Problem-Solving Session 1

1. What is a Problem/Conflict? Interpreting a Problem Responding to Problems Benefits of Problem Solving Wrap Up! Problem-SolvingSession 1

2. Problem-Solving Expectations • Show Respect- listening, raising your hand, taking turns speaking, sitting up • Show Responsibility- coming on time • Be Safe – staying seated, placing books/materials on the side. • Remember: Confidentiality!! What is said in the room stays in the room!

3. You will get a pass Period: 1 2 3 4 5 6 7 8 9 Show this pass to your teacher BEFORE leaving class Come to: Room 317 Room:________________ If this period is your lunch time please bring your lunch/drink Problem Solving Group • Students Name-### Students Name-### Students Name-###

4. SESSION 1: STUDENT ACTIVITY PAGE Anger Management Self-Assessment Session 1 (pre-assessment) Name: ___________________________________________ Date: ____________________ My goals for myself by the end of the group: 1. _________________________________________________________________________ 2. _________________________________________________________________________ • _________________________________________________________________________ Welcome to the Problem-Solving Group

5. Weekly Discipline/Office Referral Bar Graph YOUR PROGRESS TOWARD BEING IN-CHARGE OF YOU! WORK FOR A “0” EACH WEEK! Name:________________________________________Date:___________________ Change in Discipline/Office Referrals: Session 1 through Session 5 of Anger Management Group

6. Problem Solving a Task • “POP!” • Purpose: • Learn what can happen if we don’t learn how to handle anger in appropriate ways. • Materials: • Balloons • Directions: • Have student write down feelings that are associated with anger. • Give each student a balloon. • Go around the table and have each student name an emotion AND then blow into the balloon 1 time for each feeling word. • Discussion: • In what ways is the ballon representative os what can happen if we do not learn to deal appropriately with feelings of anger? • Tower Build • Purpose: • To have students work together to problem solve a task. • Materials: • Index cards • Directions: • Break students into equal groups. • Give each group a stack of index cards • Tell the groups that they are working together to • “problem solve” how to build the tallest tower out of index • cards. Activity Time THE GREAT EGG DROP The goal is to build a structure that will prevent an egg from breaking when it is dropped from a height of 8 feet. The only materials allowed are 20 straws and 30 inches of 1⁄2-inch masking tape. Try to do it with as few materials as possible.

7. Tower Discussion • How did you get started? • What strategy did you use to build your tower? • How did you decide on the design? • Was it easy to get started? • Did your team agree right away on the plan? • Notes: Facilitator should look for the following: • Observe group dynamics – Who takes charge? Is there discussion or does one person take over? Any positive or negative comments being said? **You may want to take some notes on your observations so that you can refer back to what you saw.

8. Problem Solving a Task What is a Problem/Conflict? Interpreting a Problem Responding to Problems Benefits of Problem Solving Wrap Up! Problem-SolvingSession 2

9. Problem-Solving • Expectations • Show Respect- listening, raising your hand, taking turns speaking, sitting up • Show Responsibility- coming on time, having your DPR card ready. • Be Safe – staying seated, placing books/materials on the side. • Remember: Confidentiality!! What is said in the room stays in the room!

10. Activity What Color is Conflict? • Cut up a large quantity of 4x4 construction-paper squares in a wide variety of colors. Be sure to have plenty of red, black, brown, and gray. • Ask each student to choose a color or group of colors that she thinks represents conflict. • Either in the large group or in smaller groups of five or six, have participants share the colors they chose and why they chose them. (If you split up into smaller groups, come back together at the end and have volunteers share with the whole group which colors they chose and why.)Read more on TeacherVision: http://www.teachervision.fen.com/classroom-management/activity/2922.html#ixzz2JxvSo5GX

11. What is a problem? Come up with your own definition.

12. What Is a problem? When someone is dealing with a difficult situation, or when something/someone makes one feel uncomfortable.

13. What Causes a Problem?Where do problems happen? HomeSchool IllnessLoss Community Life Changes • Be aware of the responses that are shown in the video. Conflict Resolution - The Waterboy https://www.youtube.com/watch?v=_ZpDnXYIFjo

14. What Causes a Problem cont’d… When you think of problems that you may have at home or school, what do you think of? • Getting along with the teacher • Getting along with students • Keeping up with work • Remembering things, etc. Give some examples of some problems that you may deal with in the….. • Hallways at school • Cafeteria • At home • What were some ways you dealt with these problems, and how effective were those solutions?

15. Problem-SolvingSession 3 Problem Solving a Task What is a Problem/Conflict? Interpreting a Problem Responding to Problems Benefits of Problem Solving Wrap Up!

