Oakswood College

Positive Conflict & Behaviour Management in Classroom

Module Title

Positive Conflict and Behaviour Management in the Classroom

Module level

Module Code

PCBM

Credit Value

Total Quality Time (TQT)

40 Hours

Guided Learning Hours (GLH)

30 Hours

Independent Learning

10 Hours

Duration

7 Days

Assessment Weightings

1. Individual Reflective Practice	40%
2.Group Work	40%
3.Observation	20%

Rationale: Behaviour Management

It's not unusual for teachers to mention the stresses they face in having to spend so much time, day-in and day-out, on managing difficult behaviour (Majors, Mehmood & Rehman, 2024), (Henshaw, 2024) & (National Education Union, 2025). Many are all too aware that the pressures involved in discipline and behaviour management are contributing to what we know today as 'teacher burnout' and associated anxiety, exhaustion, stress, and even depression.

(National Education Union, 2025)

This unfortunate rise in teacher stress and burnout has led to a disproportionate number of teachers leaving the profession. A recent study suggested that as many as 44% of teachers plan to quit teaching in the next five years due to burnout and classroom conflicts (Guardian, 2023; Houlden, 2025).

Not only do the increasing pressures on disciplining and managing difficult students play havoc with the lives of teachers, they also have significant and negative impacts on the young people's mental health. As such an overemphasis on disciplining and managing difficult behaviour has contributed to high levels of suspensions, exclusions and referrals to the Pupil Referral Unit (PRU) and there is an (DFE,2022) & (Youth Endowment Fund, 2024). Therefore, suspensions and exclusions play a major role in the so-called 'school to prison' pipeline (ONS, 2023)& (Tynan & Warren, 2025).

Arguably too little attention is paid to the impacts on the mental health of teachers themselves and to equipping teachers with soft skills and techniques to manage difficult behaviour (Henshaw, 2024).

PRU Referrals

In UK schools, as elsewhere, boys tend to have more challenges around inappropriate behaviours than girls. Some 20% of the boys affected by suspensions, exclusions and referrals to PRUs are boys of colour who have five times higher exclusion rates than white boys and three and a half times higher exclusion rates than girls of colour (Guardian,2021; Gov.uk,2021; LSE, 2024).

This module has emerged as a response to the challenges of teachers struggling to foster meaningful relationships inside and outside the classroom while dealing with the day-to-day challenges of student behaviour. It seeks to equip educators with the tools and strategies necessary to foster healthy relationships, manage conflicts positively, and create supportive learning environments.

This module has been developed by experts deeply invested in the welfare of teachers, students and the educational system as a whole. It aims to help transform classrooms into sanctuaries of inspiration in which the pupils blossom, the passion for teaching thrives and the spectre of teacher burnout is banished.

Teachers will gain insights into valuable strategies to help them navigate challenges and alleviate fatigue. Students will benefit from more engaging and conducive classrooms, enhancing their learning experience. Schools will be supported in providing increased student engagements, and in becoming hubs of academic excellence.

Course Aims:

To develop skills in conflict management and their application in classroom settings, thereby placing less emphasis on punitive approaches./li>
To empower educators with greater soft skills e.g. 'emotional intelligence' to help them manage classroom behaviours more effectively, communicate with greater empathy, and build positive relationships to reduce classroom conflicts and exclusions.
To examine the underlying causes of teacher burnout and problems with student discipline and propose strategies to help mitigate their impacts.
To foster cultural competences in behaviour management approaches, thereby promoting more effective outcomes amongst both teachers and students.

Learning Outcomes:

Upon successful completion of this module, a student will be able to:

Demonstrate a comprehensive understanding of 'Positive Conflict Management' principles as a viable model as opposed to an undue reliance on punishment-related practices.
Analyse the impacts of current discipline/exclusion practices on behavioural management outcomes and propose preventative measures.
Implement classroom conflict management strategies that help teachers to create more friendly and effective classroom environments.
Evaluate the role of cultural & gender competences in the classroom and propose strategies for fostering inclusivity.
Learn how to utilise a range of contemporary interactive techniques to analyse and resolve both complex social interactions and difficult student situations in the classroom.

