Ch.9+activities

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.
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Gordon's Problem Solving Process 1. 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. 2. 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.

3. 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 []