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Two friends have an argument that breaks up their friendship forever,even though neither one can remember how the whole thing got started.Such sad events happen over and over in high schools across the country.In fact,according to an official report on youth violence,"In our country today,the greatest threat to the lives of children and adolescents is not disease or starvation or abandonment,but the terrible reality of violence".Given that this is the case,why aren't students
taught to manage conflict the way they are taught to solve math problems,drive cars,or stay physically fit?
First of all,students need to realize that conflict is unavoidable.A report on violence among middle school and high school students indicates that most violent incidents between students begin with a relatively minor insult.For example,a fight could start over the fact that one student eats a peanut butter sandwich each lunchtime.Laughter over the sandwich can lead to insults,which in turn can lead to violence.The problem isn't in the sandwich,but in the way students deal with the conflict.
Once students recognize that conflict is unavoidable,they can practice the golden rule of conflict resolution:stay calm.Once the student feels calmer,he or she should choose words that will calm the other person down as well.Rude words,name-calling,and accusation only add fuel to the emotional fire.On the other hand,soft words spoken at a normal sound level can put out the fire before it explodes out of control.
After both sides have calmed down,they can use another key strategy for conflict resolution:listening.Listening allows the two sides to understand each other.One person should describe his or her side,and the other person should listen without interrupting.Afterward,the listener can ask non-threatening questions to clarify the speaker's position.Then the two people should change roles.
Finally,students need to consider what they are hearing.This doesn't mean trying to figure out what's wrong with the other person.It means understanding what the real issue is and what both sides are trying to accomplish.For example,a shouting match over a peanut butter sandwich might happen because one person thinks the other person is unwilling to try new things.Students need to ask themselves questions such as these:How did this start?What do I really want?What am I afraid of?.As the issue becomes clearer,the conflict often simply becomes smaller.Even if it doesn't,careful thought helps both sides figure out a mutual solution.
There will always be conflict in schools,but that doesn't mean there needs to be violence.After students in Atlanta started a conflict resolution program,according to Educators for Social Responsibility,"64%of the teachers reported less physical violence in the classroom;75%of the teachers reported an increase in student cooperation;and 92%of the students felt better about themselves".Learning to resolve conflicts can help students deal with friends,teachers,parents,bosses,and coworkers.In that way,conflict resolution is a basic life skill that should be taught in schools across the country.
Why do students need to ask themselves the questions stated in Paragraph 5?查看材料
细节题。第五段主要讲述当学生发生冲突时，要仔细思考一些问题以解决矛盾。根据第五段中的“This doesn’t mean trying to figure out what’S wrong with the other person．It means understanding what the real issue is and what both sides are trying to accomplish”可知，让学生思考这些问题“How did this start?What do I really want?What am I afraid of’，是为了弄清楚问题所在。故本题选C。
有“泥土诗人”之称的诗人是（）。
将下列各项按所表示年龄大小顺序排列，正确的顺序应是（ ）。
①不惑②垂髫③花甲④加冠⑤而立⑥古稀⑦半百
1931年，一位给人们带来光明的科学家重病的消息牵动着世界人民的心，几十名记者为他守夜。每隔一个小时就对外发布一次消息：“灯”还亮着。这位科学家是（ ）。
钱穆在评论中国古代某制度时说，它“可以培植全国人民对政治之兴味……可以团结全国各地域于一个中央之统治”，这一制度是()。
明朝初年强化君主专制的措施是（）。
知识是个体通过与环境相互作用后获得的（ ）。
《诗经》中描绘了一个美丽清泠、朦胧迷茫的抒情境界，刻画诗人徘徊追思的形象，借助景物和意象含蓄委婉地表达相思和追怀之情的诗篇是（ ）。
在我国历史上，传统音乐与外族音乐、北方与南方音乐进行广泛交流的时期是()。
教育的本体功能之一是( )。
一个国家教育经费投入的多少最终取决于（ ）。
