Peaceable Classroom Management Essay Example

schools. This study on peaceable classrooms is significant for both teachers and students alike. It is crucial for teachers at all levels - elementary, secondary, and tertiary - as well as instructors to implement peace education in their classrooms since they play a vital role in the educational process and are central to fostering a culture of peace among students. Students will benefit from this paper by gaining insight into how teachers can improve the creation of peaceful learning environments. Additionally, the information gathered can be shared with relevant organizations. Faculty members in any learning institution who serve as trainers in peace education will also find value in this study since they can observe and emulate the culture of peace reflected within these classrooms for future educators to follow.This research has advantages for administrators, parents, and educators alike. Administrators will find value in this work as it contributes to achieving peace in the classroom and aligning curriculum with UNESCO's goal of peace education. Parents can use this study to choose a desirable school for their children and learn how they can support or collaborate in creating a peaceful school environment.

To ensure a clearer understanding of this research, certain terms will be operationally defined, such as the concept of a peaceable classroom. The text explores various aspects of peace within the classroom, including just relationships between teachers and students, harmonious relationships among students themselves, and fostering harmony with nature.

Peace is not only the absence of conflict but also involves establishing fair and non-exploitative relationships while promoting well-being for both humans and the environment (Vega, p.46). On the other hand, violence refers to unjust or exploitative actions

by teachers or students that cause harm to individuals or nature.

Transformation means the ability of someone or something - whether it is an individual or an idea - to bring about positive change in behavior and actions. Ethical refers to adhering to accepted standards and principles of moral conduct (Incarnate 2008).In addition, ecumenical refers to cooperation and understanding across different spiritual and faith traditions. Chapter 2 provides a comprehensive review of relevant literature and studies applicable to the current research topic. This review assists the researcher in preparing, developing, and conducting the present study. Various studies have emphasized the importance of a peaceful learning environment in education (Vega et al., 2009). Vega et al. highlight that students face challenges in focusing on academic work when there are social distractions. The concept of Goodness, as discussed by Vega et al. in the Social Dimensions of Education, emphasizes the necessity for mutually respectful relationships for intellectual development (Carnegie Council on Adolescent Development). Additionally, acceptance, belongingness, affirmation, cooperation, communication, appreciation for diversity, and peaceful conflict resolution are key characteristics of a peaceable classroom (Vega et al., 2009). Bullying is identified as one disruptive factor that damages self-esteem and inhibits learning. Victims of bullying tend to withdraw and become socially isolated (Vega et al., 2009). Addressing this issue, a peaceable classroom can serve as an antidote to bullying. It is also important to include peace education in classrooms when addressing child abuse; however it is acknowledged that this complex issue cannot be solved overnight (Brooks et al., 2003).It is important to note that this problem cannot be solved by one agency or individual alone. The Department of Education (DepEd)

is actively working on programs to promote a peaceful classroom environment and address the issue of child abuse, recognizing the need for improvement in children's participation and survival in schooling. Collaboration from various government agencies is required to find a solution.

Teachers can play an important role in preventing or eliminating child abuse. Brooks suggests several points for teachers to consider: 1) remain vigilant and identify potential victims; 2) promptly report cases; 3) educate students about being vigilant; 4) emphasize family importance in shaping personality; 5) help students understand the significance of planning for their future and working towards goals; and 6) discuss values related to power and equality within relationships between men and women.

To instill respect towards all individuals, regardless of their position or past experiences with abuse, it is essential to address social issues that impact student learning within educational institutions. These interconnected social problems often cause misery among people's lives. However, schools covered by DepEd can provide a multicultural and sometimes multiracial environment that fosters peace, making them an ideal setting to experience harmony.This challenge is applicable to all institutions under DepEd's coverage. Similarly, Gonzales et al.'s (2002) study also focuses on addressing concerns about violence in schools. They argue that it is crucial for educational institutions to establish a culture of peace in order to promote peace. This culture should include various forms of dialogue and cooperation such as personal, interpersonal, inter-group, intercultural, interfaith dialogue, as well as international and global cooperation (Gonzales et al., 2003). Since students come from diverse backgrounds, schools can serve as a platform for finding common ground. Therefore, fostering a culture of peace based on cooperation and

respect can contribute to achieving peace. Teachers play a pivotal role in promoting this transformative culture within the classroom. Peace education is included in the curriculum with the aim of creating a peaceful learning environment. The culture of peace is defined as a state where individuals can live with dignity while appreciating and respecting others. The objective of the Peaceable Classroom is to nurture young individuals who can shape a safe, sustainable, democratic and fair world by instilling social responsibility in educationIn their work "Social Dimensions of Education," Vega et al. emphasize the importance of integrating conflict resolution within key themes such as operation, communication, appreciation for diversity, healthy expression of emotions, responsible decision-making, and conflict resolution itself. They believe that teachers should use these lessons as a starting point for exploring conflicts in the classroom and school setting. Planning for peace education is essential and educators need to prioritize it when organizing classrooms and designing lessons. While subjects like language, math, history, and geography are crucial, neglecting lessons on promoting peace can impede progress. The responsibility of establishing peace lies not only with politicians but also with education. To achieve UNESCO's Education For All (FEE) goals, incorporating peace education into the curriculum is necessary. FEE has emphasized the significance of creating a peaceful classroom environment in light of current global events. Suggestions for incorporating peace into the curriculum include discussing the meaning of "peace" with students, designating the classroom as a "peace zone," teaching conflict resolution skills, and selecting "peace" as the theme for any annual school event (Interiors).In their 2009 study, Vega et al. extensively discuss the importance of customizing peace education based

