AR BASIC: Building Access for Students in Classrooms

Teaching Problem Solving Skills

Children should have strong interaction and friendship skills, as well as emotional literacy and self-regulation, to build the foundation needed for systematic problem-solving.

A Note from the Team

I know that everyone has a skill they feel is important to teach children; teaching children problem-solving is mine. This is a skill that we feel children will learn on their own. However, how often do adults model their thinking processes and give children instruction in how to approach, analyze, and think through problems and consequences? We expect children to do this every day. We say, "Think about that" regularly, but have we shown them how?

This module will lead you through a step-by-step way to teach children to recognize a problem, determine what emotion it elicits, consider solutions, and analyze consequences to see if it worked. The process is simple. The practice is the hard part. You could systematically teach a problem-solving scenario every day and never come close to all a child will face in a single week. It takes regular practice and referring back to what you have taught them.

I hope you enjoy this module as much as I do. This skill will shape the leaders of our future!

~Danita Pitts - Administrator for Early Childhood Special Education B-5

Step 1: Reading Assignment

Read pages 111-117 in the IEPm. Consult your coach if you have any questions.

Copy of IEPm Implementation Guide Book_071619.pdf

IEPm

Step 2: Review the Slides and Notes

Download the presentation. Open the slides. Click the tab that says, "Open With" and click Google Slides. Print the slides with the speaker notes. Review the materials - including videos. Jot any questions you may have to discuss with your coach or team.

Problem Solving.pptx

Step 3: Read the Handout

Read the handout to the right. Consider the example language that can be used when teaching or reinforcing this strategy.

challenges_solutions.pdf

Step 4: Watch this in Action

Watch the teacher and note the routine she uses.

Step 5: Prepare Visuals and Materials

NCPMI has many resources to use for problem-solving. I have created a set similar to what is used in the video to include here. Others are listed at the bottom of the page.

Problem Solving Chart

Problem Cards

Possible Problem Cards

FeelingFaces_cards_large_SP (1).pdf

Emotion Cards

Big or Little Problem

SocialEmotionalSkills_solution-kit_cue-cards.pdf

Possible Solution Cards

ProblemSolving_Story.pdf

Scripted Story 1

Suri-Spider_Story_EN (1).pdf

Scripted Story 2

problem-solving-notes.pdf

Rewards

Step 6: Reflect on Your Classroom

Think about your own classroom and the children you work with. What challenges come up most often? Could you create scenario cards based on these common situations? You might have children act out the problems, practice the problem-solving steps, and then use their own photos or drawings to create the scenario cards.

Step 7: Plan to Teach the Lesson

Plan your lesson. Consider these things:

When will you teach it?
What setting - whole group, partial group, small group, 1:1?
Where will I put the kit, or a duplicate kit, for the children in the classroom to actually use when they need it for a visual reminder?
What problem would be best to introduce it?
Is there a child who could be pre-taught this process and serve as a model for others? A student who would especially benefit from these skills could work with special education staff to prepare for this role. This approach allows for meaningful positive feedback and praise as the student demonstrates a skill they may have struggled with in the past.
What problems can I use later to reinforce?
How will I reinforce?
Do the other classroom staff and support personnel know this process?
Do we need one for recess to carry outside?

Step 8: Video Yourself in Action

Obtain video documentation of your mastery and reflect on it using the checklist. What are your strengths? What do you still need to work on?

*Remember - An observation by your coach can substitute for your video documentation.

Step 9: Reflect Using Observation Checklist

What would someone expect to see if my class is implementing this well?

Teaching Probelm Solving.pdf

Step 10: Share and Discuss

Submit your video and checklist to your coach. Reflect on your performance and checklist results with him/her. What are your next steps?

Step 11: Complete the Problem-Solving Assessment

Once you and your coach have documented your successful completion of the checklist, complete and submit the assessment to log completion of this practice module. You may scan or click to complete.