Teacher’s Calendar 2010-2011

conflict
resolution
education
connection

“No Teacher Left Behind”

*9,;,
Conflict Resolution Education 
in Teacher Education
 Welcome to the 2010-11 Conflict Resolution Education Calendar for Teachers!
About This Calendar:
Teachers rock! Educating our future generations may not always be easy, but it sure is important. Please accept this calendar as a token of
our appreciation for the work that you do. We hope you will find the enclosed classroom activities, teacher’s tips, web resources, inspirational
quotes and world calendar days useful as you go about the work of teaching and working with young people. We believe infusing conflict reso-
lution ideas into classrooms, the underlying theme of this calendar, is good for both teachers and youth alike. In the end, reductions in unneces-
sary conflict and strengthened interpersonal relationships leave more time for teaching and learning.
Calendar Sponsors:
This calendar, our 2nd edition, is a collaborative project developed by associates of the Conflict Resolution Education in Teacher Education
(CRETE) initiative (read more about CRETE inside the back cover) and the international Association for Conflict Resolution (ACR). Local
sponsors may also have helped cover printing costs in order to make the calendar available in your area. Partners working on the
calendar include:
CRETE’s Conflict Resolution Education Connection website based at Wayne State University. CREducation.org has been online since
2008, working hard to be THE go-to website for free educational resources related to conflict resolution. Support from the JAMS Foundation
and FIPSE helped make it possible. Find out more about our sponsors and resources at http://www.creducation.org

ACR’s Education Section, an extension of the former National Association for Mediation in Education. The section has a long legacy of
bringing educators and conflict resolution trainers and practitioners together to promote conflict resolution in educational settings. We would
love to have you join us! Find out more at http://www.mediate.com/acreducation

ACR’s Conflict Resolution Day Committee. Conflict Resolution Day was conceived in 2005 by ACR to: Promote awareness of mediation,
arbitration, conciliation and other creative, peaceful means of resolving conflict; Promote the use of conflict resolution in schools, families, busi-
nesses, communities, governments and the legal system; Recognize the significant contributions of (peaceful) conflict resolvers; and Obtain
national synergy by having celebrations happen across the country and around the world on the same day. In 2009 CR Day events occurred in
11 states in the United States and in 7 other countries that we know of. Get involved by visiting http://www.acrnet.org/crday
A word about the SPORTS THEME:
For this year’s graphics we’ve adopted a sports theme. Our intention is not to promote the competitive aspects of the sport which may some-
times get out of hand, but rather to call attention to the many opportunities that sports provide for learning social skills and working collabora-
tively in teams and across cultural boundaries. For a look at some of the many ways that sports are being used to promote Conflict Resolution
check out the BeyondSport.org contest entry database - http://snipurl.com/beyondsport
 Celebrate Conflict Resolution Day
2009 Winner - Grades 6-8
October 21, 2010 2009 Winner - Grades 3-5
“If Peace was a Person” by Stephen P. “The Art of Peace” by Aviva W.
NEGOTIA N
TI T IO
If Peace was a person and coming to your home, O
N RA There is an art

IT
Would you welcome him in or would you leave him alone? An art which we lost in times gone by

ARB
If Peace was a person, what would you say? An art we are beginning to start
“Go back where you came from” or “I’d love you to stay.” to relearn, to reach up high
IATIO
NCIL N And grasp it and pull it down
CO
Would you abandon him and be a big jerk, And study it and yearn
Or say, “You do a great job, take your time but be alert, C ILITATIO That earlier it had been found
FA N
Because you know sometimes kids fight, MEDIAT So many people have been lost
And need to be shown wrong from right?” I
But now we can learn

O
N
If you got a call that your friend was in town,
Would you take Peace with you and show him around? That art is peace
Would you introduce him to others and show them Peace, That art will help us now
0r invite your friends over for a great big feast? From Germany to Spain to Nice
Oh how that art has spread we’re proud
Now God comes with Peace so what would you do? To say that people everywhere
Would you hide all your junk and pretend to look “new?” Are trying to stop war
Would you ask for forgiveness and get rid of Lots of people really care
the guilt in your heart, But still we need more
Or pretend to act natural when you are falling apart? So, you help out, I’ll help out too
I know just what we’ll do
Peace can bring quietness when you are in need,
We’ll stop and think and take a look around
So next time he knocks let him plant this seed.
If Peace was a person and he came up to you, then spread the art of peace ourselves
Ask yourself next time, “What should I do?”

The Conflict Resolution Day Poetry Contest is

Accepting Entries Sept 1 - Nov 1, 2010
Participate in the second annual Win Cash Prizes!!! Poems will be judged in
Conflict Resolution Day Poetry 1st Place wins $100 three Grade Categories
Contest! Students are invited to 3-5th 6-8th 9-12th
submit a poem on the theme: 2nd Place wins $75
All Poems must be in English Full contest rules available at
“PEACE IN MY COMMUNITY” http://www.acrnet.org/crday
Maximum of 20 Lines
 Here’s how:
Setting the Tone For the Year
~ Breathe out the stress, breathe in the calm.
~ Take slow, deep abdominal breaths.
Conflict Resolution Education Ideas in the Classroom: ~ Focus on a calming statement, e.g., “This too shall pass.”
~ Scan your body and release tense areas.
1. Plan community building activities. The activities can focus on ~ Keep things in perspective. This moment of upset really will pass!
themes of understanding emotions, communication, diversity and Tips from Naomi Drew - http://www.learningpeace.com/
more. (see Diversity Bingo) See also: How Do You Spell ‘Stress Relief’?
2. Set expectations. Develop classroom rules together using posi- an EducationWorld.com article at
tive language. Discuss consequences if rules aren’t followed. Follow http://snipurl.com/relaxedteachers
through. (See Classroom Rules Revisited)
3. Use cooperative learning groups and ask the Physical Education In the Teacher’s Play Book
teacher to introduce some cooperative games. (See June activities)
4. Establish a problem solving process and introduce students to Planning Ahead - Important
how to use it in interpersonal conflicts. Set aside a table or corner Dates/Deadlines to Consider:
nts say Hello
of the room as a cool off corner and as the problem solving area. Rwandan stude Children’s Peace Drawing Contest.
Post rules and the process, and remind students to follow it. Train Submissions due September 10,
students to act as mediators, if necessary. (see Conflict Resolution 2010 - http://www.nambook.org
Protocol link)
International Day of Peace is Sep-
5. Introduce students to daily or weekly class meetings for commu-
tember 21, 2010. Find ideas on
nity building, teachable moments, planning, and problem solving.
event planning at
Have a way (such as suggestion box) where students can submit
http://internationaldayofpeace.org/
their ideas.
6. Allow students to express their feelings through daily check ins, Conflict Resolution Day is October
regular evaluations of activities, and self-evaluations. 21, 2010 - Event ideas and more at
7. Teach listening and have students practice in pairs so the teacher r ShawnaNelles
http://www.acrnet.org/crday/
Photo by Flickr use
is not always the focal point of listening.
i is
Peace in Swahil
Conflict Resolution Day Poetry
8. And always, encourage students and acknowledge their postive
Contest Entry Deadline is Nov. 1,
traits and contributions. Amani 2010 - see above address for info.
- from the Ohio Commission on Dispute Resolution and
Conflict Management - find lots more CRE resources at
USIP National Peace Essay Contest Entry Deadline - February 1, 2011
http://www.disputeresolution.ohio.gov/
More information at http://www.usip.org/npec

