It is also talked about inclusion, and also about the importance that have the participation of families. We have to keep in mind that the teacher needs the families' involvement in education.
Maybe this topic could be interesting for future teachers, because it explains solutions and methods that they can use to solve a problem during the lesson.
At the end of the explanation there are some questions about the topic.
We can define conflicts as situations in which two or more people come into opposition because their interests, desires or values are incompatible, where feelings and emotions have an important role; the relation between people can be strengthened or damaged, but conflict is not synonymous of violence.
Although both positions can be confronted, the needs and feelings can be the same.
Conflicts in school are very common but we have to understand it as something normal in coexistence. 
Competition (I win/You lose): The individual tries to satisfy his/her personal needs without think of the other.
Avoidance (I lose/You lose): The individual doesn’t face the problems.
Agreement (We win/ We lose): The conflict is solved seeking an agreement between both parts. Both individuals have to give up some of their interests.
Accommodation (I lose/You win): The individual yields to the other part, renouncing to his/her interests.
Collaboration (I win/You win): The solution to solve the conflict is the common objective of both parts. They try to find a creative solution. 
A. Violence
It is the dishonest use over the other; it can be a physical, verbal or psychological damage to another member of the community. We have to keep in mind that the majority of the school conflicts aren’t violent.
B. Scholar discipline
It is the set of rules and procedures by which order is maintained in the school. The aim is to favour the teaching-learning processes and the achievements of the educational objectives.
It could be a good idea to make an organizational proposal to make easier the prevention of violence and the conflict resolution, but it’s very important the participation of students because violence can appear easily in a school where rules are established without keep in mind their participation. 
It is considered bullying when a student is exposed repeatedly to different forms of bullying by a partner. This can be also called “victimization”. This has the following characteristics:
- The intent to hurt
- The repetition of this behavior
- The power imbalance between victim and aggressor.
Examples of this type of abuse are: exclusion, verbal or physical aggression. This usually begins to be more common at 9-14 years.
F. School absenteeism.
The absenteeism shows multiple manifestations, we can find the following types:
- According to their personal distribution
- Depending on its duration.
- According to multiple causes.
- Aggression between teacher and students.
- Vandalism
- Thefts.
The coexistence is present in the educational institutions, since this is the capacity that humans beings have to live together.
The coexistence in schools manifests itself in in a subtle way, such as in the form of organizing time, to divide the students, to share the contents, etc.
B. Educating for coexistence
The coexistence should be understood as a fundamental objective of the educational process. The improving of the coexistence will be because of the teachers, the governing bodies, the students and their families.
The aspects that work the education through the coexistence are: respect, tolerance, participation and solidarity.
Some of the educational models that can be used for the development of the coexistence are:
- The punitive model
- The relational model
- The integrated model
The school is at the same time, a learning center and a community of coexistence. Each school is presented as a connivance unit configured from the (better or worse) coexistence and articulation of various human groups: Teachers, students, families, social context and educational administration.
- The nature of participation and communication.
To meet the demands of a changing society the educational community must develop new skills. Participation in the current educational model is both an educational objective, a model of organization of the center where prime co-responsibility and a form of performance by teachers.
- Participation: An educational objective.
Participatory processes have a great educational value; any problem that requires negotiation can serves as an effective instrument for acquiring knowledge and skills in practical and functional way.
- Participation: A model of organization of the center.
Participation should be the principle on which is currently settle the organizational model. The contents of participation and the areas where be developed are:
- In the management of the centers
- In learning: What school teaches and what children learn.
- In the Community: The scope of relationship that school establishes with its environment.
- Participation: A form of performance.
In line with the curricular and organizational proposal It must be designed a plan that commits the educational community to improve their training and professional development. For this reason, this decalogue of democratic participation must be followed:
- To provide opportunities for real participation (discussion forums, schools of parents…)
- To promote and encourage participation in all sectors collecting their expectations and become them objectives.
- To make sure that learning is the result of cooperation and interaction.
- To confirm that education is a joint responsibility of parents, mothers and teachers.
- To be convinced that the center educates only when it is organized as a community of coexistence and that participation is a regulative principle of learning.
- To encourage participation in all levels of decision.
- To spread the participation to all sectors of the educational community.
- To work so that everyone involved can participate, regardless of their representation.
- To convert the diversity on one occasion for inclusion and enrichment.
- To ensure bidirectional communication.
a. Arguments for the development of rules
It is very important the definition of clear rules. Education is the main instrument for building a democratic culture; we must replace traditional authoritarian mechanisms of a tax discipline by models of democratic discipline. But we must develop the rules with the participation of the educational community. For students to understand, accept and support the school rules and classroom. Also it prevents bullying between equals and there are better results of learning when there is a climate of class and center which is positive.
b. Considerations prior to the development of rules
The rules of the centers have to develop constantly by the need to update and by offer students the opportunity to participate in their establishment.
