Effective Teacher Practices for Providing Targeted Social Emotional Supports

Module 10: Teaching Problem Solving Skills

Effective Teacher Practices for Providing Targeted Social Emotional Supports

Module 10: Teaching Problem Solving

90 Minute Face-to-Face Session: Script

Contact Hours: 1.5 contact hours (60 minute session plus 30 minute pre-learning review)

Slide 1: Welcome and Introduction

Welcome to this session on problem solving. In this session we’ll learn to teach this essential skill to young children who, because of their age and level of development, live in a world they feel revolves around them. By the end of the session, we’ll have an arsenal of strategies and visual supports to help children learn to solve problems. We’ll also have a deeper understanding of how problem solving, and the intentional teaching of the skills needed to help children solve problems, tie in with Foundations for Early Learning and Development and the North Carolina Teaching Standards.

Slide 2: Review pre-learning Assignment

1. You readPreschoolers Grow Their Brains: Shifting Mindsets for Greater Resiliency and Better Problem Solving, by Shelby Pawlina and Christie Stanford, Young Children- September 2011, at this link:

Respond to the questions below:

• Do you have any AHA thoughts after reading the article?
• How might a classroom meeting help with problem solving?
• What do you think about the section on supporting a “growth mindset”?
• How do you use problem-solving in your classroom and what challenges do you face?

1. Share reflections on your own practices: What is one area you’d like to improve and a strategy you use that is working well? What is an area in which you would like to “grow your brain”?

[Trainer note: discuss pre-learning assignment (Instructional Practices self-assessment, reading, and reflection upon article – Preschoolers Grow Their Brains: Shifting Mindsets for Greater Resiliency and Better Problem Solving.]

Slide 3: Picture of woman waking up

We know that problems and conflicts are a part of everyday life and can’t be prevented. The question is not how to avoid them and prevent them from happening, but how can we manage them when they, inevitably, do occur. The alarm clock goes off in the morning. That creates a problem-- and an opportunity to make a decision and find a solution. We hear it buzzing or ringing. We think of solutions, decide on one, and implement it. We move through the same steps we use every day tosolve problems without thinking very much about the steps. We want young children to become as adept as we are at solving problems and resolving conflict – and we can effectively teach them to do so.

(Shure & Spivack, 1980, 1982; Webster-Stratton & Hammond, 1997)

As with emotional literacy and anger and impulse control, it all starts with learning to manage feelings and actions, or, self-regulate. We then teach children how to make good choices. Preschool children benefit from extra support to learn these skills, in part, because they are just beginning to understand that others have viewpoints and feelings that may be different than their own. It’s not until age five that children begin to move away from egocentricity and more maturely comprehend how their actions have an impact on others.

(Smith, 1993)

Slide 4: Positive vs. Negative Conflict

We teach children to handle conflict in positive ways: what to say and do to work through problems. We give them alternatives to yelling and hitting to get their way.

Slide 5: Photo of child with quote

The caring and nurturing learning environments we establish for young children give them safe and supportive places in whichthey cantry new things, make mistakes, understand that it’s okay to make mistakes, and believe that they can succeed. As described in the article you read for the pre-learning activity, positive experiences help children developself-efficacy, or, the confidence in one's own abilities.

(Bandura, 1994)

Slide 6: Video: Bert and Ernie at the Movies

Let’s watch a quick video of Bert and Ernie at the movies. You’ll see an example of a problem that needed a solution.

[Show Problem Solving Module video 1]

How did Ernie solve his problem? Were there other solutions he could have tried?

[Allow participants to respond. Prompt as needed to make the point the video illustrates a problem and how to find a solution.]

This might be a fun video to help children understand problem solving steps and brainstorm solutions.

Slide 7: Objectives

Participants will:

• Understand what problem solving is
• Know the steps to teach problem solving to young children
• Understand how to use visual supports and strategies in teaching problem solving

Slide 8: Objectives

• Understanding the importance of involving families/caregivers in teaching problem solving skills
• Be able to articulate the relationship between instructional practices, Foundations for Early Learning and Development, and the North Carolina Professional Teaching Standards in regards to teaching problem solving skills

Slide 9: Instructional Practices Checklist

Find the Instructional Practices Checklist for Teaching Problem Solving – for teachers – in your supporting materials. As you look through these practices you may see some that you are already doing and others you’re interested in learning. We’ll refer to the practices listed on the checklist throughout this session.

