Ch.9+notes

Chapter Nine ** Students will: __ Skills Advanced Through Problem Solving __ // Problem-solving in Context // // Problem-Solving Method // Step 1: Establish a warm, personal relationship with the student (Develop a “positive relationship bank account” Step 2: Deal with the present behavior What happened? (Develop a time line/functional assessment) “What did you do?” (Help students take responsibility for their role in the problem. Help tem develop an internal locus of control) Step 3: Make a value judgment “Is it helping you?” (Help students understand the underlying assumption) “Is it helping others?” (Enhance student’s social cognition) “Is it against a rule/does it violate a compelling state interest? (Help students understand their own and others’ rights and responsibilities within the community) Step 4: Work out a plan “What can you do differently?” (Social skill training) “What do you need me to do?” (Empowerment/functional assessment) “What do you need other students to do?” (Empowerment/functional assessment) Step 5: Make a commitment “Are you going to do this?” (Enhance student’s accountability/responsibility) Step 6: Follow up “I’ll check later and see how the plan as worked” (Supportive/caring environment) Step 7: No put-downs, but do not accept excuses (High expectations and persistence in working wit students)
 * Using Problem Solving to Resolve Behavior **
 * __ Outline __**
 * __ Learning Objectives: __**
 * 1) use problem-solving methods with students to develop effective solutions to ongoing academic and behavior problems
 * 2) demonstrate how to resolve a conflict between two or more students
 * 3) Demonstrate how to conduct an effective class meeting
 * 1) Alternative solution thinking
 * 2) Consequential thinking
 * 3) Causal thinking
 * 4) Interpersonal sensitivity
 * 5) Means-ends thinking
 * 6) Perspective taking
 * What do I want to accomplish by responding to this student behavior?
 * Where does classroom management fit into my plan?
 * How does problem solving relate to correct behavior interventions?

__ Model for Solving Problems __ // Glasser’s 7 Steps // // Implementing Problem Solving in the Classroom //  // Gender and Problem Solving // · Boys and girls respond differently to the language used to discipline o Boys § respond to firm, direct techniques § should be asked what would you do rather than how do you feel § have clear consequences associate with behavior o Girls § negotiating a solution works for girls
 * Glasser’s-Reality Therapy
 * Gordon’s-Teacher Effectiveness Training
 * Maple’s-Shared Decision Making
 * Curwin & Mendler’s-Discipline with Dignity
 * Mendler’s-What do I do when…?
 * Fay’s- Teaching with Love & Logic
 * Nelson’s-Think Time
 * Redl, Morse, and Long’s-Life Space Crisis Intervention
 * 1) Establish a warm relationship with student
 * 2) Deal with the present behavior
 * 3) Make a value judgment
 * 4) Work out a plan
 * 5) Make a commitment
 * 6) Follow up
 * 7) No put-downs, but do not accept excuses
 * 1) Provide a handout or outline on overhead
 * 2) Discuss each step
 * 3) Role-play situations and alternatives
 * 4) Follow up role-play with discussion
 * 5) Have students practice roles
 * 6) Process these interactions
 * 7) Have students write a problem-solving plan for rule violations
 * 8) Explain how problem solving relates to classroom management
 * 9) Quiz students on steps and sequences and plan

__ Methods for solving problems between students __ // Teacher facilitated peer conflict resolution // · Think-feel-act model

// Group Problem-solving Methods // Guidelines for class meetings // Meeting Frequency and Length // · Elementary: daily for 15 minutes · Middle/High: whenever the agenda calls for it
 * Held in tight circle
 * Only group problems discussed unless individual is effecting group
 * Agenda created prior to meeting by students
 * Discussions related to solutions
 * Individual not discussed without permission
 * Clear responsibilities outlined
 * Raise hands to be called on
 * Listen to speaker
 * Stay on topic
 * Share helpful ideas
 * Use positive supportive words
 * Teacher initially serves as facilitator

// Starting a Class Meeting // · Review the purpose · Discuss the solutions from the last meeting

