Problem-Solving Session 1

PROBLEM-SOLVINGSESSION 1

What is a Problem/Conflict?

Interpreting a Problem

Responding to Problems

Benefits of Problem Solving

Wrap Up!

PROBLEM-SOLVING

Expectations1. Show Respect- listening, raising your hand, taking turns speaking, sitting

up

2. Show Responsibility- coming on time

3. Be Safe – staying seated, placing books/materials on the side.

• Remember: Confidentiality!! What is said in the room stays in the room!

Students Name-### Students Name-### Students Name-###

Period: 1 2 3 4 5 6 7 8 9Show this pass to your teacher BEFORE leaving class

Come to: Room 317 Room:________________

If this period is your lunch time please bring your lunch/drink

You will get a pass

WELCOME TO THE

PROBLEM-SOLVING GROUP

1Never

2Sometimes

3Frequently

4Most Always

5All the Time

I handle my anger well.

I get in trouble because of my anger.

I know what causes me to become angry.

When I am angry, I keep my feelings inside.

When I am angry, I lose total control.

When I am angry, I talk about it.

When I am angry, I “take it out” on someone else.

When I get angry, it’s usually someone else’s fault.

SESSION 1: STUDENT ACTIVITY PAGE

Anger Management Self-AssessmentSession 1 (pre-assessment)

Name: ___________________________________________ Date: ____________________

My goals for myself by the end of the group:1. _________________________________________________________________________2. _________________________________________________________________________•_________________________________________________________________________

Number of discipline/office referrals

10

9

8

7

6

5

4

3

2

1

0

Average Weeks Prior to Session 1 (current school year to this date)

Week 1: (Between Sessions

1 & 2)


2 & 3)


3 & 4)


4 & 5)

Average of weekly referrals between Session 5 & Follow-up

Week/Session Number

Weekly Discipline/Office Referral Bar GraphYOUR PROGRESS TOWARD BEING IN-CHARGE OF YOU!

WORK FOR A “0” EACH WEEK!Name:________________________________________Date:___________________

Change in Discipline/Office Referrals:Session 1 through Session 5 of Anger Management Group

ACTIVITY TIME

“POP!”Purpose:Learn what can happen if we don’t learn how to handle anger in appropriate ways.

Materials:• Balloons

Directions: • Have student write down feelings that are associated with anger. • Give each student a balloon. • Go around the table and have each student name an emotion

AND then blow into the balloon 1 time for each feeling word.Discussion:

In what ways is the ballon representative os what can happen if we do not learn to deal appropriately with feelings of anger?

THE GREAT EGG DROPThe goal is to build a structure that will prevent an egg from breaking when it is dropped from a height of 8 feet. The only materials allowed are 20 straws and30 inches of 1⁄2-inch masking tape. Try to do it with as few materials as possible.

Tower BuildPurpose:To have students work together to problem solve a task.

Materials:• Index cards

Directions: • Break students into equal groups.• Give each group a stack of index cards• Tell the groups that they are working together to “problem solve” how to build the tallest tower out of index cards.

Problem Solving a Task

TOWER DISCUSSION• How did you get started?

• What strategy did you use to build your tower?

• How did you decide on the design?

• Was it easy to get started?

• Did your team agree right away on the plan?

• Notes: Facilitator should look for the following:

• Observe group dynamics – Who takes charge? Is there discussion or does one person take over? Any positive or negative comments being said? **You may want to take some notes on your observations so that you can refer back to what you saw.



What is a Problem/Conflict?Interpreting a Problem



Wrap Up!

PROBLEM-SOLVING

•Expectations1. Show Respect- listening, raising your hand, taking turns speaking, sitting

up

2. Show Responsibility- coming on time, having your DPR card ready.



ACTIVITYWhat Color is Conflict?

•Cut up a large quantity of 4x4 construction-paper squares in a wide variety of colors. Be sure to have plenty of red, black, brown, and gray.