Slide10: “I have a problem”

Children experience problems – both simple and complex – throughout the day. ‘I can’t tie my shoe’ or ‘I lost my backpack,’ two childrenwant the same toy, etc.

Slide 11: What Would You Do? (Activity)

As adults, how do we solve the myriad of problems that come our way? Have you ever started preparing a meal only to find you either forgot to buy an ingredient or ran out of something you needed? Or you start packing for a trip and realize you forgot to pick up the drycleaning? What did you do? Let’s try a problem solving activity. Find your handout titled: What Would You Do? Work with a partner to look over the scenarios and come up with solutions. Write them down and be ready to share. Let’s take about 5 minutes.

[Give time for activity. Check to see if everyone is ready before pulling participants back together.]

What did you come up with? Were some of your solutions ones you could use in other circumstances?

[Allow pairs or groups to share a problem and a solution.]

Did you find that you came up with better solutions because you were working with others? ‘How can we solve this problem?’ is one of the best ways we can teach children to solve problems. Blame or punishment for problems won’t help.

Slide12: (show Toddler Rules: If I want it, it’s mine; if I see it, it’s mine, etc.)

We’ve said that preschoolers are egocentric and, because classrooms are made of individual children, all developing and learning at their own pace, we may need to provide lots of guidance and assistance.

Slide 13: Picture of two children tugging on a toy

Because three and four year old children see only their own viewpoints and spend little time thinking about the impact of their actions on others,they may not understand that hitting might hurt someone else. They won’t want to share. Ask any three-year-old child playing with a favorite toy if he or she wants to share --what is the most likely answer? No!

At five and six years of age children begin to compete. The idea that someone wins and someone loses comes into their world view and they begin to experience hurt feelings. We teach them to understand and express their feelings and talk about how others might feel. That’s when they begin to understand that others have viewpoints that may be different than their own. From there we can move on to teaching how to handle conflict.

(KreidlerWhittall, 1999)

When researching it, you’ll find multiple resources that describe various processes for solving numerous types of problems. For our purposes we’ll focus on solving social problems. The steps for social problem solving are similar across the various models, although some add a step for cooling down -- particularly for those situations in which frustrations are high and tempers flare.

Slide 14: Problem Solving Steps

The basic steps for solving problems are:

1. Calm down (not always needed, but important when it is)
2. Clarify/define the problem
3. Brainstorm solutions
4. Decide on a solution
5. Evaluate the solution
6. Try it out

Think back to Ernie and his problem at the movies. What did he do to solve his problem?

[Allow participants to respond.]

Ernie was able to identify the problem and ask for help. Bert helped him brainstorm. Ernie decided on a solution after evaluating whether it would work and then he implemented the solution.

Children learn to solve problems by observing and by practicing. Some children may need the extra support provided by direct instruction and scaffolding. We’ll talk about strategies for providing that support. First, let’s talk about each of the steps in the problem-solving process.

Slide15: Calm Down

During the first step of the process –‘calm down’–we help children learn to move from anemotional state to a thinking state. At the beginning or our session, we talked about problems we’ve experienced and how they made us feel. For many of us, our first response was emotional: fear, frustration, and anger. Then we were able to move on. Young children need support and practice to move from emotions to thinking. We provide that support by listening, validating, and reflecting on their feelings. We give them a chance to tell us how they feel. The level of their emotional state will determine how long or what kind of cool-off period is needed. Help children understand that a period to cool off is not punishment. Cue children to implement the breathing strategies taught during the module on recognizing and controlling anger and impulses and emphasize how taking somedeep breaths can calm us down.

Slide 16: Clarify/define the problem

Not every child can easily articulate what the problem is. Some children may need extra help describing aproblem with words. Teachers can help children develop the communication skills and vocabulary they need to be successful in all areas of their lives, including their interactions with peers and in conflict situations (Oertwig & Holland, 2014). Model for children how to state the problem. Keep it short and clear. We know some children can go “all the around the block” with their explanation. Teachers may need to help them summarize so they can move on to finding a solution.

Using ‘and,’rather than ‘but,’ as a connector between what the child wants and the actual situation helps to validate the child’s position. Using the word ‘but’ can set up opposition from the beginning. So instead of saying, ‘You wanted the red marker – but Samantha has it,’ you might say, ‘You wanted the red marker -- and Samantha has it.’ Hear how ‘and’ sounds more likely to lead to a solution?