How to Relieve Stress Featured CREducation.org content link: Integrating Skills and
Techniques into Classroom Operations - a Learning Module for
Planning CRE Infusion: http://creducation.org/cre/gotoplan
On the Spot Calming
Featured Web Resource: A Conflict Resolution Protocol for
On-The-Spot Calming Tips for Teachers Elementary Classrooms (from Responsiveclassroom.org)
You have the power to detach from stress and anger. http://snipurl.com/crprotocol
 “Establishing lasting peace is the work of education; all politics
can do is keep us out of war.” -Educator Maria Montessori

August 2010
Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1 Forgiveness 2 3 4 5 6 7
Day
Nobel Peace Prize
Friendship Day Winner
Ralph Bunche
National Kids Born 1903
Day

8 9 10 11 12 13 14
International
Happiness Day International Day Youth Day
Ramadan begins
of the World’s (Islam) Civil Rights
Indigenous People
Day

15 16 17 18 19 20 21
National Senior
Citizen’s Day

22 23 24 25 26 27 28
International Day Humanitarian
for the Remembrance
of the Slave Trade & Mother Teresa
its Abolition born 1910

29 30 31

CRETE connection: www.creducation.org

 Activity: Diversity Bingo Activity: I-Messages Practice
This variant on bingo is a good community building activity appro-
priate for elementary level students. These instructions sit above a Begin by writing “I-message” on the board. Explain that today the stu-
grid of characteristics such as dents will learn what an I-message is and how to construct one.
those illustrated to the right: An I-message is a way to be
“Find different people for each strong (assertive) without being
mean (agressive) when you are Mexican School
category and write their name in Girls - Big Sm
iles!
the box where it applies. Feel angry or upset or disappointed
free to talk to people about with something another person
each topic and try to get has done. The formula for an
BINGO!” Get a full-size copy of I-message is as follows:
I feel ____(say your feeling)
the bingo grid at:
when you ____(describe the ac-
http://snipurl.com/divbingo
tion)
because ___ (say why the action
Featured Learning Module
connects to your feeling)
from CREducation.org -
“How to Use Class Meetings”
The “I-message” is different
Available online or for download
from a “You-message.” In a
at: http://creducation.org/cre/goto/mtgs
“You-message,” you attack the Photo by Flickr use
r Gaudi-IFBC
other person, make judgments
Featured Web Resource: Article from the Responsive Classroom - Peace in Spanis
about him or her, sometimes h
is Paz
“Investing in Parents During the First Six Weeks of School”
even call the person names.
http://snipurl.com/6weeks
For example, say the class is
picking partners for an activity.
Featured Video: 24 Hour Global Ceasefire
You pick John, who wants to work with his best friend instead of with
Perhaps view it on the Intl Day of Peace on Sept 21? 21 you. He lets you know by pouting and mumbling, “aaw!” You say, “You
http://www.youtube.com/watch?v=wF8U2MYwfSg
want to work with him? Fine! You’re too stupid to work with me, any-
way!”
Classroom Rules Revisited
Ask the class: How do you think John might feel about being called
stupid? Will he be more or less likely to choose you as a partner in the
Teachers so often spend the first days of school reading over their future? In this situation, what would an “I-message” be? Elicit possible
classroom rules, but how well do the students really hear them? Try “I-messages” from the students. (For example: “I feel disappointed when
an interactive approach and see if you can enlist the students. Ask: you always want to work with your best friend because I never get to
Why are there rules in sports? What would it be like if a basketball spend time with you.”)
player tried to follow basketball rules on a baseball field? What rules I-Messages can also be used to express positive feelings. (For example,
do you think would be helpful to insure the best and most effective “I’m excited that you are coming because we always have so much fun
year for all of us in class? Record these on a flipchart. Ask open- on your visits.”) Encourage your students to share other examples.
ended questions to elicit from the students some of the responses
you believe are critical elements. At the end, you may add some of Class Discussion: What are your comments about I-messages and You-
your own ideas, if they have not emerged. Refer to these, posted in messages? Can you see using an I-message the next time you feel upset
the classroom, throughout the year, and feel free to revisit them, if and think of calling somebody a name? Why? Why not?
and when the need arises. - excerpted from a longer activity prepared by Amy Martin - see
Adapted from Jane Nelson, Contributed by Barbara Sugarman Grochal - C-DRUM
http://teachablemoment.org/elementary/imessages.html
 “Fear of difference is fear of life itself. It is possible to conceive of conflict as
not necessarily a wasteful outbreak of incompatibilities but a normal process
by which socially valuable differences register themselves for the
enrichment of all.” - Mary Parker Follett

September 2010
Sunday Monday Tuesday Wednesday Thursday Friday Saturday

Welcome Back
1 2 3 4

Students!
Conflict Resolution
Pioneer
Mary Parker Follett
Born 1868

5 6 7 8 9 10 11
Labor Day Rosh Hashanah
Literacy Day (Jewish) Patriot Day
September 9-10

12 13 14 15 16 17 18
Interdependence Preserve the
Citizenship Yom Kippur (Jewish)
Day Ozone Layer
Day
Day

19 20 21 22 23 Autumn
Begins
24 25
Brazilian National Good
Educator Neighbor Day
Paulo Freire International Day
Born 1921 of Peace
World Maritime Day

