Problem Solving – Our Part

Purpose
Problem Solving—Our Part gives students a way to peacefully resolve confl icts by
helping them negotiate and implement win-win solutions. Before the students can
participate in the Problem Solving—Our Part process, they must complete the steps
to Problem Solving—My Part.

Breaking It Down
■ First, each student must complete a Problem Solving—
My Part sheet on his or her own. This gives the students
involved a chance to calm down, analyze the problem,
identify their feelings, and begin thinking about
possible solutions.

■ Next, the students take turns sharing their “I” Messages and
summarizing what the other person has said. This validates
their feelings and lets the students know that they have
been heard.

■ Then the students share their recommended solutions, again summarizing to
ensure that they have correctly heard and interpreted what the other person
has proposed.

■ The students review the possible solutions, discuss their pros and cons, and
agree on a plan they both are willing to try. The important thing is that each is
committed to implementing the proposed solution.

■ Next, the students try their plan. They implement the proposed solution the
next time they encounter the problem situation. Depending on how much time
has elapsed in the interim, you may need to remind them of their plan.

■ Finally, once they have had a chance to see their plan in action, the students
reconvene to evaluate how it has worked. If everyone is satisfi ed, they have
successfully completed the problem-solving process. If anyone is dissatisfi ed,
however, they need to continue looking for a win-win solution together.

Fine-Tuning the Technique
Initially, when having the students practice the Problem Solving—Our Part process,
use neutral material that does not identify or point fi ngers at any students in particular.
Take confl ict scenarios from novels, stories, videos, newspapers, and plays, or ask the
students to invent their own scenarios for use in Class Councils.

■ Infuse story discussions with the language of confl ict stoppers and roadblocks.
Talk about win-win, win-lose, and lose-lose solutions in the context of books or
articles the class is reading. The more familiar the students are applying these
words to other situations, the more likely they are to think of their own confl ict
in the same terms.

■ Choose active listening as the weekly team cooperation goal when your class is
working on mastering the Problem Solving—Our Part process. If the students
are to come to a peaceful resolution, they must listen carefully and be sure they
both hear and understand what others are saying.

■ Explore the idea that eye contact, personal space, and tone of voice can
have different interpretations in different cultures or settings. Discuss any
implications for confl ict resolution and the problem-solving process in
your classroom.

■ Often, the students will identify more than one problem in their “I” Messages.
Though it is important that the students have the opportunity to state all their
concerns, make sure that they work on only one issue at a time. Later, as they
become more adept, they may be able to tackle multiple problems
simultaneously.

■ If a problem is complicated, and you feel unsure how to
help, remind the students that they don’t have to solve it
on the spot. They can think about it overnight, and then sit
down together the next day to develop a plan.

■ Remember that your role in the problem-solving process
is to provide models and assistance. As much as possible,
allow the students to do the hard work of thinking a
problem through to resolution.

■ Consistently praise the students who attempt peaceful solutions to confl icts.
Reward the students with public recognition when they apologize, make
amends, compromise, talk it out, or use another confl ict stopper to end a
disagreement.

■ Achieving win-win solutions to confl icts can be diffi cult. Help the students see
that sometimes agreeing to disagree is the best they can achieve.

■ Remember to stick with the process. Check on the progress of plans that the
students have developed and implemented. Teach the importance of evaluating
the effectiveness of a plan and of redesigning solutions, when necessary, to
achieve better results.

■ Explain that confl ict is not always negative. For example, athletes train
harder when the competition is fi erce. Sometimes confl ict can also cause
you to generate new ideas or solutions that you would never have thought of
otherwise. It is how you react and what you do with a confl ict that determine
whether it is a negative or positive experience.