We must evaluate the system of rules to learn their results.
Integration of values and norms includes different levels:
· Know the rule and its value.
· Accept the value of that rule.
· Integrate this in the behavior.
Educational research shows that the variables called management and organization of classroom have more influence and determine in the appearance of behaviors against coexistence and in student learning, academic performance and personal relationships.
a. Distribution and use of space
It is the placement of people and materials in the classroom. The distribution of the physical elements of the classroom, the characteristics of the space the center and its use are basic aspects to generate better or worse climate of coexistence.
b. Distribution and use of time
Classroom sessions usually respond to a defined pattern in the distribution of time, which is related to the classroom atmosphere, the performance of students and the greater or lesser presence of disruption.
c. Discourse of the teacher and verbal interaction
It is composed of texts and messages that the teacher communicates in the classroom and is directly related to the type of verbal interaction established in the same
d. Non-verbal Interaction
Body language, gestures and especially the movement of the teacher by the classroom are elements with a direct impact on the presence or absence of disruption.
A teacher must know how to communicate with his voice and with his body the same message; otherwise, students will detect the ambiguity of the situation.
The teaching style consists of several elements:
- Way of dealing with conflicts.
- Procedures teaching and instruction, how to give the class.
- Control and classroom management .
- Consistency between successive regulatory levels present in the center , including teaching routines.
- Action protocols for different problems and implementation of best practices.
- Mutual observation between teachers and contrast the styles of each .
- Accompanying novice or hard to manage class teachers.
- Teamwork.
The reaction type of teaching is one of the indicators that the group of students used to interact with their teacher .
Reaction types are :
Aggressive: The teacher perceives disruption as a personal attack and reacts aggressively turn .
Liabilities: For economy of effort and perhaps impotence, he decides to pretend not aware .
Assertive : Tackle disruption with determination and mettle , applying agreed rules about it , if possible with maximum rigor.
Cooperative : Translates immediately the problem and the situation the whole class and involved himself or implied , seeking immediate correction or group consensus about a possible action or sanction.
Aggressive: The teacher perceives disruption as a personal attack and reacts aggressively turn .
Liabilities: For economy of effort and perhaps impotence, he decides to pretend not aware .
Assertive : Tackle disruption with determination and mettle , applying agreed rules about it , if possible with maximum rigor.
Cooperative : Translates immediately the problem and the situation the whole class and involved himself or implied , seeking immediate correction or group consensus about a possible action or sanction.
The use of de-escalation strategies is advised , as calm and stay calm and not let the situation leads to a frontal confrontation , much less in front of the class group and the use of first-person messages.
There are two specific situations where teacher behavior is key : to discuss with a student before the class or challenge , challenge or humiliate a student in public.
Flexible grouping: Reduce the heterogeneity of the group of origin to facilitate the teaching of specific content.
Workshops and corners : They are organized around a material or resources that the teacher placed in different areas of the class and have different learning objectives . Students work alone, in pairs or in small groups , usually choosing the task, and planning the work and time .
A classroom, two teachers : This is to ensure that all students can be served in the classroom by two teachers. The group of students is always the same . It requires prior coordination work to choose the time and tasks of joint intervention , establishing complementary roles for both teachers.
Differentiation learning levels : It is intended to work a theme for the whole group , but developing different levels of difficulty activities . It requires prior work in the teaching departments or teams cycle to prepare adjusted to the characteristics previously identified in the student materials.
Work plan: This is an individual work , in which , taking advantage of student interests , each can work aspects of the curriculum following their rhythm and personal level. Each student can choose the activities you want for a certain time and perform them in the order you prefer .
Didactic contract : This is a variant of the work plan in which the student is traded on the task to be performed for a certain time and commitments are recorded .
Cooperative groups : You try to create a general dynamics of the class in which learning is the result of interaction and cooperation between equals. Each achieves its goals and only if the rest of the team gets their own. They must be heterogeneous and distributed tasks are of different type and level to allow input from all members. Job evaluation does not consider both the product group , but it acquired by each of the components.
Work projects: Interrelate projects enabling knowledge and seek and process information specified . Each project has a different route from interests , prior knowledge and experiences of students.
The teachers must try to solve the problems attending a pacific way, and if necessary supported by families. The concept of educational community is essential.
If it is interesting for you, or you want to say something about this topic, you can do that writing a comment or if you want to ask me something, you can also send me an email to the next address: albialbita@outlook.es.
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