Need to solve a tough problem? A study published o

Teaching Kids to Make Better Choices Through
"Problem Solving" Procedures

Be a thinker, not a stinker.
 

This page contains descriptions of four different problem solving procedures.  The goal of problem solving is to provide students with a mechanism for making good choices about how to respond to important life decisions, or act/react in various situations.

1. From Theory To Practice:
Guided Problem Solving In Action
By Mary Beth Hewitt (This article is reprinted from CHOICES with the permission of Mary Beth Hewitt.  For more information, go to the bottom of this article.
 

     I recently had the good fortune of observing a teacher of the emotionally handicapped implementing a guided problem solving process with two kindergarten-aged students in her class.  The students were about to start a lesson on letter-sound correspondence.  The teacher was going to play an audio-tape.  The students were to chose from a variety of items, to help them follow along.  The problem arose when two boys both wanted the same item, an alphabet book. (Names have been changed.)

Alan:  I want it.

Bart:  I want It.  (Turning to the teacher)  He had it last week.

Teacher:  You boys have a problem.  You both want the same book.  How can you solve your problem?  (Statement of problem & identification of who “owns” the problem)

Bart:  But he had it last week!

Teacher:  That was last week.  You have a problem today.

Bart:  We could share.

Alan:  I don’t want to share.

Teacher:  Your friend Bart is willing to share.  You don’t want to share.  (Refinement of problem)  Do you have another suggestion?  (Generate alternatives.)

Alan:  No.

Teacher:  (To Alan)  How do you think your friend might feel if you get the book?  (Evaluation of possible solution)

Alan:  He’ll be sad.

Teacher:  (To Bart)  How do you think your friend might feel if you get the book?  (Evaluation of possible solution)

Bart:  He’ll be sad too.

Teacher:  (To both boys)  Is that what you want to happen?

Alan:  No!  Bart is my friend.  We can share.

Bart:  Thanks Alan.  You can point to the first one and I’ll point to the second one.  We can take turns.

Alan:  Thanks!
 
 

    The two boys went happily off with the book and worked well together for the entire activity.  At the end of the lesson, the teacher asked them, “How did the sharing go?”  (Follow-up evaluation)  “Great!” they both answered.  She asked, “Is that something you can do