Teach Students To Problem Solve

Explicitly teach students to problem solve with one another. Begin by brainstorming everyday interactions that occur in class or during break that can cause hurt feelings. Then spend some time introducing a scenario and engaging students to share and label some of the emotions they might feel. You can use photos to further analyze body and face cues that signal how someone is feeling. It can be helpful to brainstorm possible solutions to some of the common issues.

You can use these discussions to practice what students might do when conflict arises using the following steps:

Step 1: Student 1 shares an “I message” such as, “I feel frustrated when you started playing by different rules to the game. It felt unfair.” Student 2 listens with empathy and paraphrases what they hear. “You feel upset because it felt like I was playing by a different set of rules.”

Step 2: Student 2 shared their “I message” such as, “I felt mad when you called me a cheater.” Student 1 listens with empathy and paraphrases what they hear. “You got mad because I said you cheated.”

Step 3: Student 2 asks, “What can I do to make this right?” Student 1 says, “I need…” For example, “I need for us to agree on the rules for the game before we start.”

Step 4: Student 2 says, “I will…” and what they plan to do the next time.

Step 5: Student 1 asks, “What can I do to make this right?” Student 2 says, “I need…” For example, “I need you to let me know you’re upset without calling me names.”

Step 6: Student 1 says, “I will…” and what they plan to do the next time.

These role-plays allow students to practice reflection and expose them to possible solutions. We want young people to communicate to each other about the behaviors that made them have strong feelings and think about how they can help each other change their hurtful behaviors. Teach them the steps of problem solving using the role play situations, and then have them use the same steps as real conflicts arise.

What do you notice about students’ ability to name their emotions, to acknowledge the impact of their actions, and to brainstorm potential solutions? At first? Over time?

How might you support students in going deeper than a standard apology and instead suggesting a positive replacement behavior the next time they are in a similar situation?

How much do you need to be present to support students to practice this problem solving process before they become independent?

What situations might this problem solving process be best for? What situations might require an adult to help mediate?

For a deeper look at one structure for teaching students how to solve problems with one another, check out the Peace Path and the Peace Path Photos from Stacey Stevenson, former teacher at High Tech Elementary Explorer.