Overview 

• • A desk with a feathered pen in a holder located in the classroom. 

  • Whenever students have a conflict they each draft a peace table statement before coming together to meet with teacher.

  • Every statement had to have three distinct elements 

1. An explanation of what the disagreement was about

2. An I statement explaining the writer's feelings (“When you ____ I felt ____. I would like ______.”)

3. An I statement explaining what the writer thinks the other person might say (“When you ___, I felt ___. I would like ___.”

• Next teacher meets with both students to discuss the conflict. 

• "The time the students spent drafting accomplished two important objectives: 

  • It gave both parties time to cool off 

  • It encouraged both to put the conflict in perspective. 

• In most cases the conflict was on its way to being resolved before the impromptu conference even took place" -Better Than Carrots or Sticks"

Core Components

• • Students must be introduced to the 'peace table' when in a regulated state

  • The table must be a common process to solve conflicts

  • Debrief and affective statements must be used after think time (writing) is completed. 

Peace Table- Conflict

Using a Peace Table