Students are sometimes taught to control their emotions, act appropriately, and move on. But we don’t arm them with the information they need to effectively communicate their ideas and settle their regular disputes. Children act out because they are unable to express themselves in other ways. Thus, unlearning lessons from childhood and recognising the unintended consequences of the language we use to communicate to children are the first steps in learning how to coach children in dispute resolution. Once a problem has been settled, it might be helpful to apply more subtle forms of censorship, but they should never take the place of talking about feelings. These alternate techniques make an effort to divert kids with treats or jokes. However, attempts to divert kids’ attention from their feelings subtly promote the notion that emotions are unimportant. Therefore, all forms of diversion force kids to behave out to gain the attention they want. There are many different reasons why people engage in disruptive and attention-seeking behaviours. This might be the result of a child acting out to try to hide the fact that he or she is having trouble keeping up with the workload and level of work. It might involve common playground arguments like “she shoved me” or “he didn’t play with me.” Other potential causes include grief, neglect, disease, disability, anxiety, trauma, and a host of other external circumstances. All behaviour should be handled using the same techniques, regardless of the root cause of conflict. The methods for resolving conflicts in the classroom are provided by the teachers. We know that the school information management system can be helpful to the teachers as well. To explain consequences to children, use ‘if-then’ phrases. Don’t scold right away after giving a command and waiting for a response; instead, remind the recipient of the repercussions if the order is not followed. The youngster is given the freedom of choice as a result. For instance, “You will lose two minutes from your break if you don’t participate in this activity.” If you employ these orders, make sure to always carry out the punishment. The attendance management software therefore can be a good way to understand the students as well. Children may require prompting to assist them in completing this. Encourage them to ask the other child to repeat themselves or suggest how they might start a statement. Instead of merely waiting for their turn to speak and preparing their defence without taking into account the other child’s feelings, this compels the youngster to concentrate on active listening. Encourage kids to come up with a solution that they can all agree on. The answer must be accepted by both kids. Ask them to elaborate on their objections if they disagree until you achieve a consensus that is acceptable to both parties. Make an effort to ensure they adhere to their resolution. This approach can need patience and effort on your part, but it gives kids useful life skills, and if they feel confident, they’ll start handling problems on their own. Amid controversy, teachers and students can work together by synthesising divergent viewpoints and respecting complexity. These activities demonstrate the how and why of engaging with a variety of thoughts, regardless of whether students stick to their initial arguments or alter their viewpoints. The inability of persons involved in a conflict to effectively communicate with one another contributes significantly to the difficulty of conflict resolution. As a result, the ability of people involved has a great deal to do with the positive and educational potential of confrontations. Therefore, for disagreements to turn into opportunities for social and human development, effective communication skills, respect for other’s rights, and tolerance of diversity are necessary. Since it is impossible to completely eradicate conflicts in schools, it is crucial and necessary to lessen their frequency, duration, and severity to protect the teaching and learning process. Depending on the approaches taken to resolve it, the conflict’s intensity, duration, or severity may then rise or fall. Regardless of the various definitions of conflict, if the parties involved are unaware of it, there is no conflict. The bulk of definition suggestions and attempts to conceptualise the conflict available in specialised literature concurs with this conclusion.