26 27 28 29 30

Family Day

CRETE connection: www.creducation.org

 the importance of “hanging with the topic”. Even if the topic is uninteresting
or perhaps confusing, if you act interested by paying attention, you are demon-
Celebrate Conflict Resolution Day! strating important nonverbal communication skills to the teacher.
4. Nod your head - Demonstrate
that by nodding the head, it con-
October 21, 2010 is Conflict Resolution Day. Some ideas -
..
A Classroom in Bali.
veys important nonverbal commu-
1. Join this year’s Poetry Contest on the theme “Peace in Our Community” nication skills that you are listen-
- announce local winners on Conflict Resolution Day, and then enter ing and that the speaker’s topic
poems in the national contest to win prizes (deadline is November 1). matters to your learning. Finally,
5. Track the Speaker - This is the
2. Have students nominate fellow student peacemakers in their idea of having your eyes move in
grade. Honor these peacemakers on Conflict Resolution Day. the direction that the speaker is
3. Organize a film festival that highlights conflict resolution. 21 moving.
Afterward, discuss peaceful conflict resolution strategies.
Many popular children’s movies and television shows already Have fun with your students dem-
explore such themes. onstrating these important non-
verbal communication skills that
4. Adopt a Conflict Resolution Day proclamation, or have students write in- emphasize active listening. For an
dividual pledges. Have your school peer mediation group, your Student activity, create community in the riskar
Council or another group of student leaders draft and adopt a Conflict classroom by having students create Photo by Flickr user Ma
Resolution Day Proclamation. Have students sign a poster with the acronym SLANT
is
their pledge and display it prominently in school and its meaning. Hone their oral Peace in Indonesian
Kedamaian
corridors. Integrate the pledge into your Conflict language skills by teaching students
Resolution Day activities. School proclamation and how to present SLANT and its
student pledge templates are available at http:// meaning to classes in primary
www.acrnet.org/crday grades. For instance, a pair of 4th
grade students can teach a 1st grade class how to SLANT with the use of the
5. Host an art or t-shirt contest. Have students create poster and their understanding of how to best model SLANT behavior.
artwork or t-shirts reflecting the theme of conflict Contributed by Christina Cassinerio and Mediator Mentors.
and peaceful conflict resolution. Work with com-
munity partners at art galleries, libraries or museums to display the
winning entries. Scrambled Quotes!
6. Have your students create a puppet show exploring ways to deal with
Unscramble these sentences to discover some peaceful quotes.
conflict peacefully. More CR Day info at http://www.acrnet.org/crday
ti kseat wto ot kaspe het uthrt - noe ot psaek
dan eno ot rhea - rnyhe viadd htrouae
Activity: Positive SLANT __ _____ ___ __ _____ ___ _____ - ___ __ _____
___ ___ __ ____ - _____ _____ _______
SLANT is a management tool for teachers that encourages Positive Non-
Verbal Behavior and Active Listening. When a teacher says SLANT, students
will learn to do the following: ceeap nca nylo eb hiedacev yb desntdunanirg -
Sit Up - belrta niienets
Bonus Resource: Check out the
Lean Forward Non-verbal communication learning _____ ___ ____ __ ________ __ _____________ -
Act Interested module at CREducation.org ______ ________
Nod your Head http://creducation.org/cre/goto/nvc
Track the Speaker ti si isblseop ot ievl in capee - hamaatm ihgadn
__ __ ________ __ ____ __ _____ - _______ ______
Directly instruct and model the active listening techniques to students.
1. Sit up - Model for students how to sit up in their seat, hands on desks, legs It is possible to live in peace - Mahatma Gandhi
beneath their desk. 2. Lean Forward - Again show students how to appropriate-
Peace can only be achieved by understanding - Albert Einstein
ly lean forward to the speaker while sitting. 3. Act Interested - Teach students
It takes two to speak the truth - one to speak and one to hear. - Henry David Thoreau
ANSWERS
 “If we are ever to have real peace in this world we shall
have to begin with the children.” - Gandhi

October 2010
Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1 2 Indian Nonviolence
Activist
Mahatma Gandhi
Born 1869
Vegetarian Day
International Day World Farm
of Older Persons Animals Day

3 4 World Animal
Day
5 6 7 8 9
Intergeneration World Habitat Day
Day World Teachers World Post Day
World Space Week
(October 4-10) Day

10 11 12 13 14 15 16
International Day
For Natural Disaster
World Food
Reduction
Day
Columbus Day

17 18 19 20 21 Conflict 22 23
Resolution Make a Difference
International Day Democracy Day
Day Day
For the Eradication
Media Reform
of Poverty
Day

24 25 26 27 28 29 30
World
Development
Information
Day
United UNICEF
Nations Day Disarmament Week
Day (October 24-30)
Halloween 31
CRETE connection: www.creducation.org
 Legend of the Great Law of Peace Peer Mediation Best Practices
Several hundred years ago, long before there were states, the Peacemaker
was born. The Peacemaker carried a message of peace during a time when The Education Section of the Association for Conflict Resolution
five tribes in the northeastern part of North America were often at war provides a set of “Recommended Standards for School-Based Peer
with each other. The tribes suffered greatly because of lost lives. As the Mediation Programs.” These standards are designed to enhance quality
men fought & died in battles, there were fewer people to gather food for and stimulate thought among youth and
the tribe & tribes often went hungry. The legend says that Hiawatha, a adult participants in peer medi-
ren
an School Child
ation programs. This document
good man of the Onondaga Nation, was chosen by the Peacemaker to help
is designed to be helpful in:    A la sk
the five tribes stop fighting with each other to make life better for all the
people. • Designing and implementing
programs
He gathered all the chiefs of each of these tribes and took one arrow from
each chief. He held up one arrow and broke it. He told the people that it • Developing and selecting cur-
is as easy to break that one arrow as it is to break the rest of them, if they ricula
are not united. He explained that tribes working • Ensuring that programs are
together in peace makes all of the tribes strong. welcoming and accessible to all
He then asked each chief if he would help his • Funding programs
tribe to stop fighting. When the chief agreed,
he gave him a new arrow. When all the chiefs • Improving established pro-
agreed, he took their new arrows and tied them grams
together in a bundle. He then passed the bundle • Promoting programs r AlaskaTeacher
Photo by Flickr use
around and asked each chief to try to break the
nguage of the
• Providing professional develop-
Peace in the la
bundle of arrows. They could not break the bun-
ment
dle. Hiawatha then explained that the Nations
working together in peace are like the bundle • Setting guidelines for research Inuit is Erkigs
nek
2010 Dollar Coin features
and cannot be broken. “Great Law of Peace”
Get it online at:
When peace had successfully been spread among the five http://www.mediate.com/acreducation/
nations, the people gathered together to celebrate. They
uprooted a white pine tree and threw their weapons into the
hole. They replanted the tree on top of the weapons and MIX IT UP at Lunch
named it the Tree of Peace, which symbolizes the Great
Law of Peace that the five nations, collectively known as the
Haudenosaunee came to live by. The four main roots of the MIX IT UP at Lunch Day is November 9, 2010
Mixing it up helps students become more comfortable inter-
Tree of Peace represent the four directions and the paths
acting with different kinds of people. The event is a simple 09
of peace that lead to the heart of Haudenosaunee territory,
where all who want to follow the Great Law of Peace are wel- call to action: take a new seat in the cafeteria. By making the
come. At the top of the Tree of Peace is an eagle, guardian move, students can cross the invisible lines of school division, meet new
of the Haudenosaunee and messenger to the Creator. people and make new friends. More info and tools at:
http://www.tolerance.org/mix-it-up/lunch-day
ACTIVITY: Have the class create a “Tree of Peace” in the classroom (use con-
struction paper for the tree). Brainstorm a list of ways that everyone in the
class might get along better (no mean words, bullying, etc.). Agree to “bury” CREducation.org Featured Resource:
actions and words that create a negative environment. Based on the Haude- Check out some of the resources and videos in the
nosaunee Guide for Educators provided by the National Museum of the Classroom Management collection online at
American Indian - See it and more at http://snipurl.com/nmai http://creducation.org/cre/goto/cm
 We could learn a lot from crayons; some are sharp, some are pretty,
some are dull, while others bright, some have weird names, but they all
have learned to live together in the same box. - Robert Fulghum

November 2010
Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1 2 3 4 5 6World Community
Diwali (Jain, Day
Election Day Hinu, Sikh)
Daylight Savings Intl Day for Preventing
Time Ends the Exploitation of the
Environment in War

7 8 9 10 11 12 13
Women’s Rights
Pacifist Activist Elizabeth
Dorothy Day Cady Stanton
Mix It Up Born 1815
Born 1897
at Lunch Day Veterans Day Kindness Day

14 15 16 17 18 19 20
UN Secretary
Boutros World Philosophy
Boutros-Ghali Day
Born 1922 Recycling Day Tolerance Day World Peace Day Childrens Day

