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Bias may occur when different backgrounds are involved.

I selected this for a big idea because we need to keep in mind the fact that our own culture has strong impact on our beliefs and communication with others for successful interpersonal problem solving.

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Reactive Problem Solving:   It requires attention and action in a brief time frame.

Proactive Problem Solving:  It triggers the problem solving process before a crisis occurs.

Both methods are important in problem solving.  Apparently, proactive one is more difficult than reactive one because it requires educators to have high analytical skills from different perspectives to identify  potential problems and attack the roots before they occur.  Proactive problem management is challenging but beneficial.

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We can benefit from having a good problem solving skill because we all encounter problems on a daily basis.
In school settings, educators are increasingly being required have interpersonal / group problem solving skills rather than individuals.

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Problem identification is the most critical step in problem solving.
It is essential for all collaborative members to have an understanding of the problem at hand. Otherwise, it is difficult for them to solve the problem.

Strategies for Identifying the Problem

Think of problem identification as a process

Think of problem identification as having both divergent and convergent elements

Describe the problem precisely

Use multiple sources to confirm the problem

Ensure adequate time for problem identification

Monitor problem solving context

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The Methods of Generating Potential Solutions

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The Methods of Generating Potential Solutions

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Brainstorming

Brainwriting

Nominal Group Technique

These three methods are really efficient and effective  to generate a number of ideas for a short time.  Especially, brainwring and Nominal Group technique could be helpful for Japanese people who typically hesitate to speak out their opinions even though they have opinions.

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The
“Blurring
”
of Special
Education in a New Continuum
of General Education Placements
and Services

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The
“Blurring
”
of Special
Education in a New Continuum
of General Education Placements
and Services

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In recent years, the role of special educators as experts instructors who teach students with severe learning needs has become blurred as schools move toward a new continuum of general education placements and services.   The author insists that special educators must go "back to the future."  They need to rediscover their historic mission:  working with most difficult-to-teach student and using instructional methods of clinical teaching.