• Ask each student to choose a color or group of colors that she thinks represents conflict.

• Either in the large group or in smaller groups of five or six, have participants share the colors they chose and why they chose them. (If you split up into smaller groups, come back together at the end and have volunteers share with the whole group which colors they chose and why.)

Read more on TeacherVision: http://www.teachervision.fen.com/classroom-management/activity/2922.html#ixzz2JxvSo5GX

http://www.teachervision.fen.com/classroom-management/activity/2922.html


COME UP WITH YOUR OWN DEFINITION.

What is a problem?

WHAT IS A PROBLEM?

When someone is dealing with a difficult situation, or when something/someone makes

one feel uncomfortable.

WHAT CAUSES A PROBLEM?WHERE DO PROBLEMS HAPPEN?

Home School Illness Loss

Community Life Changes

• Be aware of the responses that are shown in the video.Conflict Resolution - The Waterboy

https://www.youtube.com/watch?v=_ZpDnXYIFjo

http://www.youtube.com/watch?v=_ZpDnXYIFjo

http://www.youtube.com/watch?v=_ZpDnXYIFjo

https://www.youtube.com/watch?v=_ZpDnXYIFjo

WHAT CAUSES A PROBLEM CONT’D…

When you think of problems that you may have at home or school, what do you think of?

• Getting along with the teacher

• Getting along with students

• Keeping up with work

• Remembering things, etc.

Give some examples of some problems that you may deal with in the…..

• Hallways at school

• Cafeteria

• At home

What were some ways you dealt with these problems, and how effective were those solutions?

Problem Solving a TaskWhat is a Problem/Conflict?

Interpreting a ProblemResponding to Problems

Benefits of Problem SolvingWrap Up!


PROBLEM-SOLVING

Expectations1. Show Respect- listening, raising your hand, taking turns speaking, sitting up



Remember: Confidentiality!! What is said in the room stays in the room!

PUT ON YOUR THINKING CAPS!

Why is it important to understand the problem?

Helps to: decrease the problem

eliminate the problem.

Activity time!

Look at the following slide and determine how many squares you see.

How many squares do you see?

How many did you see?

Do you see any more???

There are…30 total squares

DISCUSSION:What happened when…..

• We took a second look?

• We took a third look?

What might happen when we take ANOTHER look at a PROBLEM we are having?

Does everyone think or react in the same way?

• It is important to know that everyone takes in the information differently!

• Talking it out is an important tool to

• aid in understanding

• Seeing more solutions to a problem than you can “see” at first.

LET’S TAKE A LOOK

Basic problem: My friend won’t talk with me lately.2nd look: Dig deeper……………..

Basic problem: Kids won’t talk to me at the lunch2nd look: Dig deeper……………..

Basic problem: I always get written up2nd look: Dig deeper……………..

Basic problem: I keep getting Homework Club invites2nd look: Dig deeper……………..

REMEMBER:

Go take a another look BEFORE reacting to a problem.

PROBLEM SOLVINGSESSION 4

Problem Solving a TaskWhat is a Problem/Conflict?


Responding to Problems/ConflictsBenefits of Problem Solving

Wrap Up!

Let’s practice!!

PROBLEM-SOLVING

•Expectations1. Show Respect- listening, raising your hand, taking turns speaking, sitting

up

2. Show Responsibility- coming on time.



REVIEW: WHAT IS A PROBLEM/CONFLICT???

When someone is dealing with a difficult situation, or when something/someone

makes you feel uncomfortable.

ACTIVITY: I REPRESENT CONFLICTTeacher/Staff: Place yourself in the middle of the room

Explain:

• "Imagine that I represent conflict. Think about how you usually react when you experience a conflict personally or witness a conflict happening nearby.

• Then place yourself, in relation to me, somewhere in the room in a way that indicates your first response to conflict or disagreement. Think about your body position, the direction that you're facing, and the distance from conflict.”