21 22 23 24 25 26 27
International Day
for the Elimination Buy Nothing Day
World Television of Violence Against
Women
Day
Thanksgiving Day

28 29 30

CRETE connection: www.creducation.org

 I like me; there’s no doubt about it.
Activit I am my good friend.
Build y: Abstrac
Communi t Art
ty With Class Meetings
It is important that children choose their partners for the song so
Materials Needed: Paper and Paint (crayons, markers, or pastels that they feel comfortable saying “I like you.” In the first verse, as “I
could also be used) Think of an idea or an emotion. Experiment with like you” is sung, children point to their partners; in all verses on “no
a variety of marks (smooth, doubt about it” they move open hands in the air while shaking heads
slow, graceful, short, orderly, indicating “no”; on “I am your good friend” partners shake hands.
jagged, quick, chaotic) and col- In the second verse, as “you like me” is sung, children point first
ors (cool, warm, bright, muted). to their partners and then to themselves. In the last verse, children
Paint the emotion or idea with- point to themselves and on “I am my good friend,” hug themselves.
out making objects or people. This song should be used only after children have shared a great
Now try painting the idea of deal of self and others-affirmation, in which case it can be a moving
conflict. Paint the emotions experience.
that one would feel when in
conflict. Then paint the emo- From Children’s Songs for A Friendly Planet
tions that one would feel when http://www.crc-global.org Contributed by Priscilla Prutzman
conflict is resolved. Share your results!
For more ideas on infusing conflict resolution and art, USIP National Peace Essay Contest
see the Western Justice Center’s “Art Start Cards” kit
Each year over 1,100 high school students submit entries to the
available online at
National Peace Essay Contest. First-place state winners receive schol-
http://www.westernjustice.org/peer_mediation.html
arships (up to $10,000!) and are invited to Washington for a five-day
Activity contributed by Abbie Genzink
expenses paid awards program. The topic for the 2010-2011 Con-
test is Governance, Corruption, and Conflict. To participate, stu-
dents are asked to answer the question: For those who
Affirmation Song hope to prevent violent conflict, how can their efforts to
Saraw ak , Bo rn eo reduce, if not eliminate, corruption best contribute to
Preschoolers in building sustainable peace - using two cases of coun-
I LIKE YOU - an affirmation song for young
children This is a song for young children that tries in transition from war to peace?
promotes affirmation of self and others. It is For more about the essay contest, visit
sung to the verse of “Skip to My Lou”. http://www.usip.org/npec Deadline: Feb. 1, 2011

1. I like you; there’s no doubt about it. Featured Calendar Day: Human Rights Day is ob-
I like you; there’s no doubt about it. served by the international community on
I like you; there’s no doubt about it. December 10th. It commemorates the day in
You are my good friend. 1948 the United Nations General Assembly 10
adopted the Universal Declaration of Human
2. You like me; there’s no doubt about it. Rights.
You like me; there’s no doubt about it. r One Laptop pe
r Child
Photo by Flickr use Featured CREducation.org Resource: Great
You like me; there’s no doubt about it.
is
Peace in Malay
I am your good friend. Collection of Online Videos related to CRE -

Keamanan
http://creducation.org/cre/goto/vids
3. I like me; there’s no doubt about it.
I like me; there’s no doubt about it.
 “Say what you mean. Mean what you say. But don’t be
mean when you say it.” - Author Unknown

December 2010
Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1 2 Hanukkah begins 3 4
(Jewish)
International
End Slavery Day of Persons
World AIDS Day Day with Disabilities

5 6 7 8 9 10 Abolitionist
William Lloyd
11
Civil Aviation Garrison
Day Born 1805

Volunteer Day Pearl Harbor Anti-Corruption Human Rights International

Day Day Day Mountain Day

12 13 14 15 16 17 18
Bill of Rights Reconciliation Day International
Day (*South Africa) Migrants Day

19 20 21 22 23 24 25
Winter Begins
End Homelessness
Day Christmas

26 27 28 29 30 31
Peace One Day World Spirituality
Kwanzaa begins Ambassador
Day
Jude Law
Born 1972

CRETE connection: www.creducation.org

 Featured Event: No Name Calling Week
The Singing Tree January 24-28 2011 is national No Name Calling Week.
Find out more and get ideas for participating at 24
http://www.nonamecallingweek.org
A Story and Art Project
Share the following true story with your
students: Activity: Giving Compliments
One night in World War I, soldiers in
Hungary crawl on their bellies through Giving Compliments, Acknowledgements, and Appreciations
the dead landscape of war, trying “Giving Compliments” is the first step in having Class Meetings as
to avoid the enemy. Because of the described by Jane Nelsen in her book Positive Discipline. Compli-
fighting, there are no standing trees, ments focus on what others do (rather than what they wear or how
no rabbits, no birds, no houses or they look): accomplishments, helpfulness to others, anything some-
buildings, no squirrels, no people, no one might feel good about - such as helping to resolve a conflict
evidence of life as they inch mile after peacefully. It is good to brainstorm some possible compliments
mile in the mud and darkness. Not before you do this the first time.
a single creature crosses their path
through the weary ordeal.
One way to do compliments is to invite one of the participants
At dawn, when the sun breaks through in a circle to say something they have done for which they would
the darkness of the terrifying night, the like a compliment. The person next to them says, “Good Job!”
soldiers come across one tree that is __________(the person’s name)
still alive. All the birds in the area have come to the only shelter that still for __________________ (what the
Taiwan - Sports Da
exists for miles around. Birds that don’t normally occupy close quarters person did.) The participant y at
Toujia Elementary Sc
are sharing the tree. And the birds are singing. One by one, the soldiers receiving the compliment says, hool
stand up. Their fear of being shot by the enemy is not as strong as their “Thank you.” Then the next per-
gratitude for the signs of life before them. son tells the group something
for which they want a compli-
The image of the mural students construct is based on the idea that the
earth is the “Singing Tree” of the solar system - perhaps of the Milky Way
ment and this proceeds around
and beyond. The third planet from the sun is teeming with different life the circle. This is a great
forms in unlikely combination, surrounded by emptiness for billions of activity to use to create a more
miles. Life seems to be a rare and precious occurrence. Everything that positive atmosphere in a class.
divides us is not as important as this fact. Contributed by Marsha Blake-
way
Students work together with older or younger students or community mem-
bers to create a mural that depicts our earth floating alone in the universe Featured CREducation.org Photo by Flickr user Tou
jiaElementarySchool
growing a tree that includes leaves depicting the things most precious to Resource: World Region
them. Peace in Taiwanese
Summaries of Conflict is
li ho bo
A pdf booklet explaining it all is available at http://snipurl.com/
singingtreebk See also http://snipurl.com/stinstructions for more
Resolution in Education
instructions. Initiatives Visit
http://www.creducation.org/cre/
This activity has been developed by Laurie Marshall based on the 1939 global_cre/world_regions to learn more about the great CRE work
book The Singing Tree written by Hungarian author Kate Seredy. More on happening around the world. You can also view slides presented at
Laurie’s work is available at http://www.soulemporium.com Three International Summits on CRE hosted by the Global Issues
Resource Center at Cuyahoga Community College by visiting this
link: http://creducation.org/cre/goto/globalslides
 “Man must evolve for all human conflict a method
which rejects revenge, aggression and
retaliation. The foundation of such a method is love.”
- Martin Luther King, Jr..