on students' age. They emphasize involving children in caring for their environment and showing respect towards materials, pets animals plants, and other children. They suggest that creating a peaceful environment in schools requires incorporating respect for diversity, seeking recognition as an international peace site, avoiding arguments in front of children, and establishing special holidays and rituals.
According to Vega et al., peace education is a transformative response to societal challenges that aims to address learners' cognitive, affective, and active dimensions through awareness, understanding, practical action-taking, responding, and valuing peace. Weiss also suggests that teachers play a significant role as peace educators in achieving lasting change through peace education (Vega et al., 2009).
The influential role of teachers in shaping the lives of children and young people is underscored by the phrase "the medium is the message." Students often absorb informal lessons from their teachers' attitudes, values,and actions both inside and outside the classroom (Vega et al., 2009). Therefore,it is crucial for teachers to undergo personal transformation and establish themselves as credible messengers of peace in order to effectively promote peace (Vega et al., 2009).According to Vega (2009), Lintier and Patti emphasize that teachers should first initiate change within themselves before expecting it from their students. The challenge for teachers includes possessing specific skills for effective advocacy of peace, such as being a responsible global citizen, recognizing education's potential for positive transformation, being motivated by service and actively engaged in the community, embracing lifelong learning, serving as both transmitter and transformer of culture, striving for mutually beneficial relationships, demonstrating gender sensitivity and awareness towards bias issues. In addition to these skills, practicing constructive criticism while engaging in reflective

learning and cooperative learning techniques can enhance them. Lastly, inspiring an understanding of alternative possibilities for a peaceful future is crucial. The authors acknowledge that these attributes serve as a solid starting point but are not exhaustive or definitive. Additionally, (2016) highlight the importance of peace education in addressing social issues like child abuse, social violence, and human rights violation in schools. The literature reviewed has provided valuable insights for the researcher and significant information for the success of this study.They highlight that a peaceful classroom is characterized by affirmation, cooperation, communication, appreciation for diversity, appropriate expression of feelings, and peaceful conflict resolution. The understanding of these characteristics resulting from peace education is valuable. Peace education can also act as a preventive measure for problems faced by bullied children in school. In "Nurturing Resilience in our children" by Robert Brooks et al.(2003), child abuse is discussed with the suggestion that educational institutions play an active role in addressing this problem. Thus, peace education becomes crucial in resolving this issue. However, collaboration among multiple agencies (both governmental and non-governmental) is necessary to solve this problem. The presented discussion provides valuable insights for teachers when dealing with the issue of child abuse in schools and highlights the significance of promoting a culture of peace within educational institutions and involving the entire community in peace education (Gonzales et al., 2002). The participation of teachers, students, and staff plays a vital role in achieving peace (Gonzales et al., 2002). Furthermore, Salute et al.(2016) stress on incorporating peace education to address social issues present in schools(2005). The discussion also explores the role of human rights in education and emphasizes the

importance of teaching children about them.Executive Order No.27 mandates including human rights across various curricula.Teaching human rights is viewed as a means of achieving peace in classrooms (Salute, et al., 2005). Other studies emphasize the importance of creating a peaceful classroom environment and consider teachers as agents of empowerment for students (Salute, et al., 2005). By promoting peace within their classrooms, teachers can contribute to fostering peace at local and global levels (Salute, et al., 2005). The Educators for Social Responsibility also endorse the idea of a peaceful classroom as a way to nurture worldwide peace. These six themes align with UNESCO's peace education and are crucial considerations for educators (Educators for Social Responsibility). It is vital for teachers to incorporate peace education into their lesson plans and give it equal importance to other subjects. Vega et al. (2009) argue that teachers have a critical role in implementing practical peace education and should exhibit peaceful behavior for their students. The discussions in this chapter provide clarity on the meaning of peace in an educational context. Being an agent of peace education is both a calling and an opportunity for teachers. The recommendations for curriculum with peace education and the qualities of peaceful educators hold value in developing this study. This study focuses on research regarding Peace Education: A Transformation Response to Major Societal Challenges, which includes an examination of The Peaceable Classroom by Vega et al. (2009).The text describes the use of Figure 1 as a conceptual paradigm to illustrate the relationship between independent and dependent variables. The survey will analyze various aspects of participating teachers, including their age, sex, civil status, types of tertiary

education attended, degree obtained, and length of service.