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As educators we spend much of our day problem solving without much help. However, most of us aren't aware or haven't been exposed to the importance of Interpersonal Problem solving. Interpersonal Problem Solving is key to collaborative activities and successful interactions. It seems as though, in many schools, professionals are often left to problem solve on their own for various reasons such as ill-defined problems, not utilizing a model for problem solving, opposing views on issues, and differences in responses to issues. The picture below illustrates how everyone has a piece to turning the wheels of Interpersonal Problem Solving, but it takes everyone involved to make it work. Not all pieces are the same but when brought together they help to create something great.

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Well-Defined, Partially Defined, and Ill-Defined Problems

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Well-Defined, Partially Defined, and Ill-Defined Problems

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When working in a school environment, teachers typically encounter all three types of problems. Well-defined, partially defined, and ill defined. Ill-defined problems seem to be reoccurring daily and occupy the majority of our time, the same way having ill-defined abs occupies my body almost always. It is really difficult to work will ill-defined problems because there are no clear parameters to resolve the issue. The goal for educators is to get better at living in well-defined and partially defined issues so that we can work collaboratively to find solutions and resolve issues. WE WANT THE WELL DEFINED ABS ;) or the partially defined abs so that we can at least see an end goal, if you know what I mean.

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Get perfect and well defined ABS faster.(Extremely

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Abdominal muscles that are flat and lean indicate a high level of physical fitness and your mental attitude plays a huge role in how you develop this part of your body. Amazingly thinking positively and visualizing strong flat well defined abs can actually help you shrink this area and build the kind of six pack that make other people think.

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In Friend and Cook's (2017), Collaboration skills for school professionals, the author's suggest that  there are certain steps that are appropriate to follow in order to solve an interpersonal problem. These steps include the following:

1. Analyzing the Problem Solving Context

2. Identifying the Problem

3. Generating Solutions

4. Evaluating Potential Solutions

5. Select Proper Solution

6.  Implement Solution

7.  Evaluate Outcomes.

Analyzing The Problem Solving Context involves verifying that all participants have a shared responsibility in the process, the right resources, and if the issue being addressed is worth the trouble.

Identifying the Problem simply means that everyone has a clear understanding of the issue being dealt with and that other issues other than what is being focused on can wait.

Generating Solutions includes generating ideas free of judgement. Everyone should feel welcomed to share ideas.

When Evaluating Potential Solutions the goal is to focus on the solution that makes the most sense, is the most appropriate, and is clearly defined.

The next step includes selecting the solution. This step should be making the final decision in the solution that will best meet the goal intended.

Implementing Solutions involves following through with the chosen solution and checking for consistency.

Lastly, as a group, you should evaluate the outcomes through the use of data, discussing whether this is still an appropriate solution, making sure no revisions are needed, and making sure that everyone has access to the same content through multiple means of communication.

In light of the Super Bowl, I thought this picture related to the idea of how America's favorite sports teams work together to achieve their intended outcomes through modeling problem solving. The quarterback of the team leads the huddle in any of the issues they may be encountering during the game. This insures that all the players are on the same page about things they need to fix in the next strategic play. The evaluate the next play they think will work to score a touch down. Typically all the players agree and adjust what they are individually skilled to do. If any player is not on board their next play may not work for the better of the team and they may potentially call a time out to come back to a huddle.

Reference:

Friend, M., & Cook, L. (2017). Interactions: Collaboration skills for school professionals. Boston, MA:  Pearson.

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In "'The “Blurring” of Special
Education in a New Continuum
of General Education Placements
and Services"', an article from Exceptional Children,  the authors discuss the differences between two groups ideas on Response to Intervention (RTI). The two groups involved: No Child Left Behind (NCLB) and Individuals with Disabilities Education ACT (IDEA)disagree on the best way to utilize RTI and what they want out of it. The NCLB believes that Special Education should be blurred into general education and the interventions should come from the bottom up meaning trusting the practitioner to do their job to differentiate instruction for their learners with diverse needs. The IDEA believes that this approach to resolving the overflow of special education for high incidence disabilities should be a top down approach that utilizes a research based three tier system to identifying students who need leveled instruction to meet their academic needs. Basically the two groups are coming at this idea of RTI at two different angles and butting their heads together, but it seems that neither one have resolved the issue of the purpose and nature of RTI and how to best teach our most "difficult-to-teach children". As you can see the picture below is a great visual of the two different angles that this article addressed, and no resolution.

Reference:
Fuchs, D., Fuchs, L. S., & Stecker, P. M. (2010). The “blurring” of special education in a new continuum of general education placements and services. Exceptional Children, 76(3), 301-323.

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As teachers, our wish is to live in a proactive kind of world. This means that we want to be able to anticipate a problem by having possible solutions readily available. It can be difficult when we live in a reactive world in our classrooms, because we can't anticipate problems that may occur and then a resolution for that problem such as behavior outbursts. Although we can't always anticipate the problems that may arise we can definitely do our best to be proactive through preventative measures.
Desired behavior for example can be supported through a school-wide system such as PBIS (Positive Behavior Interventions and Supports). This program is a multi-tiered system that supports children with diverse behavioral needs. It supports children's behavioral needs through the use of clearly stated expectations, visuals, explicit instruction on how to behave, and time to practice appropriate behaviors. I thought this video was a good example of how teachers can demonstrate how to use preventative measures.

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Captain Cougar teaches examples of positive behavior during assemblies. Watch and learn what to do during assemblies to earn COUGAR CASH!!