January 2011
Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1
Happy New Year!
One Day in
Peace
New Year’s Day

2 3 4 5 6 7 8

9 10 11 12 13 14 15
Nuclear Civil Rights
Disarmament Leader Martin
Advocate Luther King Jr.
Albert Schweitzer Born 1929
Born 1875

16 17 18 19 20 21 22
World Religion Day Martin Luther Martin Luther
(Baha’i) King Jr. Day King Day of
Service

23 24 25 26 27 28 29
No Name Irish Peace Advocate
Calling Week Mairead Corrigan Freethinkers
(January Maguire Day

30 24-28) 31 Born 1944

CRETE connection: www.creducation.org

 their arms crossed the other way and quieted down, ask them how it feels?
If you saw someone else doing this, would you think they are “wrong” since
Sing-along: Get Steady! it is not the way most everyone else does it? If you did this enough, do you
think you could get comfortable crossing your arms a different way?
The following choral reading is from Kathleen Cochran’s early childhood 2. LEGS: If children are sitting on the floor have them cross their legs the
curriculum called “A Community of Learners” from Creative Response to way they normally do. Then have them change and put the other leg on
Conflict. The numbers at the beginning of the lines are to use if you want top. (The knees bent, ankles crossed kind of way, not with legs straight.)
to have a choral reading; divide the class into four groups and have each Ask the same kind of questions.
group read their numbered lines. Follow-up activity: After the chant read 3. Could use other examples such as have a boys and a girl’s shirt. Have
Best Day of the Week by Nancy Carlsson Paige and find the place in the the girls put on the boy’s shirt and button it and the boys put on the girls
story where Angela “got steady.” shirt and button it. Ask if they notice any difference and if it is awkward to
button the reverse way. Neither is “wrong,” just different, and “different”
Get Steady takes time to learn.
l in Swaziland
1 When your heart beats fast Informal Schoo
1 And your feelings start to boil, Wrap up: Ask people what they learned from this exercise; how they felt
2 Don’t shove, doing something different. Discuss. Look for answers like:
3 Don’t shout, 1. Hard to learn new things, always want to go back to the old way (like
4 Get steady. printing vs. cursive writing for 3rd graders.)
2. That it’s good to be open to new ways of doing things, even if you don’t
2 When you’re so upset do them the same way. (Tolerance)
2 You can hardly speak, 3. That when you have a disagreement with someone, maybe it is better to
4 Don’t give up, listen and look more closely to what the other person is doing before just
1 Don’t give in, telling them they are wrong or stupid and making them feel bad. In fact,
3 Get steady. they could ask to learn from the other person and actually make a new
friend. (Use any number of playground examples.)
4 You can take a deep breath, Contributed by Barbara L. Beatty, Dispute Solutions, Phoenix, Arizona
1 You can count to ten, r AlaskaTeacher
Photo by Flickr use
3 Make a picture
is Ralph Bunche - U.N. Peacemaker
Peace in Swati
3 In your mind,

Kuthála
2 And calm down!
4 You know you can
All GET STEADY!
Contributed by Marsha Blakeway, who reports this is a popular activity with
the second graders at Maury Elementary School in Washington, D.C.
Activity: Criss-Cross
Objective: To teach children at any age, even adults, how people can do
things in a different way than you do and it is still OK. And also that, when-
ever one is learning something new it can feel weird and the desire is to
rush back to the way it was, but by getting comfortable with doing things
in different ways we a) broaden our view of life and b) realize that doing
things differently can accomplish the same result.
1. ARMS: Have everyone cross their arms the way they always do. Once
everyone has, ask them to cross them the other way. There will be some
laughter as they try to do it and get confused. Then, when everyone has
In honor of Black History Month, consider doing a lesson on
Ralph Bunche, a lesser-known peacemaker. Bunche was born in
Detroit in 1903, and orphaned at a young age and raised by his
grandmother who was herself born a slave.
In 1950 Bunche was awarded the Nobel Prize for Peace for his successful
mediation of a series of truce agreements between the new nation of Israel and
four Arab neighbors, Egypt, Jordan, Lebanon and Syria. It was the first, and to
date it remains the only, time that all the parties to the Middle East conflict
signed armistice agreements with Israel. In being awarded the Peace Prize,
Bunche became the first person of color in the world to be so honored.
Lesson plans geared to different levels are available from Nobel Peace Laure-
ates.org and PBS - See http://www.nobelpeacelaureates.org/r_bunche.html or
http://www.pbs.org/ralphbunche/ respectively.
Featured Web Video: “Who is Ralphe Bunche?”
- http://www.youtube.com/watch?v=hpnyh7mCe6Y
Featured CREducation.org Resource: Anti-Bias Education Collection in
the CRE Catalog - See http://snipurl.com/antibias
 “Washing one’s hands of the conflict between the
powerful and the powerless means to side with
the powerful, not to be neutral.” - Paulo Freire

February 2011
Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1 National 2 3 4 5
Freedom African-American
Day Chinese New Civil Rights Leader
*Black History Year Rosa Parks
Ground Hog
Month Born 1913
Day

6 7 8 9 10 11 12
Leadership Week
(*starts first
Sunday in February)

13 14 15 16 17 18 19
American
Environmentalist
Julia Butterfly Hill
Valentines Day Born 1974

20 21 22 23 24 25 26
Presidents Day
International
Mother Language
Day

27 28
Preservance
Day

CRETE connection: www.creducation.org

 like, “One way I meet my need for
fun is by swimming. Is that fun
Three-Part Listening Exercise in Nepal
for you too?” If everyone in the Happy students
small group says yes, then write
This is a communication exercise to practice a helpful way to listen and it in the column on the handout
reflect information. It is especially useful for mediation training. The labeled EVERYONE. If not, write
purpose here is to practice separating out the content (facts or thoughts), it in the column labeled SOME.
the feelings (spoken and expressed through body language) and the val- Pass the handout to the person
ues (what is important). It is helpful to brainstorm a list of feeling words next to you in the circle. He says
(happy, sad, angry, frustrated, etc.) and a list of values (honesty, fairness, something that is fun for him and
family, safety, etc.) Ask everyone to keep what is said confidential. repeates the process.
3. Break into groups of 3-5
students each and ask them to
Directions: Divide into groups of four.
follow your demonstration and
- Choose one person to begin -- that person talks
fill their chart. (Note: Ask them to
about “an upsetting situation” or about “people think of ways they have fun that
who annoy me”. don’t create problems for others). pal
r Fair Chance Ne
- The second person listens carefully for content Photo by Flickr use
4. Meet back in large circle to share
is
Peace in Nepali
information (facts and thoughts of the speaker); what they noticed and what they

