4 Hour Training1 I Can Problem Solve Overview. 2 Goal of ICPS To teach children thinking skills that...
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Transcript of 4 Hour Training1 I Can Problem Solve Overview. 2 Goal of ICPS To teach children thinking skills that...
4 Hour Training 1
I Can Problem SolveOverview
4 Hour Training 2
Goal of ICPS
To teach children thinking skills
that can be used to help resolve
or prevent “people” problems.
4 Hour Training 3
Focus of ICPS• Teaches children how to think,
not what to think
• Guides children in thinking for themselves
• Teaches children how to evaluate their own ideas
• Encourages children to come up with solutions to problems on their own
4 Hour Training 4
ICPS…
• Is a tool to help address existing
classroom problems.
• Gives teachers and students skills to learn to resolve problems and hopefully prevent future problems.
4 Hour Training 5
Benefits for ChildrenBuilds self-confidence and listening skills
Encourages thinking about new and different solutions to problems
Encourages positive social interaction
ability to wait ability to cope with frustration
impulsivity social withdrawal
4 Hour Training 6
Benefits for Teachers
• Reinforces curriculum goals
• Creates a more positive classroom atmosphere
• Decreases time spent handling conflicts
• Enhances teachers’ own problem-solving skills
• Deepens insight into children’s thoughts and feelings
4 Hour Training 7
ICPS Target Audience
• Manuals focus on 3 specific age groups:– Preschoolers (ages 3 to 5)– Kindergarten and Primary Grades (K-2nd)– Intermediate Elementary Grades (3rd–6th)
There are also parenting resources:
- Raising a Thinking Child
- Raising a Thinking Preteen
4 Hour Training 8
ICPS Method
• Teaches skills through the use of games, stories, puppets, and role-playing
• Guides the use of skills in real-life situations
• Integrates ideas into standard curriculum
4 Hour Training 9
ICPS Lessons
• Implementing in the Classroom
• Lesson outlines
• Materials
• Lesson schedules
• Fidelity yet flexibility
4 Hour Training 10
Key Components of ICPS• Vocabulary Words
• Feelings—most important question in dialoguing: “How do you feel when…?”
• Alternatives—coming up with solutions: “Can you think of something different to do when…?”
• Consequences—develop empathy through awareness of other’s feelings: “What might happen if…?”, “Is _____ a good idea or not a good idea?”
4 Hour Training 11
What is dialoguing?
• Teacher/adult guides the child in applying ICPS concepts to solve a real-life problem.
• Helps children try again if their first attempt to solve a problem fails
• Helps children learn to cope with frustration when they don’t get what they want immediately
Dialoguing is a communication skill
4 Hour Training 12
The ICPS Dialogue Ladder
4 Hour Training 13
Oprah says “Happy ICPSing!”
4 Hour Training 14
Vocabulary Words
• Is/Not• Or/And• Some/All• If/Then• Same/Different• Before/After• Now/Later
4 Hour Training 15
Vocabulary Words in Action
When a child interrupts:
• Can I talk to_____ AND to you at the SAME time?
• I am talking to_____NOW. I can talk to you LATER.
• I can talk to you AFTER I finish talking to______.
• Can you think of something DIFFERENT to do NOW?
4 Hour Training 16
Vocabulary Words in Action
When two children are arguing over a toy:
• IF someone else is playing with that toy NOW, THEN can you play with it BEFORE or AFTER she has a turn?
• IF you can NOT play with that toy NOW, THEN when can you play with it?
4 Hour Training 17
Vocabulary Words in Action
When a child disrupts the class:
• Are ALL of you OR are SOME of you (doing the math lesson)?
• Who IS doing the math lesson?
• IS______doing the SAME thing OR something DIFFERENT from the rest of you?
4 Hour Training 18
Vocabulary Words in the Classroom
Review of ICPS Words
•Pages 43-46 Preschool manual
•Pages 75-77 K-Primary Grades manual
4 Hour Training 19
ICPS Feeling Words
• Happy• Sad• Angry• Afraid• Proud• Frustrated• Impatient• Worried• Relieved
4 Hour Training 20
Vocabulary, Feelings, & Math• Teacher draws two clocks, one at
4:00 and the other at 6:00.
• Your mother said to come home at 4:00 and you come home at 6:00.
• Is 6:00 BEFORE or AFTER 4:00?
• How MIGHT your mother feel if you are NOT home when you are supposed to be and she does NOT know where you are? (WORRIED or HAPPY?)
