Teacher as Mediator: How Teacher Interacts with Parents of the Victim and Agent in School Conflict

Abstract The focus of this article is to compare and contrast how teachers interact with parents about their children’s involvement in school conflicts. To showcase tricky social interactions kind, we choose conversation analysis as a contrastive method take pair telephone calls which teacher the respective agent victim involved fight. Data analyses show that minimizes incident severity reasonably attributes responsibility her call victim’s parent prompt forgiveness, whereas full maximizes talk agent’s press for apology. In responses, both build up “good child” parent” identities seek teacher’s affiliation parenting. mediation end when mutual alignment are achieved.