Shanti
- the third person listens for feelings-both spoken learned in this activity.
and underlying;
- the fourth person listens for the values DISCUSSION OPTIONS: Make the
expressed by the speaker. statement, “We all have the same
basic needs. However, the things we choose to do to meet those needs may be
The speaker should talk for 1-2 minutes. Then the three listeners, one at a different from what others choose”. Ask for examples from their small groups,
time, paraphrase the content of the communication and reflect the or use a Venn diagram of overlapping circles to represent the discussion on the
feelings and the values heard. Each listener begins with the phrase “What I board.
heard you say is...” Conclude by asking the speaker if you missed anything
and paraphrasing anything else that is said. Repeat this process until each Activity contributed by Deborah Denson based on one in the book The
person has a chance to be in each role. The goal here is to listen for under- Compassionate Classroom by Sura Hart and Victoria Kindle Hodson. See more
standing in different ways, not to try to solve the problem. at http://www.worldcat.org/oclc/57351402

Discuss what it felt like to be a speaker; which listening role was easiest or
most challenging and why; what you learned from this exercise about con-
flict or conflict resolution.
This is adapted from an exercise in The Mediator’s Handbook by Jennifer E.
Beer and Eileen Stief, New Society Publishers. See http://www.worldcat.org/
oclc/37533094 Contibuted by Marsha Blakeway
FUN Charts - Human Needs Activity
Objective: To see how people find different ways to meet the same needs
Type of Activity: Small group Discussion; Time: 20+ minutes;
Materials: One handout with two columns titled, “Everyone in our group has fun
doing this” and “Some people in our group have fun doing this;” Make a poster
of the Universal Human Needs list (http://snipurl.com/humanneeds)
Process:
1. Display a Needs List and talk about the need for FUN.
2. Demonstrate for class: Sit in a circle with three volunteers. Say something
Activity: Sportsmanship in Action
Kidshealth.org has some good materials exploring sportsmanship with
different age youth. Start with a discussion such as -
Describe what it means to be a good sport.
1. What behaviors demonstrate good sportsmanship? What
behaviors don’t?
2. How do kids learn sportsmanship? Who or what affects this the
most? Why?
3. Why is it important to be a good sport? How does good sports-
manship affect the way you feel while playing a game? How
does unsportsmanlike behavior affect how you feel and play?
Follow-up with one of the age-appropriate activities (decide if a player is
behaving as a good sport or not, make a skit about sportsmanship, etc.)
found here: http://kidshealth.org/classroom/
 “Making a difference is not an accident or casual
occurrence of the times. People choose to make
a difference.” Maya Angelou

March 2011
Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1 Nobel Peace
Prize Winner
2 3 4 5
Yitzhak Rabin
Born 1922

Energy Day

6 7 8 9 10 11 12

Women’s Day Lent begins (Christian)

13 14 15 16 17 18 19
Daylight Savings St. Patrick’s
Time Begins Day

20 21 22 23 24 25 26
National Youth
Earth Day Violence Prevention
Week March 21-25 World Day
First Day of
For Water
Spring End Racism Day

27 28 29 30 31 Civil Rights
Activist
Educator Maria Cesar Chavez
Montessori Born 1927
Born 1870

CRETE connection: www.creducation.org

 Activity: Observation Buddies Celebrate Earthday - World Pledge!
I Pledge Allegiance to the World
This is activity that you can use to help evaluate class participation
To Care for Earth and Sea and Air
and at the same time be teaching observation skills and watching the
dynamics in mediation. Remember, it’s not always what they say but To Cherish Every Living Thing
how their non-verbal messages are coming across as well. With Peace and Justice Everywhere!

Assign each student a partner to observe. Their task is to observe As the author notes, the World Pledge is not meant as a substitute
the three specific skills identified below and evaluate on a scale of 1 for the US Pledge of Allegiance, but rather as a supplement to pro-
to 4 their partner’s effectiveness. The partner does not know who vide children with an impetus to gain better understanding about the
their observation buddy is. At the end of the week, they will receive planet on which they live, the people who inhabit it, and the ecosys-
their evaluation sheet so that they can make improvements in their tem of which they are a part. The pledge was developed by Lillian
non-verbal/leadership skills. Genser at the Center for Peace and Conflict Studies at Wayne State
University. Posters and study guide are available - see
Listening ______ SCALE for Scoring http://snipurl.com/wpledge
Eye contact 4 EXCELLENT
Not talking while another is 3
2
USUALLY GOOD
OK
Restorative Inquiry
No side conversations
Quality input, helping the subject 1 NEEDS IMPROVEMENT
Focus on speaker Restorative Inquiry is a way of talking with a student or students about a
Not distracting situation using nonjudgmental active listening (see questions below). It is a
form of Restorative Practice. Restorative Practices focus on repairing harm
Group Dynamics ______ Team spirit in Washin and restoring relationships when misbehavior occurs. The fundamental
gton, D.C. unifying hypothesis of restorative practice is disarmingly simple: that
Appropriate comments
Engaged or distracting human beings are happier, more cooperative and productive, and more
New groupings likely to make positive changes in their behavior when those in positions
Helpful or hurtful of authority do things WITH them, rather than TO them or FOR them. This
Makes Connections hypothesis maintains that the punitive and authoritarian “to” mode and the
“Golden Rule” permissive and paternalistic “for” mode are not as effective as the
restorative, participatory, engaging “with” mode.
Leadership _______
Initiative Restorative Questions I -- To respond to challenging behavior
Follow through - What happened?
Risk Taking - What were you thinking of at the time?
…give your opinion - What have you thought about since?
…make connections - Who has been affected by what you have done? In what way?
Photo by Flickr user Wo
Problem Solving odleywonderworks - What do you think you need to do to make things right?
Trouble Shooting
Peace in English is Restorative Questions II -- To help those harmed by another’s actions
Positive Role Model
PEACE ! - What did you think when you realized what had happened?
- What impact has this incident had on your and others?
- What has been the hardest thing for you?
Contributed by Joan Packer and Kristen John, - What do you think needs to happen to make things right?
Conflict Resolution Specialists, Fairfax County Public Schools
Learn more via the International Institute for Restorative Practices
More resources at http://snipurl.com/crfcps
www.iirp.org and by visiting the CREducation.org RJ Resources
collection available via http://creducation.org/cre/goto/rp
 Peace cannot be achieved through violence, it can
only be attained through understanding.
- Ralph Waldo Emerson

April 2011
Sunday Monday Tuesday Wednesday Thursday Friday Saturday

“Solving Problems” (sung to “Mary Had a Little Lamb”)
s If you’re having a problem, a problem, a problem
nu
Bo g! If you’re having a problem, you can remember this
n Go to another game and play, stop and think, walk away
So Or talk it out, apologize, take turns and share today
We all can win, we all can lose, we ig-nore, we ex-cuse 1 Tell the Truth 2
Tell them to stop and make a deal, it’s always best to choose.
If you’re having a problem, a problem, a problem Day
If you’re having a problem, you can work it out.
Original version by Gordon R. Watkins & Bonnie Watkins 1995
Reconciliation Day
Revised & contributed by C.J. Salkowski, 2010
April Fools Day

3 4 5 6 7 8 9
Hope Day
World Health
Day

10 11 12 13 14 Baisakhi (Sikh) 15 16
Indian-American
Nonviolence Activist
Arun Gandhi
Born 1934