Indicative Content:

This module will explore various aspects of Positive Conflict Management and its application in educational contexts, including:

Understanding the roots of teacher burnout and its impact on educational outcomes.
Exploring the principles of Positive Conflict Management and its alignment with restorative practices.
Examining the role of cultural competence and implicit biases in classroom dynamics.
Analysing case studies and real-world scenarios to develop practical conflict resolution strategies./li>
Collaborative discussions and role-playing exercises to enhance communication and relationship-building skills.
Exploring the implementation of behaviour support plans and targeted interventions to support students with challenging behaviours.
Investigating the intersection of institutional culture, societal factors, and educational outcomes.

How the Course Benefits Learners

The course benefits learners in several ways:

Enhanced Conflict Management Skills: Participants learn principles of positive conflict management, enabling them to resolve classroom conflicts more effectively and reduce reliance on punitive measures./li>
Improved Classroom Environment: By fostering positive relationships and empathy, educators can create a more supportive and engaging learning environment, which enhances student outcomes and reduces teacher burnout.
Cultural Competence: The course helps educators develop cultural competences, promoting inclusivity and addressing implicit biases in educational settings.
Practical Application: Through case studies and real-world scenarios, learners develop practical strategies for managing challenging behaviours and implementing behaviour support plans.

Target Audience:

Our course is designed for educators, particularly teachers and school leaders, who are seeking to explore and enhance their skills in classroom conflict management and behaviour support. The target audience includes:

Educational Psychologists: Psychologists whose primary focus is behaviour, reducing school exclusions, interested in positive conflict resolution.
School Teachers: Those who face challenges in managing classroom behaviour and wish to develop strategies for creating a more conducive learning environment.
School Leaders: Principals, vice principals, and department heads who are responsible for implementing school-wide policies on behaviour management/positive conflict resolution, school exclusions and supporting teacher and student well-being./li>
Deputy Heads & Teaching Assistants: Individuals who support teachers in managing classroom behaviour and discipline may benefit from additional training in conflict resolution.
Pupil Referral Unit: Staff working in PRUs providing educational support to students excluded from mainstream schools, can benefit from strategies to manage challenging behaviours and foster positive relationships.
Community Support Workers: Professionals working in community interacting with young people and families, such as youth workers or family support officers can gain insights into conflict management and behaviour support strategies to enhance their community engagement and youth support roles.
Institutions training teachers: Institutes delivering PGCE or other QTS qualifications can benefit from embedding this course as an additional module in their programme.
Those interested in:
A technology which helps with developing better relationships in a scientific way.
Learning about social intelligence
Gender, culture and behavioural management studies.

Delivery & Assessment:

The module will utilise trainee-centred learning. Case-Study based critical reflections will be employed to stimulate interest and focus on positive conflict management. Course members will work in groups to develop their understanding of trends and academic theories, will undertake problem-based learning approaches and will be involved in formative peer assessment of each other's work. Course members will also be encouraged to take part in on-line discussion groups. On-line quizzes and resources will be drawn upon to support learning outcomes which seek to foster increased self-confidence.

Component Number	Form Of Assessment	Assessment Size	Weighting (%)	Learning Outcomes Assessed	Mandatory / Pass Marks
1	A case-study based Individual Reflective Practice	1,500 words	40%	1	Yes/50%
2	Skills Complemented (peer – gap coaching model) Group Presentation	30 minutes	40%	2 and 3	No/50%
3	Classroom Conflict-based Observation and Report	10 hours and 500 words	20%	4 and 5	Yes/50%

Further Information On Assessment:

Component 1 (Case-study based - Individual Reflective Practice) will require course members to identify, discuss and reflect on their experiences and practices, using various tools and models. This will equip them to be more self-critical, analytical, solution-focused and more knowledgeable as regards awareness of what to do next.

Component 2 (Group Presentation) will focus on group-work, especially in pairs. Using the peer-gap coaching model, the pair will complement each other's skills and bridge any gaps by working together on a real case study involving the application of different models and discussions as to what works and what does not work. The pair will be required to deliver a 30-minute presentation based on their findings.

Component 3 (Observation and Report) will be based on 10 hours of classroom observation focusing primarily on conflict resolution in the classroom, with a brief report on key findings (500 words).

How the Assessment Benefits Learners:

The assessments in this course benefit learners by:

Reflective Practice: Encouraging self-reflection and analysis of current practices, helping educators identify areas for improvement and develop more effective strategies2.
Collaborative Learning: Group presentations and peer assessments foster collaboration and shared learning, allowing participants to learn from each other's experiences and insights2.
Observation and Feedback: Classroom observations provide real-time feedback, enabling educators to assess their conflict resolution skills and receive constructive feedback for improvement.