
1. What happened?
2. What do you need?
3. What possible solutions are there?
4. What solution is best?

Practice students' skills of communication. Many conflicts in the classroom arise

because of miscommunication, misperception and misunderstanding. There are times when
what we say is not accurately received by the other or when what we do is inaccurately
perceived. One way to help avoid conflicts emanating from miscommunication is to teach the
students how to clarify and paraphrase. Teach them that when something said bothers them,
they should clarify if they received the message accurately, e.g., "May I know if I am correct in
understanding what you said? Did you say that...?"
People sometimes have the tendency to speak before they think. Before they could
catch themselves, the negative words have already been spoken. Practice students into
changing negative statements into positive ones. The use of “I-messages" will be helpful in this
regard.
Changing negative statements into more positive ones:
a. Shut up!. Alternative: Please keep quiet.
b. You are irritating. Alternative: I am bothered when...
c. You are too nosy! Alternative: May I have some private moments, please.

Our words can be a two-edged sword; hence, we should be careful on how we say
things. Teaching our students to choose the words they say in consideration of other people's
feelings will help reduce conflicts in the classroom.

A peaceable classroom is one where students feel safe and secure. It is a place
where they are free to be the person they are, cognizant of their responsibilities. It is a place
where they grow as persons without threats of being ridiculed, marginalized or hurt. Teachers
can help build these kinds of classrooms. If the principles of peace are taught and lived in the
classroom, it will be easier for learners to carry on these values and skills to their other spheres
of interaction. And peace teachers should be happy that they have done their share in building a
society where the new norms are peaceable.