“People take time. Dealing with discipline
takes time. Children are not fax machines or
credit cards. When they misbehave, they tell
us that they need help learning a better way.
They are telling us that there are basic needs
that are not being met which are motivating
the behavior. “ –Allen N. Mendler
 How
to use problem- solving methods with
students in order ton develop effective
solutions to ongoing academic and behavior
problems
 How to resolve a conflict between two or
more students
 How to conduct an effective class meeting.
Persistent behavior disrupts the learning
environment and problem solving allows students
to accept greater responsibility for their
behavior and learn citizen skills.
 It is a major cause for teacher concern and one
reason teachers leave the profession.
 In order to effectively assist students, we need
the clearest understanding of how students view
a situation.
 In order to be successful, authority requires the
need to connect in a caring way by inspiring
hope within others and lead one’s own life in a
way that models that attitude.
 Remember, our students are human beings first.
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Alternative solution thinking- The ability to generate
solutions to the problem
Consequential thinking- The ability to consider the
consequences that a behavior might lead to.
Casual thinking- the ability to relate one event to
another over time with regard to why an event
happened or will happen.
Interpersonal sensitivity- The ability perceive that an
interpersonal problem exists
Means-ends thinking- step by step planning to reach a
goal
Perspective taking-the ability of the individual to
recognize and take into account that different people
have different motives and may take different
actions
 1-Establish
a warm personal relationship with
the student
 2-Deal with present behavior
 3-Make a value judgement
 4-Work out a plan
 5-Make a commitment
 6-Follow up
 7-No “put-downs”, but do not accept
excuses.
 http://goanimate.com/movie/07GnhRDTyd3
U?utm_source=linkshare&uid=0wwsroAcWEi8
 1-
Provide the students with a handout of the
steps. Place where students can see it clearly
 2-Discuss each step and provide and
example.
 3-Role-play several situations in which an
student misbehaves and the teacher uses this
method for assisting the student in taking
responsibility for the behavior.
 4-Lead a discussion following each role-play.
 5- Have students practice by taking the role
of both student and teacher.
 6-Process
these interactions
 7-Provide the class with an example of a
violation and have each student write a
problem solving plan.
 8-Have students share and assist the class in
evaluating and modifying several plans.
 9-Explain how the problem solving process
relates to the classroom management plan
 10-Quiz students on the steps in the
sequence and the problem solving plan.
 Teacher
facilitated Peer Conflict Resolution:
Book suggests using the think-feel-act model.
Teacher allows students to take turns stating
their account of what happened, how they
felt and what they believe needs to be done.
After each statement, the other student
paraphrases the statement, so each student
feels heard and understands the other
person’s point of view.
 Benefits
Include:
 A class meeting allows both the
teacher and the students to resolve
problems openly before they
become major issues that affect
learning.
 Provides students an opportunity for
improving their social and problem
solving skills
1-Clearly state the
problem and stick to
the agenda.
 2-Brain Storm
Solutions
 3-Select Solution
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In an elementary setting, it should last about 15
minutes.
 Teacher will serve as a facilitator for the
meeting
 They should be held whenever the agenda
indicates a meeting is necessary.
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Should be held in a tight circle with all
participants seated in a circle
 All problems relating to the class may be
discussed.
 An agenda should be created prior to every class
meeting. Author suggests placing the topics on a
clip board for students to sign and agree upon.
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 Discussions
should always be directed towards
arriving at a solution, not a punishment.
 All items must be cleared with the students
before discussion. Ex: an individual student’s
behavior.
 Students should be informed that several
options are available to those who choose not
to have their behavior discussed.
 Clearly Post student’s responsibilities during
class meetings:
 A-Raise
hands before being called on to
speak
 B-Listening to the speaker and not talking
while someone else is speaking.
 C-Staying on topic until it has been
completed
 D-Being involved by sharing ideas that will
benefit the group
 E-Use positive and supportive words to
discuss the problems and solutions
 To
keep momentum going, discuss functions
of a leader in discussions. Inform them that
they will lead their own discussions.
 Introduce an agenda, when the class
discusses this problem, point out an define
each intervention you make.
 Give class meeting “roles” (pg 349) to master
social skills associated with these roles
 -Discussion Leader
 -Task Observer
 -Behavior and Feeling Observer
 Are
the models shown effective?
 Have you used or have been part of a
classroom meeting?
 Would you use one in your classroom?
 What suggestions would you make to have a
meeting run smoothly.