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UPEACE/US provides professional development trainings and other forms of support for DC public schools in conflict transformation and behavior managment. Teacher trainings are hands-on, participatory (that means no powerpoint) and focused on modeling activities and techiques to help reduce conflict and discipline issues in the classroom.
Meet Our Trainers
Daryn Cambridge: Daryn is an experiential education and training consultant, an advisor for educational initiatives at the International Center on Nonviolent Conflict, and an adjunct professor at American University where he teaches Education for Peace and Conflict Resolution and Education for International Development. Daryn has worked for several social justice and education organizations, facilitating trainings and workshops for learners of all ages and from all across the world. For three years he served as Assistant Director of the Democracy Matters Institute and then Director for Youth Programs at Common Cause, designing and facilitating trainings for youth and young adults on how to do grassroots organizing around pro-democracy issues. He has also been a Program Supervisor and Instructor with the Close Up Foundation – the nation’s largest civics education and engagement non-profit – where he taught civic engagement workshops for young people from all across the United States, the Middle East, North Africa, and Eurasia. Daryn has a B.A. from Middlebury College, a M.A. in International Training and Education from American University, and a professional certificate in International Peace and Conflict Resolution, also from American University. He lives in Falls Church, VA with his wife Alyson and their dog, Reginald.
Monika Megyesi: Monika is an experienced mediator and facilitator specializing in family, workplace, school and community conflict. As a trainer, she uses interactive experiential learning approaches to teach groups about conflict management, decision making, communication, dynamic governance, mediation, leadership and organizational development. Monika has worked with Community Mediation Centers, Montgomery County Police Academy, Safe Takoma, Mediation and Conflict Resolution Office (MACRO), Choice Program, Casa de Maryland, Ombuds Association for Long Term Care Providers and others.
Tarek Maassarani: Tarek currently works as an adjunct professor at George Washington University. He has worked for six years designing, coordinating, training facilitators for, and carrying out peace and conflict resolution education in DC public schools, both at the elementary and high school levels. Most recently, in partnership with UPEACE/US, he assisted with a year-long comprehensive peace education pilot project at Malcolm X Elementary School in Southwest DC, which included classroom lessons, curriculum enhancement, virtual pen pals, teacher trainings, and a peace club. He has also designed and carried out workshops for students and teachers on the subjects of HIV/AIDS, nutrition, ecology, hygiene, and budgeting in southern Africa, Nepal, and Lebanon. Finally, he is an AFSC-certified peace facilitator and an active community and family mediator for the Conflict Resolution Center of Montgomery County. Training Topics: Conflict Resolution and Cooperation (either basic adult or for parents/educators), Non-Violent Communication (NVC), and Human Support Group.
Mohit Mukerjhee: Mohit Mukherjee is the Director of the UPEACE Centre for Executive Education as well as a faculty member at UPEACE. Prior to this position, he served for four years as Education Programme Manager of the Earth Charter Initiative, an international nonprofit organization. He also spent three years in the private sector, at A.T. Kearney, a top-tier international management consulting firm based in USA, and three years as an educator in Ecuador. He has a Bachelor’s degree in Industrial Engineering from Stanford University, and did his Master’s at the Harvard Graduate School of Education, also taking courses at Harvard Business School on how to start up, manage, and grow social enterprises. Mohit is an avid tennis player, though is struggling to find the "win-win" scenario on the court.
For more information about our offerings please contact Nick Martin at
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DCPEACE
Equipping teachers, youth, and families with the skills and knowledge necessary to effectively serve as peacebuilders in their communities.Results
➢ 100% of educators and administrators participating in the program reported an increase in their students' ability to manage conflict.➢ Educators reported that improvements in student behavior and decreases in the number of classroom conflicts increased their ability to successfully deliver lessons in reading and math by an average of 75%.
➢ Based on internal testing results during the past three months, there were improvements in both language development skills (13%) and literary text competencies (38%) among the students participating in our program.
➢ School administration reported a 40% decrease in conflicts resulting in physical disturbance as a result of our program.
➢ In the classroom which previously had the most visible physical disturbances, during the pre-assessment 46% of students reported using violence (pushing or hitting) as their way to address a conflict scenario. The results of our mid-program survey reveal that after four months of our programming, only 13% chose violence (pushing or hitting) as an option to address a conflict - a 33% decrease in the use of violence to address real life problems.
➢ 92% of educators surveyed felt that students at their school would benefit from learning conflict resolution skills.
➢ 100% of educators surveyed felt that teachers would benefit from learning conflict resolution skills.
➢ The perception among administrators and educators that violence is a problem at the school has decreased.
➢ According to school administration pre and mid point surveys, there have been improvements in the creation of a welcoming and positive school environment.
➢ “The fifth grade classes have been greatly impacted by the Skills for Understanding workshops.”
-School Principal
➢ “Students are more attentive and eager to learn. Self esteem is on the rise, and their attitudes towards school are promising.”
–5th Grade Teacher
DCPEACE Video
Michelle Rhee
"DCPS must completely rethink its approach to preventing school violence… by teaching students to manage conflicts before they spiral out of control.”
- DCPS Chancellor Michelle Rhee
DCPEACE Photos
Click to enlarge images
Why Elementary Schools?
“Violence is a learned behavior. The values, attitudes, and interpersonal skills acquired early in life play a key role in the development of violent behavior. Because a person’s violent or nonviolent tendencies may be set in early childhood, preschool and elementary school-age children are often thought to be ideal participants in interventions that promote nonviolent values and enhance conflict-resolution skills.”
Best Practices of Youth Violence Prevention: A Sourcebook for Community Action. 2002. National Center for Injury Prevention and Control of the Centers for Disease Control and Prevention
