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I aspire to solve dilemmas, which is why I enjoyed the section Generating Potential Solutions by Friend and Cook. This section described a brainstorming session which brilliantly broke down the advantages of why this form of problem solving could be beneficial and productive. It also recommended the best time, place, and groups that these strategies can provide the most value in. The nominal group techniques were additional examples of how you could conduct a group to form a consensus regarding solution strategies and implementation.  The reason why I found this section practical is because it provides guidance on how to show how every person in the group is valuable in crafting a solution.

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Responses to intervention is a school wide approach to solving academic and behavior issues. Even though the text states that RTI is considered technical problem solving, I have found the approach to vary drastically in similar circumstances. What is the expectation of uniformity for RTI among schools, districts, counties, state, and federal educational programs? The example provided on page 116 (Friend & Cook, 2013)  is not aligned with flow charts in other texts or in my district. I am not bringing this up to negate the value of figure 5.1 used in our text but to emphasize the inconsistency in something that is considered technical problem solving.

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Reactive problem solving: requires you face a dilemma and take action in a short time frame (Friend & Cook, 2013, p.111). The definition poses the question of what is deemed a short time frame. The response to intervention process is considered reactive problem solving, which can require months. Ceasing an intense argument about who was first in line is also reactive problem solving, and it may take a few seconds.
Proactive problem solving:
when you anticipate a problem  and begin to solve it before the predicament occurs (Friend & Cook, 2013, p.111).  This method of problem solving has an equal value to reactive problem solving when an organization puts specific steps in place to assist in both methods of problem solving.

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It is necessary to acknowledge  the cultural diversity everyone brings to the table when problem solving. It can assist in focusing on a multitude of solutions that can decrease or extinguish the problem.  It also alerts the group to any biases that may have formed due to stereotypes or inaccurate cultural beliefs. Professionals in the problem solving group have an inherent power in forming solutions (Friend & Cook, 2013). This is why it is so important that they also reflect on their various cultural beliefs before and after influencing others.

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It is only one step in many when you determine a problem. This week's readings provided strategies on how to summon a group to invest in resolving the situation, productively exploring solutions, enacting the strategies, and reviewing the results. The text provided a scaffold for concise problem solving and the possible hazards the group may endure during this process. In conclusion, I would recommend this chapter to anyone attempting group problem solving.