// Increasing Involvement in Class Meetings //  // Class Meeting Jobs // __ Methods for Responding to Serious and Continuing Student Behavior Problems __ // School wide problem-solving/management plan // // Student Response components // · Examine the environment to determine causal factors · Meet with the student to discuss the problem and generate solution · Contacting parent(s) or guardian(s) to inform them of problem and attempts being made to improve behavior · Implement some form of behavioral intervention · Refer the student to the office for specified school-wide management program · Refer the case to a team whose responsibility is o  to examine the students needs, strengths, and behavior problems o review previous methods used to assist the student; and o work with the student and significant others to design and individual change plan aimed at modifying the environment
 * After modeling facilitating a meeting allow some students to facilitate
 * Introduce agenda or class problem to facilitate discussion
 * Teach individual students roles
 * Alternate student roles in the meeting
 * Discussion Leader
 * Task Observer
 * Behavior and Feeling Observer
 * 1) A clear philosophy statement
 * 2) Schools rules
 * 3) School-wide common area procedures
 * 4) A clear description of the roles and responsibilities of all parties involved in managing student behavior
 * 5) Methods for creating a positive school climate and reinforcing appropriate student behavior
 * 6) A problem solving model to be taught to all students
 * 7) A format for developing positive behavior change plans for students who experience ongoing and serious behavior problems
 * 8) Forms for communicating between teachers, administrators, and parents
 * 9) Determining the role of the school-wide student management committee.

__ Incorporating Problem-Solving Into School-wide Student Management Plan __ // Using Problem Solving on the Playground and in Common Areas // 1. **THOMAS GORDON,** in both his Teacher Effectiveness & Parent Effectiveness Training programs (T.E.T. & P.E.T.), discusses the concept of problem ownership. Frequently, when children are having a problem, they either bring it to an adult to solve for them and/or the adult "steps in" uninvited. In doing so the adult has assumed ownership of the problem. When the adult makes an independent judgment, it usually results in a win-lose situation. One child gets what he/she wants, one child doesn't. By guiding children through a series of problem solving steps, however, the adult can teach students how to solve their own disputes and make good decisions so that solutions are win-win. Gordon suggests that teachers help students solve problems and make better decisions through a six-step process.
 * Buddy Class (a class where the student and teacher can take a break)
 * Talk to student prior to his/her return
 * Modify if behavior is of serious nature
 * Celebrate students making responsible choices
 * Set aside designated area for students to move to when making poor choices
 * Let them make a plan
 * __ Activities __**

Gordon's Problem Solving Process 1. Using the website [|www.blogger.com] create a website to allow students to read and comment on the Pause and Consider activities in the book. This forum will allow the students to read and respond to each other’s comments. (Similar functions are available through Blackboard and WebCt) 2. Go to the following website [] and download both the blank functional assessment form and the example of the completed functional assessment form. Discuss how the assessment was completed—outline the steps to compete a functional assessment. Have students use blank forms to complete their own functional assessment from fictitious case or field experience. 3. Using the six steps outlined below, create a mock problem (e.g. two children arguing over the use of a computer), or one that you witnessed while teaching or in your own home. Try to make sure that it is as realistic as possible. Then discuss why Gordon thinks this technique should be used with children. (Appendix A vi)

Step 1: Identify and define the problem or situation. Step 2: Generate alternatives Step 3: Evaluate the alternative suggestions. Step 4: Make the decision Step 5: Implement the solution or decision. Step 6: Conduct a follow-up evaluation.

4. Have students form triads. Ask group members to select two students to role-play a situation in which the two students are in conflict. The third group member will play the role of the “adult” who will act as a conflict management mediator. Provide background scenarios, and have the groups follow the procedure presented in Figure 9.4 or 9.6.  __ Web Links __ Problem-solving math activities __ [] __ __ [] __  [] Team building and problem solving activities __ [] __ Problem solving and thinking activities __ [] __ Peer feedback activities __ [] __ Functional Behavior Analysis  [] [] Ron Clark Academy and Interviews []