4 Hour Training 21
Generating Alternative Solutions
• Can you think of a DIFFERENT way to solve this problem?
• What might happen IF?
• Can you think of something DIFFERENT to do?
4 Hour Training 22
Teacher-Child Problems• Can I talk to you AND _____
at the SAME time? (vocabulary)
• How do you think I feel when you _______? (feelings)
• Can you think of something DIFFERENT to do until ________? (generating alternative solutions)
4 Hour Training 23
Child-Child Problems
• What happened?
• How do you feel? How does ______ feel? (feelings)
• Can you think of a DIFFERENT way to solve this problem? (generating alternative solutions)
4 Hour Training 24
Finding More Solutions
Mini-dialogue: read through the child-child situation on p. 157 (lesson 34) of Preschool manual or
p. 267 (lesson 48) of K-Primary manual
NOTE how the teacher:
1. Helps the child identify the real problem.
2. Guides the child to think of alternative solutions.
4 Hour Training 25
Alternative Solutions
When dialoguing with children remember to…
• Get the child’s perspective of the problem “what happened?”
• Guide the child to think about feelings “how do you feel?”
• Guide the child to think of alternative solutions “what can you say or do?”
4 Hour Training 26
Key Component of ICPS Consequences
Develops empathy through awareness of other’s feelings
“What might happen if…?”“Is _____ a good idea or not a good idea?”
4 Hour Training 27
Adding Consequences
What might happen IF…
I take something that isn’t mine?
What else?
WHY would someone take it away?
BECAUSE______.
What else could someone do to________?
4 Hour Training 28
Adding Consequences
What might happen IF…Someone throws trash in the river?
What else?
Where is a GOOD place to throw trash?
4 Hour Training 29
What is dialoguing?
• Teacher/adult guides the child in applying ICPS concepts to solve a real-life problem.
• Helps children try again if their first attempt to solve a problem fails
• Helps children learn to cope with frustration when they don’t get what they want immediately
Dialoguing is a communication skill
4 Hour Training 30
The ICPS Dialogue Ladder
4 Hour Training 31
We want to help children, parents
and teachers
“move up the ladder”
4 Hour Training 32
ICPS Dialoguing Procedures
• The nature of the problem that arises will determine the exact procedures for dialoguing.
• Teachers do not need to memorize a set of specific questions.
• Five basic principles are a guide in ICPS dialoguing.
4 Hour Training 33
Basic Principles of ICPS Dialoguing
1. Child and teacher/adult must identify the real problem.
2. Each must understand and deal with the problem.
3. Once the real problem is identified, the teacher/adult must not alter it to meet his/her own needs.
4. The child, not the teacher/ adult, must solve the problem.
5. The focus is on how the child thinks, not what he/she thinks.
4 Hour Training 34
Practice makes Perfect
Interaction in the Classroom
•Pages 177-178 (Preschool manual)
•Pages 245-247 (K-Primary manual)
4 Hour Training 35
Asking WHY…
•May diffuse a child’s anger in a problem situation.
•It can also reveal unexpected motivations.
•Encourage children to use this technique when another child hits, pushes, chases or name calls.
4 Hour Training 36
VIDEO
4 Hour Training 37
The ICPS Dialogue Ladder
4 Hour Training 38
When not to dialogue
• It is not possible or even necessary to dialogue every problem.
– Always remove children from harm
– Sometimes a crying child just needs to cry or an angry child just needs to be angry.
4 Hour Training 39
ICPS Dialoguing Procedures
• Child-Child Problems
• Teacher-Child Problems
4 Hour Training 40
Practice, Practice, Practice
4 Hour Training 41
Basic Principles of ICPS Dialoguing
1. Child and teacher/adult must identify the real problem.
2. Each must understand and deal with the problem.
3. Once the real problem is identified, the teacher/adult must not alter it to meet his/her own needs.
4. The child, not the teacher/ adult, must solve the problem.
5. The focus is on how the child thinks, not what he/she thinks.
4 Hour Training 42
ICPS Lessons
• Implementing in the Classroom
• Lesson outlines
• Materials
• Lesson schedules
• Fidelity yet flexibility
4 Hour Training 43
Conclusion
• Questions, Discussion
• Next Steps
Oklahoma Cooperative Extension Service does not discriminate on the basis of race, color, national origin, gender, age, religion, disability, or status as a veteran in any policies, practices, or procedures and is an Equal Opportunity Employer.