Scribd
Upload
35 views

Problem Solving Example

The document summarizes the author's use of Thomas Gordon's Problem Solving Process to address conflict between two third grade students in her after-school program. She pulled the students aside and had them work through Gordon's six steps to identify problems, alternatives, decisions and solutions. This resulted in the students agreeing to get along respectfully during the program. Over subsequent sessions, their relationship improved and they continued working through the problem-solving process on their own. The author found Gordon's approach effective at empowering the students and reducing conflict, allowing her to better focus on the whole group. She plans to continue using this approach in the future.

Uploaded by

Ahmad Hakim
Copyright
© © All Rights Reserved
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
35 views

Problem Solving Example

The document summarizes the author's use of Thomas Gordon's Problem Solving Process to address conflict between two third grade students in her after-school program. She pulled the students aside and had them work through Gordon's six steps to identify problems, alternatives, decisions and solutions. This resulted in the students agreeing to get along respectfully during the program. Over subsequent sessions, their relationship improved and they continued working through the problem-solving process on their own. The author found Gordon's approach effective at empowering the students and reducing conflict, allowing her to better focus on the whole group. She plans to continue using this approach in the future.

Uploaded by

Ahmad Hakim
Copyright
© © All Rights Reserved
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
You are on page 1/ 8

1

Using The Problem Solving Process To Reduce Conflict


Between Two Third Graders
Introduction:
In addition to my push-in role at P.S. 11, I work for the P.S. 11 After-School
Program, Inc. in order to make some extra money. I have a group of twelve third
graders for a two hour period twice a week.
Two youngsters, third grade holdovers, consistently fight with each other.
Apparently, they have older brothers at home who are at odds with each other, and the
negative feelings trickle down to the younger brothers. They both lack father figures at
home. According to their classroom teachers, both students require much attention.
Both students are labeled learning disabled according to their Individualized Education
Program (IEP). One student (I will call him student A) is in a 12:1:1 special education
class, while the other student (Student B) is in a Collaborative Team Teacher (CTT)
setting. The school social worker informed me that the mother of Student B openly
supports her sons belligerent nature, and encourages him to physically defend himself
at all costs.
The social evaluations of both students reveal that neither students mother has
completed high school, and both families live in public housing within close proximity to
the school. Student Bs social evaluation reveals that upon his return from weekend
visits with his father, his body would be bruised. Eventually, the mother received a
restraining order and all visitations with the father has ceased. Student As social
evaluation depicts a family who moved from Brooklyn to Manhattan three years ago. It
also states that Student A is very close to his mother so close in fact that he often

crawls into bed with her, and defends her name through bravado and fisticuffs. Student
As three siblings live with him, each having a different last name. He only sees his
father if he happens upon him, by chance, in Brooklyn.
After learning about Thomas Gordons Problem Solving Process, I immediately
considered introducing it for the two students who are constantly at odds with each
other, in an effort to involve them in their own problem-solving process. Since my
previous attempts (i.e., getting angry, levying punishments, asking) at creating harmony
between these two students have failed, I thought that perhaps the youngsters would be
more willing to consider working on their issues if they were in control, rather than an
authority figure.
Problem:
Two students within my after-school group were constantly fighting, bickering,
threatening each other, and posturing to hit each other. This created a strained
environment that is certainly not conducive to playing brain-teaser games that we are
assigned to do from the After-School Program. I devoted much of the two hours each
session to disciplining these youngsters. The remaining ten students suffered the
consequences. I was pulled away from teaching and engaging them in brain-teaser
games. Admittedly, sometimes I gave the ten students busy-work, so that I could
manage the two offenders.
Goal:
My first priority was to get these youngsters to be civil to each other. Also, I
wanted them to act responsibly because they believe it is the right thing to do, rather
than because they were told to do so by an authority figure. Once that was