17 Palm Sunday 18 19 20 21 22 23
Administrative
Professionals
(Christian) Day
Passover begins American Naturalist Good Friday
Mhavir Jayanti (Jain) (Jewish) John Muir Born 1838 World Book &
Earth Day Copyright Day
Creativity Day

24 25 26 27 28 29 30
Civil Rights Leader
Coretta Scott King
Born 1927
Easter

CRETE connection: www.creducation.org

 * Discuss what happened because Tom and Lee had different points of view
Point of View - Two Bad Ants about the basketball. (Did Lee’s reaction seem logical, considering the
way the event looked to him?
Did it seem okay for Tom to
In this activity, appropriate for 1st-3rd graders, students participate in a play with the ball if no one was Greetings from Aust
discussion of a shared reading of the illustrated book “Two Bad Ants.” using it?) ralia...
Students then create a T-chart comparing the perspectives offered of ants * Ask students to discuss the
and humans in this piece. connection between these two
sets of comparison charts.
Materials and resources: Copy of “Two Bad Consider the world appearing
Ants” by Chris Van Allsburg. The book’s web to be entirely different to the
site http://snipurl.com/2badants gives a plot ants and humans and Tom and
synopsis and suggestions for key comprehen- Lee.
sion questions. Students will need a copy of a CLOSING COMMENTS: The
blank t-chart (see http://snipurl.com/tchart ) events in our lives are always
to chart the ants and human point of view and interpreted differently by differ-
writing tools. ent people, depending on their
point of view. When a conflict
Photo by Flickr user Tor
Suggested Procedure: occurs, you can be sure that res21
* Do a read aloud of the book, asking there are at least two different Peace in Olkola, a na
engaging questions and calling for tive
la
points of view in play. Conflict
predictions from students. resolution invites all points of
ng ua ge of Au st ralia,
* Draw students’ attention to the pictured view to be discussed and val- is Erray.
perspective of the ants in the story, ued. BONUS DISCUSSION: What
comparing the descriptions of what the ants is a possible peaceful solution to this scenario?
experienced to what the humans in the story experience. Contributed by Karen DeVoogd - Mediator Mentors
* Model for students how to begin a t-chart, which compares these two dif-
ferent points of view of the ants and humans.
* Students work individually or in pairs to complete the comparison t-chart. The Clenched Fist
* Students share their charts with others, retelling the story using the point
of view of the ants and then the humans.
Method: In groups of three, one student clenches his/her fist. As a
Suggested Follow up Activity: team the other two students need to figure out a way to unclench
* Read aloud the following scenario: this student’s fist. Give them thirty seconds to figure it out.
Setting: The playground at recess Processing Questions:
Characters: Tom and Lee, two third grade students What happened?
There is a basketball laying on the ground underneath the hoop and no How did you get the person to unclench his/her fist?
one appears to be playing with it. Lee is talking with friends nearby What worked? What didn’t work?
and Tom comes over to the ball and starts to take some shots. He then What did you do to overcome the challenges?
starts to dribble away from the hoop. Lee runs over and yells at Tom to
put the ball down. Contributed by Joan Packer and Kristen John,
“You’re stealing my ball!!” yells Lee Conflict Resolution Specialists, Fairfax County Public Schools
“Back off! I’m just playing with it. I didn’t know it was yours, I wouldn’t
More resources at http://snipurl.com/crfcps
steal this piece of crap,” Tom yells back.
Both boys face off, angrily and continue to name call back and forth.
* Students work individually or in partners to complete a t-chart as was Featured CREducation.org Resource:
completed for “Two Bad Ants,” this time describing the point of view of Learning Module on Anger Management - See
Tom and Lee in regards to the basketball. http://creducation.org/cre/goto/anger
* Students share the Tom and Lee charts with whole class
 “Holding on to anger is like grasping a hot coal with the intent
of throwing it at someone else; you are the one who gets
burned.” - Buddha

May 2011
Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1 Workers Day 2 3 4 5 6 7
Pediatrician & Peace National Teacher’s
Law Day Activist Dr. Benjamin Day
Spock Born 1903
Freedom of the
Global Love Day Press Day Cinco de Mayo

8 9 10 11 12 13 14 Utopian
Robert Owen
Peace Activist Born 1771
Father Daniel Berrigan
Born 1921 Fair Trade Day
Mother’s Day Nurses Day

15 16 17 Buddha Day
(Buddhist)
18 19 20 21
Diversity Day
Families Day Pacifist
World
Bertrand Russell Dialogue Day
Armed Forces Telecommunications
Day Born 1872
Day

22 23 24 25 26 27 28
Nothing to Fear
Solidarity Week Day
(*May 25 to
BioDiversity Environmentalist
June 1st)
Day Rachel Carson
Born 1907

29 30 31
UN Peacekeepers American Singer-
Memorial Day Songwriter
Day
Peter Yarrow
Born 1938

CRETE connection: www.creducation.org

 Cooperative Games
Cooperative games are good for promoting team building, trust Cooperative Activity: Lap Sit
development, self esteem and communication. They emphasize
participation, challenge, and FUN rather than defeating someone. This is a good activity for trustbuilding and demonstrating the power
Cooperative games emphasize the play rather than the competition. of cooperation. Procedure: Have everyone stand in one circle, ar-
There may be competition involved, but the outcome of the competi- ranging themselves so that someone about the same size as them
tion is not losing and sitting out the rest of the game. Instead, it may is on either side of them. Everyone
involve switching teams so that everyone ends up on the winning turns to the right. Step in
on the last
team. closer to the center and put Portuguese students
re break!
your hands on the waist of day of school befo
the person in front of you.
Activity: Untangling a Human Knot “Concentrate on the person
in front of you sitting com-
This is a versatile game that promotes teamwork and communication fortably on your knees, and
and that multiple group sizes can play. The goal is to figure out how trust that the person behind
to untangle the human knot without letting go of hands. you will guide you, too.” First
do a trial run. On the count
Recommended age: 12 and up. of three the group is going
Form groups of about 10 people each. Have each group standing, to bend down, touch bot-
facing towards each other, in toms to the knees and come
a circle. Each person should right back up to make sure onguito
Photo by Flickr user MrC
be standing shoulder to shoul- they are all standing closely
der. First, instruct everyone to enough together. Ready? 1, 2, Peace in Portuguese
lift their left hand and reach 3... Then ask them to readjust is Paz
across to take the hand of their positions if necessary.
someone standing across the “Now we are going to sit down
circle. Next, have everyone lift and then clap our hands... Again...” This activity usually amazes
their right and reach across to people by what they can do in solidarity.
take the hand of another per-
son standing across the circle. Fun Game: Sardines
Make sure that no one is hold-
ing hands with someone standing directly beside the person. Procedure: This game can be played anywhere, indoors or out. The
To play, the groups must communicate and figure out how to un- goal is similar to “Hide and Seek,” except that “it” hides first. Every-
tangle the knot (forming a circle of people) without ever letting go one else then tries to find “it.” When someone finds “it,” they hide
of any hands. Folks may need to shift their grip due to the angle and with “it” in the same spot. The game ends when everyone finds and
bodies, but they should not let go. The game typically takes 15-30 joins the hiding spot of “it.”
minutes to complete. You can impose a time limit if you wish to Games from the free Guide to Cooperative Games for Social
make it more challenging. When you are done with the Human Knot Change by Adam Fletcher and Kari Kunst available online at
activity, ask some debriefing questions such as “How well did you http://www.commonaction.org/gamesguide.pdf
group work together? What strategies did your group adopt? How did
it feel to solve the puzzle?” etc. - Having a camera on hand is also
recommended for some fun candid shots! Variations: To increase Featured CREducation.org Resource: Conflict Resolution
the difficulty level, you can either (1) blindfold some of the players or Interactive Online Games Collection - See
(2) require that the game be played silently (no talking). http://www.creducation.org/cre/crday/games/
 “Peace. It does not mean to be in a place where there is
no noise, trouble or hard work. It means to be in the midst
of those things and still be calm in your heart.”

