Time
5-10 minutes
Frequency
Weekly
Material
N/A
Purpose
To empower students to think about achieving a particular goal and manage their mental processes in solving problems and managing conflicts
- Look for opportunities during class to identify problems and highlight how students can work through them towards a solution (coaching required):
- Name the problem for the class.
- Ask the students to work through and provide resolutions to the problem.
- When there are options for the solution and one is selected, say: “Do you see how you …” by naming what it is they did to solve the problem.
- Look for chances to share problems and use the process to have students work through the problems.
- Use a class visual to record the strategies students used for future reference.
- Add a reflection by asking students to think about a time over the past week (or day) when there has been a difference of opinion or conflict and how they made use of the “Solve that problem” practice.
Problem solving is an everyday skill that impacts all parts of a student’s academic and personal success (Diamond & Lee, 2011). Students with strong problem-solving skills are more able to approach problems positively (Diamond & Lee, 2011). Ideally, students develop a foundation of social problem-solving skills that allow them to manage choice making and complex social interactions with skilled decision making through repeated practice (Daunic, et. al, 2012; Diamond & Lee, 2011). Research suggests that coding target behaviour within a relational frame, coupled with encouragement from others, leads to increases in school achievement and social competencies (Daunic, et. al, 2012; Diamond & Lee, 2011; Embry & Biglan, 2008).
Daunic, A. P., Smith, S. W., Garvan, C. W., Barber, B. R., Becker, M. K., Peters, C. D., … & Naranjo, A. H. (2012). Reducing developmental risk for emotional/behavioral problems: A randomized controlled trial examining the Tools for Getting Along curriculum. Journal of school psychology, 50(2), 149-166.
Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4 to 12 years old. Science, 333(6045), 959-964.
Embry, D. D., & Biglan, A. (2008). Evidence-based kernels: fundamental units of behavioral influence. Clinical child and family psychology review, 11(3), 75–113. doi:10.1007/s10567-008-0036-x
St. Paul writes that life is full of challenges and those challenges produce endurance and character. As such, learning to solve problems effectively is a not only an academic skill, but a spiritual one as well. Peace and justice, in addition to forgiveness and mercy, are components of the Catholic faith.
(1d) A discerning believer formed in the Catholic Faith Community who develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good.
(1j) A discerning believer formed in the Catholic Faith Community who recognizes that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith)
(2a) An effective communicator who listens actively and critically to understand and learn in light of gospel values.
(3a) A reflective, creative and holistic thinker who recognizes there is more grace in our world than sin and that hope is essential in facing all challenges.
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