accomplished, I thought I would be able to fulfill my ultimate goal of teaching the entire
after-school group in a productive, fun, effective, safe environment. Thomas Gordons
Problem Solving Process is the tool I used to modify the behavior of the two youngsters
in question.
Implementation:
I pulled the two youngsters aside and treated them especially nice. I asked them
to help me design a way to make our after-school group brain-teasers - the best in the
school. They proceeded to give me ideas. I asked them to write them down. Some
ideas were far-fetched, but I did not scoff at any, but rather walked them through
Gordons six-steps of problem solving. Together the two students identified some
problems, came up with alternatives, evaluated the alternative ideas, and made a
decision. I explained the last two steps of Gordons problem-solving process (i.e.,
implementing the decision and conducting a follow-up evaluation). I was thrilled that the
boys worked for a common goal together.
At the following session, I asked the youngsters to recall how they helped me
with ideas to make our group superior. They remembered. I commented on how well
they performed that task using the six pronged approach, and asked if they would like to
give it a try again. They complied. Then, I advised them that this time they would be
focusing on themselves. Thankfully, they were still willing participants.
Just as the students plugged in answers to the six steps to create a superior
after-school group, they also plugged in six responses to create a better relationship
with each other. Once again, the youngsters worked in harmony to finish this special
project. While there was a bit of ribbing, it was fairly tame and good-natured.

Interestingly, the process itself was helping the students to become better classmates.
They were unknowingly working on their relationship just by virtue of the fact that they
were working together towards a common goal.
Outcome/Result:
The two feuding youngsters have gone from an acrimonious relationship to an
amicable relationship. Yes, vestiges of their previous relationship are apparent every so
often, but overall, progress has been made. I most definitely do not measure success
simply by where one is, but rather by where one is in relation to where one started.
Some highlights from the youngsters problem-solving session are as follows:
Step 1. What is really going on here?
I hate him. He wishes he could be me. His brothers a crack addict. I hate this
place.
Step 2: Generate Alternatives:
Were supposed to get along. The school says no fighting. We could just be friends
in here, but not outside.
Step 3: Evaluate the alternative suggestions:
I think we could be chill at school, but Im not going to be his friend.
Step 4: Make the decision:
Well be cool in here, but I have to do what I have to do on the outside.
Step 5: Implement the solution or decision:
The youngsters gave a gentlemans handshake and promised to honor their
commitment to be respectful to each other within confines of the school. My hope is
that it will trickle to their life outside of school.

Step 6: Conduct a follow-up evaluation:


The students have re-visited their pact in an official meeting setting. I was granted
permission to use a conference room, which went a long way in the youngsters sense
of empowerment and pride. Upon reflection, it now seems that these students really
yearned to be friendly all the while, but within their culture, there is a certain faade that
must be projected. They seemed to have gotten swept up in their older brothers
business, and became unwitting victims. I am so proud of the students for mediating
their own problems.
What happened?
(Effective/ineffective? What would I do in the future?)
I will most certainly continue to use Thomas Gordons tactic of placing the power
in the hands of the youngsters in order for them to resolve conflict. No one youngster is
seen as favored by the teacher, because the solutions and power rest within the
students themselves. Now, not only do these two students get along, but my afterschool group is much more productive and fun, and my stress-level has been greatly
reduced. All the students are receiving what is owed to them in the form of enrichment
in a nurturing, safe setting.
My future plan is to continue checking in with the two youngsters. They are
looking forward to these official meetings. To further encourage them, and appeal to
their sense of maturity, I promised that the next meeting will be complete with snacks, to
replicate a real business meeting. Also now that I consider Thomas Gordons Problem
Solving Process as one of my behavior management tools, in the future, I will likely
implement it before a situation gets to critical mass.

I am now a proponent of Thomas Gordons work. I find myself dispensing his


wisdom to all whom I deem would find it beneficial. For instance, my sister has two
young sons whose disputes she is always refereeing or solving. I suggested Thomas
Gordons Problem Solving Process and she reports success with it as well.

Written by Tara Santos

Thanks Tara!

You might also like