Require students to use the problem solving steps  (Page 7/7)

Choosing when and how to demonstrate the new choice of behavior varies according to circumstances, severity of the problem, and the student’s ability. This step requires the expertise and experience of the principal and/or teacher knowledgeable of the student’s ability and situation. In cases of assault, for example, the principal would most likely choose a role-playing scenario where no one would be put in a harmful situation. In cases of not paying attention or not bringing needed materials to class, the principal and/or teacher would most likely want to see the new behavior demonstrated in the actual classroom over a certain period of time.

Although the ways for students to demonstrate new behaviors might be endless, the principal and/or teacher would be wise to allow the student to practice prior to demonstration in front of peers in the class. We educators can either set them up or set them up for success. Small successful steps are usually the best way. It is one thing to say you will behave differently in the future and another thing to actually do it. Many principals and teachers are surprised at the number of students that do not have the ability to demonstrate a new choice in behavior. Students see others able to do things and can describe the action, but that does not mean they possess the ability to do it. Like every step so far, teaching is needed.

In some cases, it is wise to let the student observe others . An example is to ask the student to look for other students talking, laughing, and having a good time just like they were trying to. After observing that they were having a good time and did not get into trouble, the lesson is that most other students knew when to quit. This skill comes from observing the mood, tone, or habits of teachers or other students. Obviously, this is an essential social skill and one that requires teaching and learning. Following observation and discussion, the student can then role-play to see if they can judge when to quit. Typically, follow up with the student is needed to ensure they master this knowledge and skill in the classroom (and hopefully outside of the school).

In this step, the student does the majority of the work. The principal or teacher must be cognizant that this step is not easy for the student. Learning is not always easy or immediate. As mentioned earlier, this step was added to the basic problem solving steps because we found that many students did not possess the knowledge or skill to display new appropriate behaviors.

The demonstration of new learning is crucial to changing the beliefs and attitudes of students in need. It requires teaching, not the hope that a punishment is all that is needed. The time and effort shown in teaching a new social skill is why principals and teachers are thanked a week or so later for their part in helping the student.

Step Seven: How can I help YOU?

Students need the help of caring principals and teachers, but seldom ask. You must be patient for students to actually ask for help, especially older students. Regardless of this fact, the principal or teacher must always offer the assistance. This proves to be a valuable lesson for the student to begin viewing the principal or teacher as someone who truly wants to help. Time is needed to change some of the negative beliefs that many students have after years of being punished. In time, the students learn to trust the principal or teacher. After this happens, be prepared to help because they will ask for it. Keep in mind that they will forget most of what we say but will remember what we did. Offering and giving help are actions that will be remembered. In a rural school where the administrators and faculty received problem solving training , one instructional aide had cafeteria duty. Basically, she observed students in the cafeteria and tried to keep students under control by giving out detentions or loss of recess time for any who misbehaved. Obviously, the students did not like her. Following the training , she kept one-half sheets of paper with the seven problem solving steps written on them. Whenever misbehavior occurred, she required that they go through the steps with her. A month later she reported that the students now talked to her and seemed to like her. She went from a cafeteria punisher to the cafeteria teacher and the students saw how many students she helped everyday.

Expected Outcomes

• The principal and/or teacher better know and understand students and view them in a different, more positive perspective.
• The principal and/or teachers make better decisions due to increased knowledge and information about the students.
• The students better know and understand the principal and/or teachers and see them in a different, more positive perspective.
• The student takes responsibility for his / her actions.
• The student learns the connection between his/her action and the results.
• The student learns and uses a new appropriate behavior.
• The student experiences the principal and teachers taking the time and effort to help them.
• Students learn to solve problems and make better decisions .