Once students have found a position relative to you in the room, ask questions.

Questions:

1. explain why you are standing where you are.

2. If this represents your FIRST reaction, what might your SECOND reaction be, after Taking a second look at the conflict?"

• Read more on TeacherVision: http://www.teachervision.fen.com/classroom-management/activity/2922.html#ixzz2JxtcJn6u


WHAT TO DO!What are some positive ways you can respond to a problem?

1. Ignore (does this always work?)

2. Walk Away (consider the consequences?)

3. Stop and say how you are feeling

• “I-Messages” (I feel ________ when _______ because _______.)4. Peer Mediation (request to use our office?)

5. Use a starter• “ I need .....”

• “ I'm sad because .....”

• “ I get embarrassed if .....”

• “ I want .....”

• “ I'm confused .....”

6. Report the Problem: Who? (Home, School, Community)

Note: Although you are not in control of what others do, you are in control of what you do!

Changing Inflammatory Statements Change the following "Inflammatory" Statements to "I" Statements:

1. You Dummy; you don't understand anything!2. You're being unfair!3. “Oooooooooh! I heard you like So-n-So. “ “Ooooh, wait till he/she finds out!”

4. Why did you do such a stupid thing?5. Shut up, will you?!6. Write an inflammatory statement you have heard recently.

"STARTERS"I feel angry when ...

I need ...I'm sad because ...

I get embarrassed if ...I want ...

I'm confused ...

1. Stay coolWhen you get “heated” find the technique that works best for you to cool down. Count to 10, take a walk, deep breaths, etc.

2. Talk it overWhen you get “heated” find the technique that works best for you to cool down. Count to 10, take a walk, deep breaths, etc.

3. Focus on the problem—not the person or groupTake a second or third look at the problem. You might see something different. Deal with JUST the problem

4. Look for a compromise

What will satisfy both sides

5. Know when to walk away

If others are about to fight, keep out of it. Don’t make things worse.

6. Be a leaderWhen tempers are high, urge others to chill out.

7. Be a friendGet your friends out of trouble

8. Be reasonableEncourage your friends/peers to work at stopping conflict from getting out of hand.

9. Be responsibleIf a conflict is getting out of hand, report it to someone who can help.

10. Practice real courage1. Have the courage to try to work it out and not let your ego get in the way. Fight only makes things worse for all involved.

Managing Conflict is a skill----it takes practice

WHAT COULD THEY DO?1. On the day of the big game, the gym was packed with students from rival schools Eisenhower and Central. It was a fast-paced, exciting game, with the lead bouncing back and forth. Eisenhower won by one point, a foul shot made within fifteen seconds of the end of the game. After the game, Scott and Brian, who were students at Central, were badmouthing the player who had made the winning shot. Jim and Brandon, who were students at Genoa, overheard Scott & Brian. They made a snide remark about the Central team player. Scott & Brian answered back.

The argument continued. Pretty soon, other kids from both schools began getting involved. Brandon gave Scott a push and Jim took a swing at Brian. Then the situation got really out of hand---a fight that took the security guards twenty minutes to break up.

2. Susan and Maria, two good friends, are on their way to the mall. Susan tells Maria that she told some kids from school that they would meet them there. Maria is upset because she thinks those kids are trouble. Susan disagrees and argues that they are the “in crowd” and they will be lucky to join them. Maria still isn’t happy, but goes along.

At the mall, the group dares Susan and Maria to “lift” a bottle of perfume from the cosmetic department. Susan takes the dare and heads for the cosmetic department. Maria grabs her and tires to physically stop her. Susan gets really angry and pushes Maria away.

ROLE PLAYSSchool

Characters: Student 1, Student 2Setting: SchoolScene: A classmate has asked you for the twentieth time to borrow a pen. Every time you lend her one, you don’t get it back, so this time you say no. She gets angry and starts to yell at you.