June 2011
Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1 2 3 4

5 Environment 6 7 8 9 10 11
Day 1st US Congress
Woman & Pacifist
Children’s Author Jeanette Rankin
Richard Scarry Born 1880
Born 1919

12 13 14 15 16 17 18
Peace Educator Abolitionist
Betty Reardon Harriet Beecher Stowe
Born 1929 Flag Day Born 1811

19 20 21 Nobel Peace
Prize Winner
Shirin Ebadi
22 23 24 25
Born 1947
World Refugee World Peace & U N Public
Father’s Day Day Prayer Day
Service Day
Interfaith Day
First Day of Summer

26 27 28 29 30
Chinese-American
End Torture Activist Grace Lee
Day Boggs Born - 1915

CRETE connection: www.creducation.org

 A Learning Journey: Conflict
Resolution Among Peers
School Mediation Associates, a well-established provider of peer mediation
training and resources, developed the following illustrations of the peer
mediation process. These may be useful for discussion about what goes on
as mediators work toward deeper understanding and conflict resolution. For
more information on School Mediation Associates or to subscribe to their
newsletter, visit www.schoolmediation.com A pdf of these peer mediation
illustrations is available online at http://snipurl.com/pmillustrated
About Peer Mediation
Student peer mediation programs
train students to guide other stu-
dents involved in a dispute through
the mediation process. Mediation
is a voluntary, informal, structured
process in which an impartial third
party, called a mediator, helps dis-
puting parties to generate and eval-
uate options for reaching a mutually
acceptable agreement. A mediator
does not have the power to impose
an agreement on the parties.
The mediation process provides the disputing parties with an effective
structure and a set of ground rules for pursuing a negotiated resolution
to the problem. A variety of age-appropriate mediation models exist. Most
models for grades 6 to adult include the following elements:
• Explanation of mediation and agreement to ground rules.
• Agreements among the participants that they will keep the
process confidential, focus on the problem, respect each other,
and refrain from interruptions.
• Each participant shares his/her perception of the conflict.
• Each participant summarizes the others’ perceptions and
feelings.
• Participants brainstorm possible solutions.
• Participants achieve a mutual agreement or decide that no
agreement can be reached.
• Participants are congratulated or, if no agreement is reached,
participants either agree to disagree peacefully or are
appropriately referred
Student mediation programs may be operated inside or outside the class-
room. Some mediations are scheduled and conducted at a table in a des-
ignated “mediation room.” Other mediations occur “on the spot” wherever
the dispute arises—on the playground, in the lunchroom or in the hallway.
Some schools train all students to be mediators. Those students, who are
willing, become part of a rotating list of “on-duty” members.
Overview of peer mediation provided by the Ohio Commission
on Dispute Resolution and Conflict Resolution. More information at
http://disputeresolution.ohio.gov/introschoolcm.htm
FEATURED RESOURCE LINK: Schools interested in implementing a peer mediation
program are encouraged to review the Recommended Standards for School-
Based Peer Mediation Programs provided by the Association for Conflict
Resolution: http://www.mediate.com/acreducation/
Literature-based Mediation Roleplays
When teachers want to support classroom climate with peer mediation
even if they do not have a program in their school, they can teach
and guide practice using literature. Pooh has plenty of disputes with
friends as does Arthur. Alice’s trip to Wonderland was fraught with
conflict and all are role-play-able. Once the students have identified
the essence of the conflict, the ‘Mediators of the Day’ can mediate with
classmates who take on the roles of characters in conflict. When peer
mediation becomes a way to enjoy literature, the study of character
motivation and relationship repair are equally important and students
have enjoyable lessons for life.
Contributed by Pam Lane-Garon, Mediator Mentors
 About the Conflict Resolution in Teacher Education Project (CRETE)
CRETE is a collaboration of universities, agencies and conflict
resolution education organizations dedicated to infusing conflict
resolution education and social and emotional learning into teacher
education. Since 2004, CRETE has been supported by funds to
Temple University from the US Department of Education FIPSE
program, the JAMS Foundation, the George Gund Foundation, & the
William and Flora Hewlett Foundation. All CRETE partners provide
generous in-kind support, with special contributions for web-site
support from Wayne State University and Global Issues Resources
Center/Cuyahoga Community College, and instructional materials
support from the Ohio Commission on Dispute Resolution and
Conflict Management. To date, 25 institutions of higher education
(IHEs) in 10 states and the District of Columbia have joined as
CRETE partners. Ten more IHEs are in the process of becoming
CRETE partners. Regional networks have been successfully
established in seven states. A full list of CRETE partners is available
at www.creducation.org.
Initial data analysis from research with participants indicates that
CRETE has had a significant positive impact on teachers’ confidence
in their classroom management and conflict education skills and
their commitment to the teaching profession.
CRETE has also focused on additional infrastructure development
initiatives. A process to certify CRETE trainers has produced 26
Certified CRETE trainers and 39 trainers in development. An annual
CRETE Partners’ meeting was established to enable CRETE Higher
Education Institution partners to share information and plan
infrastructure development. Educators for Social Responsibility and
Creative Response to Conflict, internationally recognized non-profit
organizations specializing in conflict education and social and
emotional learning, joined CRETE as partners in 2008 to develop
infrastructure linking CRETE IHE partners and local school districts
in New York, Chicago, San Francisco, and Washington, D.C. Plans
are in process to extend these partnerships to Dallas, Atlanta, and
Los Angeles in the 2010-2012 period.
For more information please contact the CRETE Project Director
Tricia Jones at tsjones@temple.edu
 CREDITS and ACKNOWLEDGEMENTS
This calendar showcases just some of the work of the people committed to infusing conflict resolution into our
educational system. Thanks to all of you who willingly share your knowledge and experience with others. Working
together we can really make things happen. Calendar Editor: Bill Warters, Wayne State University. Calendar
Graphic Design: Kathleen Doyle M.Ed. and Bill Warters, Ph.D. Many of our date hotlinks go to the excellent
Betterworld.net site. About the Front Cover: the photo features proud elementary school students cheering for
their teacher Denise Andrews when she was announced as a finalist for North Carolina Teacher of the Year 2006.
The photo is by Flickr user foreversouls and is shared under a creative commons license.

Photo credits: Flickr user Smithereen11

Additional print and PDF versions of the calendar are available via http://www.creducation.org/cre/teachers/calendar

This calendar provided to you courtesy of:

“No Teacher Left Behind”

*9,;,
Conflict Resolution Education 
in Teacher Education