Problem Solving in the Classroom

I always used a problem-solving approach in my classroom.  It takes a lot of work at first, but the results are amazing, the children benefit so much from it, and you'll have children as young as two negotiating for the use of toys in no time!  Here's an example of a letter I sent out to the families explaining this method:

Dear families, 

As the school year is right around the corner, we wanted to give you a little bit of information about part of our classroom philosophy.  We use a child-centered, problem solving approach to discipline and guidance in our classroom.  Below is a description of some of the main aspects of this approach. 

*We realize the importance of active listening.  During conflicts (and at all times), children are listened to.  We repeat children’s words in order to reinforce and validate them, and all feelings are accepted and explored.  We also provide words for those children who are pre-verbal or who struggle to communicate.
Example:  
"Okay, Rosie, it looks like you guys are having a problem with this toy.  Tell me what's going on..."  "Margaret, now tell me how you're feeling."  "Okay, it sounds like you both want to have a turn with this small doll, and you're both feeling pretty frustrated.  Let's figure this out..."

*Because we respect children’s choices and need for time and space, we don't expect or force children to share toys; instead we encourage communication, negotiation, and taking turns.
Example:
"So how can we solve this?  You both want a turn with this doll.  What would make you happy, Rosie?  Okay, Rosie's idea is for her to have a turn and then Margaret.  Is that okay with you Margaret?"  (continue until they come up with a solution, and offer solutions to them if they are stuck.)

*We don't solve children’s problems for them; rather, teachers facilitate children’s negotiations, encouraging children’s active participation in their own conflict resolution.
Example: We don't say "Well, I saw Margaret with it first, so she gets the first turn."  That's the easy way, but it doesn't help them come up with their own solutions.

*Knowing that children need repetition and to work at their own pace, we don't set time limits on the use of toys.
Example:  "Alice, I can tell you want a turn with that truck.  Yes, I know Harry has had it for a long time.  Do you want to ask him how many more minutes he's going to be?"  We then help the children negotiate on a time that's okay with both of them.  Though they don't really have a concept of time, just giving them control over being able to contribute to the solution usually solves the problem!

*We don't expect children to apologize or express any other emotion they do not genuinely feel.  We do model sympathy and empathy as we facilitate a conflict resolution.
Example: "Oh no!  Sammy, that hurt, didn't it?!  Ouch!  You can tell Jane she can't hit you with that block!"  "Jane, Sammy is telling you that's NOT okay!"  "Are you okay Sammy?  I'm sorry you got hurt!" No lectures here.  Jane knows she was in the wrong, and giving her a lot of attention about it can backfire and encourage more of the same. We give more attention to Sammy so if Jane is lashing out for attention, she's not getting it.   We've found that having children say they're sorry when they actually aren't helps no one.  When they genuinely feel sorry and express that, we welcome it!

*We remember that although something may not seem fair to us, we do not ultimately determine the outcome of conflicts between children.  We are here to help the children determine their own solutions.
Example:  "I can tell you both want to use this amazing puzzle.  Gloria is asking you how many minutes you're going to be, Frank...  20 minutes?  Is that okay with you Gloria?  Yes?  Okay, I'll tell you both when 20 minutes are up."  Even though 20 seems awfully long to us, that's what they decided on.  In the meantime, Frank will probably finish in two, and when we see that, we'll remind him to let Gloria know that it's her turn.  Since she was able to negotiate, she's probably forgotten all about it anyway, and has moved on to play with something else!  (Be sure you follow through if Frank really does keep playing with it that long.  They both need to know we're reliable and that they will be held accountable for their decisions!)

By using these methods, children acquire important problem solving skills.  They begin to rely upon themselves to figure a problem out, which builds their self-esteem, self-confidence and sense of control.

If you have any questions about this method of guidance, please let us know.  We are passionate about this way of supporting children as they learn to work and play in a classroom setting, and we look forward to sharing and exchanging ideas with you throughout the year!

How about you?  Do you use a similar method in your classroom?  Do you love it like I do?  Comment below :)