SchoolCharacters: Student 1, other studentsSetting: SchoolScene: You and a couple of your classmates go to the game after school to see one of your friends play. When the game is over two of your classmates start talking about how your friend did so bad in the game. They start saying bad things and putting him/her down.

YOU GOT THE SKILL…. NOW USE IT!!

There's always a Solution to the problem.

PROBLEM SOLVINGLESSON 5





Benefits of Problem SolvingWrap Up!

Why use these new skills????

PROBLEM-SOLVING

Expectations1. Show Respect- listening, raising your hand, taking turns speaking, sitting up




WHY IS PROBLEM SOLVING SO

IMPORTANT???

https://www.youtube.com/watch?v=tn1BI65LSlk

WHAT WILL IT DO FOR

ME??

WHY DO I NEED TO KNOW THESE SKILLS NOW??

WHAT WILL IT GET ME??

HOW OFTEN WILL I NEED THEM?

https://www.youtube.com/watch?v=tn1BI65LSlk

WHAT WORDS DO YOU WANT PEOPLE TO USE TO DESCRIBE YOU??

WHERE YOU FALL SAYS A LOT ABOUT YOUHOW DO YOU WANT OTHERS

TO SEE YOU?WHAT DO YOU WANT

OTHERS TO SAY ABOUT

YOU?

PEACEMAKER BEHAVIORS

Doing: Negotiating Sharing PraisingThinking: Imagining Respecting PlanningFeeling: Caring Loving Calming

PEACEBREAKER

Doing: Fighting Yelling PunishingThinking: Blaming RejectingFeeling: Hating Angering Fearing

PROBLEM SOLVING - REVIEW OF SKILLS

• Role Plays

● Practice - I –Messages

● Reporting – when to seek assistance

CommunityCharacters: You, Other students, Setting: Community ParkScene: You’re shooting hoops with a friend in a community park. Your friend stops a younger student riding on their bike and demands the student’s hat. The younger students appears afraid but doesn’t want to hand over the hat. You recognize this as theft.

HomeCharacters: You, ParentSetting: HomeScene: When y ou come home from school your parent is very upset because she thinks you broke their favorite vase without telling them about it. He/she automatically grounds you, but you know it was actually your brother/sister who did it.

SchoolCharacters: Student 1, Student 2Setting: HallwayScene: You shared a personal story with a friend and he/she said he/she wouldn’t tell anyone. You late find out your friend has told a few other people.

CommunityCharacters: You, Other students, Setting: OutsideScene: You and your best friend have plans for the weekend, and you have been looking forward to hanging out all week. On Friday afternoon, your friend tells you he/she can’t do it because he/she is doing something with someone else.

SchoolCharacters: You, Other student Setting: Class Scene: Every time there is test, you notice the student sitting next to you copying your answers. You don’t like this person cheating and you’re tired of it. You want them to do their own work.

HomeCharacters: You, Other students, Setting: Your bedroomScene: While getting ready for school, you notice your favorite shirt/sweater is missing. You figure your younger sister/brother has borrowed it, so you ask her/him where it is. She reluctantly pulls it out from under her/his bed only to reveal a big stain on the front of it.

Ignore Walk Away “I-Messages” (I feel ____ when ____ because ____.)

Peer Mediation Report the Problem:

PROBLEM SOLVINGLESSON 6






Wrap Up!• Celebration

• Student Survey

RESOURCES:

• http://www.teachervision.fen.com/classroom-management/activity/2922.htm

• http://www.drycreek.k12.ca.us/schools/sv/ManagingMiddleSchool/MMS-BeginningOfYear/conflictmanagementprogramused.pdfl

http://www.teachervision.fen.com/classroom-management/activity/2922.htm

http://www.teachervision.fen.com/classroom-management/activity/2922.htm

Problem-Solving Session 1

Documents

Transcript of Problem-Solving Session 1