Twofriendshaveanargumentthatbreaksuptheirfriendshipfore...
問題詳情:
Two friends have an argument that breaks up their friendship forever, even though neither one can remember how the whole thing got started. Such sad events happen over and over in high schools across the country. In fact, according to an official report on youth violence, “In our country today, the greatest threat to the lives of children and adolescents is not disease or starvation or abandonment, but the terrible reality of violence”. Given that this is the case, why aren’t students taught to manage conflict the way they are taught to solve math problems, drive cars, or stay physically fit?
First of all, students need to realize that conflict is unavoidable. A report on violence among middle school and high school students indicates that most violent incidents between students begin with a relatively minor insult. For example, a fight could start over the fact that one student eats a peanut butter sandwich each lunchtime. Laughter over the sandwich can lead to insults, which in turn can lead to violence. The problem isn’t in the sandwich, but in the way students deal with the conflict.
Once students recognize that conflict is unavoidable, they can practice the golden rule of conflict resolution: stay calm. Once the student feels calmer, he or she should choose words that will calm the other person down as well. Rude words, name-calling, and accusation only add fuel to the emotional fire. On the other hand, soft words spoken at a normal sound level can put out the fire before it explodes out of control.
After both sides have calmed down, they can use another key strategy for conflict resolution: listening. Listening allows the two sides to understand each other. One person should describe his or her side, and the other person should listen without interrupting. Afterward, the listener can ask non-threatening questions to clarify the speaker’s position. Then the two people should change roles.
Finally, students need to consider what they are hearing. This doesn’t mean trying to figure out what’s wrong with the other person. It means understanding what the real issue is and what both sides are trying to accomplish. For example, a shouting match over a peanut butter sandwich might happen because one person thinks the other person is unwilling to try new things. Students need to ask themselves questions such as these: How did this start? What do I really want? What am I afraid of? As the issue becomes clearer, the conflict often simply becomes smaller. Even if it doesn’t, careful thought helps both sides figure out a mutual solution.
There will always be conflict in schools, but that doesn’t mean there needs to be violence. After students in Atlanta started a conflict resolution program, according to Educators for Social Responsibility, “64% of the teachers reported less physical violence in the classroom; 75% of the teachers reported an increase in student cooperation; and 92% of the students felt better about themselves”. Learning to resolve conflicts can help students deal with friends, teachers, parents, bosses, and coworkers. In that way, conflict resolution is a basic life skill that should be taught in schools across the country.
61. This article is mainly about .
A. the lives of school children B. the cause of arguments in schools
C. how to deal with school conflicts D. how to analyze youth violence
62. From Paragraph 2 we can learn that .
A. violence is more likely to occur at lunchtime
B. the eating habit of a student is often the cause of a fight
C. students tend to lose their temper easily
D. a small conflict can lead to violence
63. Why do students need to ask themselves the questions stated in Paragraph 5?
A. To make clear what the real issue is. B. To get ready to try new things.
C. To find out who is to blame. D. To figure out how to stop the shouting match.
64. After the conflict resolution program was started in Atlanta, it was found that .
A. more teachers felt better about themselves in schools
B. there was a decrease in classroom violence
C. there was less student cooperation in the classroom
D. the teacher-student relationship greatly improved
65. The writer’s purpose for writing this article is to .
A. complain about problems in school education
B. teach students different strategies for school life
C. advocate teaching conflict management in schools
D. inform teachers of the latest studies on school violence
【回答】
CDABC
知識點:閱讀理解
題型:閱讀理解
-
下列離子方程式的書寫正確的是( )A.過量C02通入*氧化鈣溶液中:CO2+OH﹣═HCO3﹣B.Na202...
問題詳情:下列離子方程式的書寫正確的是()A.過量C02通入*氧化鈣溶液中:CO2+OH﹣═HCO3﹣B.Na202加入H2180中:2Na2O2+2H218O═4Na++4OH﹣+18O2↑C.矽與***的反應:Si+4H++4F﹣═SiF4↑+2H2↑D.水玻璃中通人過量二氧化碳:Na2SiO3+CO2+H2O═2Na++CO32﹣+H2SiO3【回答】【考點】離子方程...
-
我國現存最早的數學名著是A.《九章算術》 B.《綴術》 C.《大明曆》 ...
問題詳情:我國現存最早的數學名著是A.《九章算術》 B.《綴術》 C.《大明曆》 D.《水經注》【回答】A知識點:大河流域人類文明的搖籃題型:選擇題...
-
近日我州某地成功處置了一輛滿載三*化*(PCI3)的車輛洩漏事故.三*化*是一種重要的無機鹽工業產品,無*液體...
問題詳情:近日我州某地成功處置了一輛滿載三*化*(PCI3)的車輛洩漏事故.三*化*是一種重要的無機鹽工業產品,無*液體、密度1.574g/cm3(21℃),熔點﹣112℃,沸點75.5℃,易燃.遇水反應生成亞**(H3PO3)和*化*,與有機物接觸會著火.下列對三*化*的說法錯誤的是()A.三*化*中*元素的化合價為+...
-
根據句意及首字母,寫出單詞,使句子意思完整1.Mym________birthdayisDecember13t...
問題詳情:根據句意及首字母,寫出單詞,使句子意思完整1.Mym________birthdayisDecember13th.2.Ilikep________music.3.Shew________toplaybaseball.4.Thelittleboywantssomec________.5.MissWangiso________musicteacher.6.Doyouwanttoplaywiththedogn________?7.Let'sp_...
相關文章
- ThefirstKFCopenedinBeijingin1982.Threeyearslater,thefir...
- Overthelastfewyears,thenumberofstudentsparticipatingin...
- 閱讀理解PeopleintheUKspendtheirfreetimeindifferentways.The...
- ArecentsurveyhasshownthatthenumberofpeopleintheUnitedKi...
- ---Thestudentslookverytiredafterthesportsmeeting.---We...
- 閱讀下面的短文,完成表格 Differentsporthavedifferentrulesfortheaudi...
- Oneofthemostinspiringquotes(名言)IeverheardwasbyBrianTrac...
- I’verecentlyreturnedfromatriptoChinawhereStarbuckssigne...
- LastweekendIvisitedRomeforthefirsttime.Ispentthreebusyd...
- Chinesecarmakershavenarrowedthequalitygapwiththeirforei...