Problem Solving – My Part

Purpose
Confl ict resolution is a complex process, particularly if students have one way of
coping with problems at home and another at school. Problem Solving—My Part is the
fi rst step in a structured process that helps students resolve confl icts in a peaceful and
productive way. Students complete this step individually before working on Problem
Solving—Our Part with the other people involved in the confl ict.

Breaking It Down
■ This process is a way for the students to refl ect on a problem before it
escalates. Whenever a student has a problem, he or she should complete a
Problem Solving—My Part sheet to identify how he or she feels about the
situation, express those feelings through an “I” Message, and begin to think
about possible solutions.

■ The basic questions on the Problem Solving—My Part sheet are:
1. Problem: What is the problem?
2. Feelings: How do I feel about the problem? How do others feel about it?
3. Solutions: What are some possible solutions?
4. Pros and cons: What are the pros and cons of the solutions I have
suggested? Which solution do I think is the best choice?

■ Once the students have answered each of these questions, they are ready for
Problem Solving—Our Part, in which two or more people work together to
resolve the confl ict.

Fine-Tuning the Technique
■ The students need opportunities to calm down and think through their
reactions before attempting to resolve a confl ict. While
Problem Solving—My Part gives them this kind of quiet time,
you might also need to offer explicit practice with cool-down
strategies before the students can successfully complete this
stage of the confl ict-resolution process.

■ Problem solving is a skill that improves with practice, so
it pays to allow the students regular opportunities to test
their abilities. Look for two characters having a problem in
a movie, television program, newspaper, cartoon, or story.
Use a Think Aloud to model how one character responds
to the confl ict, or have the students pretend to be one of
the characters and write answers to the questions from that point of view. The
more practice the students have following the steps to Problem Solving—My
Part, the more automatic their skills will become.

■ Remember that each student involved in a confl ict must complete his or her own
Problem Solving—My Part page before attempting to negotiate a solution with others.

■ Designate an area of the classroom where the students may cool down and gather
their thoughts when they are upset. Post charts of confl ict stoppers and cool-down
strategies for easy reference, and provide an ample supply of Problem Solving—My
Part student pages in a folder or envelope for the students to complete as needed.
Place the Class Council box at or near this problem-solving station.

■ Encourage the students to see other applications for the same problem-solving steps.
For instance, the students can use the steps to address personal issues such as always
waking up late for school. First, they identify the problem and their feelings about it;
then, they evaluate their alternatives; and, fi nally, they decide on a course of action to
help them get to school on time.