Problem Solving

 

 

Tom Villagomez                      Michael Bartusek

School Counselor                    MSUM Intern 2000-2001

Le Sueur Henderson High School      Le Sueur Henderson H.S.

Le Sueur, MN                        Le Sueur, MN

 

Description of Lessons-

These lessons can range from 25 minutes to 40 minutes depending on the grade level.  They are both lessons on problem solving that could be used with students from grades 3rd-5th.  The objective to either lesson is to instill into the students a decision-making and problem-solving model.  For one of the lessons it gives the younger students the idea that there are many ways to go about solving a problem. 

How many times has a teacher told students to figure it out themselves?  Later, the teacher comes to find out the students had no idea how to go about doing such a task.  ÒThink before you do this!Ó might be another statement that has been used by teachers and these lessons would help students with just that. 

     For the 3rd-5th graders the counselor would have prepared slips of paper with problem situations written on them.  As they are handed out to the students the counselor would instruct them to use the problem solving steps that were written on the board.  These steps include:

1.        What is the Problem?

2.        What are my choices?

3.        What might be the consequences of each choice (predict)?

4.        Choose the best choice by asking

a.    Is it safe?

b.    Is it fair?

c.    How will people feel?

d.    Will it work?

5.        Make your best choice.

6.        Did it work?

 

This process could be practiced with any problem a student has.  Focusing on how to apply this to ones own life could be a great way to close this activity.

 

The 3rd graders can also have a separate lesson about how there is more than one way to solve a problem.  It can also be looked at as a lesson on brainstorming.  The counselor would first explain to the students that there are many ways of doing the same thing.  A possible topic would then be given to the students.  Potential topics include:

How can you make friends with a new person at school?

How can you decide who will be first in a game?

How can you help your teacher or mom and dad?

     There are many more situations that can be used as well!

     The job of the counselor is to model how to brainstorm.  Accepting all answers in an orderly fashion, not allowing put-downs, getting out as many ideas as possible, and recording them on the board are the points to be emphasized.  Once this is done, the students can look at the possible solutions.  This will be a vivid illustration of how problems can be solved.

    

 

Connections to Related Standards, Competencies, and Domains

     The Minnesota Standards that would be explored by these lessons include Decision-Making and Interpersonal Communications. They will be obviously working on positive ways to reach solutions, and they will be working together.  This interaction will, guided by the counselor will benefit the student.  Incidentally, the only standards that have to be completed by law are the High Standards in grades 9-12.  The elementary schools have tests in grades third and fifth grade that check achievement.  Ultimately, it depends on the direction the counselor or instructor wants to lead the students. 

     The domains of the Minnesota School CounselorsÕ Model of Developmental Guidance and Counseling that are reflected in the lessons are the Personal and Social Development and the Academic Development domains. The students will be working on decision making and problem solving skills.  They will also be interacting with other students, hopefully in a positive manner.  This will work to develop the second domain.  They will also work on understanding their self and others as well as develop their social skills. 

The Career Development Competencies by Area relate to the lessons in the areas of Self-Knowledge.  The students will be improving their skill in interacting with others.  The counselor should also point out as they are working on the lessons, the fact that they are growing and changing.  The students need to understand that they are enhancing their decision making and problem solving skills.

 

References and Resources

 

     http://www.ncpublicschools.org. Guidance Curriculum for the Comprehensive School Counseling Program. (2001)

 

For Further Information

Tom Villagomez

High School Counselor

Le Sueur Henderson High School

Le Sueur, MN

507-665-3305 ext156

tvillago@isd2397.k12.mn.us