Slide 17: Activity: Clues and Problems

Wecan help children see both sides of a problem. When we use neutral language, we are not taking a side but stating the problem in a matter of fact and non-emotional way. Let’s try using neutral language to identify a problem in this next activity. Find the handout, ‘Clues and Problems.’ Let’s look at the example.

[Read the example: While seated at the art table, Sam dumps the markers on the floor when asked to draw a picture of a house. Ask participants: What do you think the problem is? Prompt with: The clue is he dumped his markers. The real problem may be that he does not want to draw.]

Work with a partner to read the clues and determine the problem. Take a neutral stance when identifying the problem. When we help children clarify a problem we can then move on to look for solutions. Take about 3-4 minutes to complete this with your partner and then we’ll share out.

[Give time for activity.]

Let’s take a volunteer to share.

[Go through each of the items. Ask if there are other possible problems identified and not mentioned.]

Slide 18: Brainstorm solutions

The next step is brainstorming. As we teach brainstorming, we may need to guide children with open-ended questions, such as, ‘What are you going to do? Tell me some ideas? How could you solve this problem? What could you do that is helpful?’ Some of our children may have trouble coming up with solutions. For these children,wecan start slowly by offering two choices. For example, if a child is throwing foam blocks in the block center, you might say, ‘You were having fun throwing the foam blocks -- and blocks are for building. Would you like to toss beanbags into the clown’s mouth? Or wait and throw balls outside later?’

The solutions for many of the conflicts that arise between children include sharing, taking turns, finding something else to play with, and getting an adult’s help. Once children learn to brainstorm, they may come up with inventive solutions. Try not to judge the solutions they come up with. You may think a solution sounds unfair, yet the children may be fine with it. Help children determine whether a solution is feasible. If two children want the tricycle, and theirsolution is for you to buy another one, explain that this can’t happen easily. Many of you may be familiar with Solution Kits and other strategies that help children find a solution. We’ll talk in more detail about the Solution Kit and other strategies when we go into Visual Supports in a few minutes.

Slide19: Evaluate the solution (page 18 from Iowa handout)

The next step is to evaluate the solution. After children have come up with solutions to problems, they then evaluate whether it will work. Help children think about, ‘What could happen next?’ Three questions to guide this conversation are:

1. Is the solution safe?
2. Is the solution fair?
3. How would everyone feel?

Use role play and puppets to test the solutions.

Slide20: Try it out! (Page 19 from Iowa handout)

Some problem-solving resources add this step, ‘Try it out!’ Once the children decide on a solution, let them put it into action to see if it will work, then provide descriptive feedback. For example, if a child knocks over the container of crayons and then picks them up you might say, ‘You picked up the crayons off the floor. You took care of our art materials. That solution worked!’ When a solution doesn’t work, talk about why it didn’t, and guide the children back through the problem-solving process again.

(Bilmes, 2004)

Slide21: Instructional Practices to Promote Problem Solving Observer Checklist (pic of checklist)

Find the instructional practices checklist for observers in your supporting materials. Look for these practices while we watch a video of a teacher going through the problem-solving process with a child. A little background on this classroom: At the time of videotaping it included 17 children age three to five. Four of the children were identified as Exceptional Children: three with developmental delay and one as speech impaired. Several children were identified with social-emotional needs including five children who had been referred for play therapy due to severe emotional trauma. One child was a dual language learner. The classroom staff included one teacher and two assistants. At the time of the videotaping an additional support person was working in the classroom. As you watch the video, note the instructional practices you see her using. Notice the tone of her voice, her positioning, and how she guides the child through the steps. Also pay attention to how she involves the other child in the process.

Slide 22: [Show Problem Solving Module video 2]

What instructional practices did you see Lisa using?

[Prompt as needed to talk about:

• IP-3 Provide visual reminders about problem-solving steps and possible solutions
• IP-4 Support children as they work through the problem-solving process in naturally occurring situations
• IP-6 Comment on and recognize children who have been “good problem solvers” and help children reflect on their own use of problem solving
• IP-7Individualize instruction and use different procedures and materials to teach problem solving based on children’s individual needs
• IP-8 Use problem solving in interactions with children and model problem-solving steps]
• IP-9 Support resilience by reinforcing it is okay to make a mistake and providing specific feedback to children regarding their willingness to persist when something is difficult?
• IP-10 Support children’s development by providing specific feedback on progress/growth that they have made?

What else did you notice?