Yogyakarta- The role of teacher is very important and strategic to solve conflicts at schools. To solve and manage the conflicts, there are several steps which can be done in terms of prevention, solution, management, resolution, and conflict transformation. Of all those, prevention and post-conflict transformation have significant role. “Teacher’s intervention in the conflicts which is quite important is in prevention and solution transformation,” member of faculty of Sociology UGM, Nurul Aini, S.Sos., M.Phil said in a workshop of “Conflict and Violence at Schools) in the Center for Security and Peace Studies, Wednesday (15/6).
Nurul added that the prevention of conflict is an action to collect and analyze information about conflicts, anticipate an increase or a harsh exhalation of conflict, develop the appropriate response to crisis, and present choices of action to the parties concerned. "Unfortunately, these preventive measures are rarely carried out and responses are delayed so that conflicts/ violence occur in schools," she said.
Besides involving teachers, conflict prevention efforts are also done through cooperation with students, parents/guardians, and employees. To become sustainable conflict prevention, conflict prevention has to be based upon the capacity and capabilities of each party, for example, teacher through education and training, joint activities (sports), and the implementation of cooperation among groups that have diverse backgrounds.
On that occasion, Nurul also provided tips for teachers to intervene in conflicts at schools, from recognizing the problem, not making permanent decision, thinking about the needs, mapping the conflict, seeking and implementing solutions. "Teachers must also be skillful at listening, giving supportive comments, asking for an explanation, and giving empathy," she said.
Meanwhile, researcher from the Center, Dody Wibowo said that the teacher does not only observe achievement of learning outcomes, but also appreciates the learning process to assess the progress of learners because each learner has different abilities.
Dody also hoped that the values of peace can be implemented in schools by teachers to change behavior of learners so they can practice the values of peace in their daily life. Examples include optimistic, friendly, generous, respectful, and honest characteristics. "Internalization of values of peace on learners starts from the values which are easily understood and implemented, then developing on the more complex values," Dody said.