16. Problem-Solving Expectations • Show Respect- listening, raising your hand, taking turns speaking, sitting up • Show Responsibility- coming on time, having your DPR card ready. • Be Safe – staying seated, placing books/materials on the side. Remember: Confidentiality!! What is said in the room stays in the room!

17. Put on your Thinking Caps! Why is it important to understand the problem? Helps to: • decrease the problem • eliminate the problem. Activity time! Look at the following slide and determine how many squares you see.

18. How many squares do you see?

21. How many did you see? Do you see any more??? There are… 30 total squares

22. Discussion: What happened when….. • We took a second look? • We took a third look? What might happen when we take ANOTHER look at a PROBLEM we are having? Does everyone think or react in the same way? • It is important to know that everyone takes in the information differently! • Talking it out is an important tool to • aid in understanding • Seeing more solutions to a problem than you can “see” at first.

23. Let’s take a look Basic problem: My friend won’t talk with me lately. 2nd look: Dig deeper…………….. Basic problem: Kids won’t talk to me at the lunch 2nd look: Dig deeper…………….. Basic problem: I always get written up 2nd look: Dig deeper…………….. Basic problem: I keep getting Homework Club invites 2nd look: Dig deeper……………..

24. Remember: Go take a another look BEFORE reacting to a problem.

25. Problem solvingSession 4 Problem Solving a Task What is a Problem/Conflict? Interpreting a Problem Responding to Problems/Conflicts Benefits of Problem Solving Wrap Up! Let’s practice!!

26. Problem-Solving • Expectations • Show Respect- listening, raising your hand, taking turns speaking, sitting up • Show Responsibility- coming on time. • Be Safe – staying seated, placing books/materials on the side. • Remember: Confidentiality!! What is said in the room stays in the room!

27. Review: What is a problem/Conflict??? When someone is dealing with a difficult situation, or when something/someone makes you feel uncomfortable.

28. Activity: I Represent Conflict Teacher/Staff: Place yourself in the middle of the room Explain: • "Imagine that I represent conflict. Think about how you usually react when you experience a conflict personally or witness a conflict happening nearby. • Then place yourself, in relation to me, somewhere in the room in a way that indicates your first response to conflict or disagreement. Think about your body position, the direction that you're facing, and the distance from conflict.” Once students have found a position relative to you in the room, ask questions. Questions: • explain why you are standing where you are. • If this represents your FIRST reaction, what might your SECOND reaction be, after Taking a second look at the conflict?" • Read more on TeacherVision: http://www.teachervision.fen.com/classroom-management/activity/2922.html#ixzz2JxtcJn6u

29. What To Do! What are some positive ways you can respond to a problem? • Ignore(does this always work?) • Walk Away (consider the consequences?) • Stop and say how you are feeling • “I-Messages” (I feel ________ when _______ because _______.) • Peer Mediation (request to use our office?) • Use a starter • “ I need .....” • “ I'm sad because .....” • “ I get embarrassed if .....” • “ I want .....” • “ I'm confused .....” • Report the Problem: Who? (Home, School, Community) Note: Although you are not in control of what others do, you are in control of what you do!

30. Changing Inflammatory Statements Change the following "Inflammatory" Statements to "I" Statements: 1. You Dummy; you don't understand anything! 2. You're being unfair! 3. “Oooooooooh! I heard you like So-n-So. “ “Ooooh, wait till he/she finds out!” 4. Why did you do such a stupid thing? 5. Shut up, will you?! 6. Write an inflammatory statement you have heard recently. "STARTERS" I feel angry when ... I need ... I'm sad because ... I get embarrassed if ... I want ... I'm confused ...

31. Managing Conflict is a skill----it takes practice • Stay cool When you get “heated” find the technique that works best for you to cool down. Count to 10, take a walk, deep breaths, etc. 2. Talk it over When you get “heated” find the technique that works best for you to cool down. Count to 10, take a walk, deep breaths, etc. 3. Focus on the problem—not the person or group Take a second or third look at the problem. You might see something different. Deal with JUST the problem • Look for a compromise What will satisfy both sides 5. Know when to walk away If others are about to fight, keep out of it. Don’t make things worse. 6. Be a leader When tempers are high, urge others to chill out. 7. Be a friend Get your friends out of trouble 8. Be reasonable Encourage your friends/peers to work at stopping conflict from getting out of hand. 9. Be responsible If a conflict is getting out of hand, report it to someone who can help. 10. Practice real courage • Have the courage to try to work it out and not let your ego get in the way. Fight only makes things worse for all involved.

32. What could they do? 1. On the day of the big game, the gym was packed with students from rival schools Eisenhower and Central. It was a fast-paced, exciting game, with the lead bouncing back and forth. Eisenhower won by one point, a foul shot made within fifteen seconds of the end of the game. After the game, Scott and Brian, who were students at Central, were badmouthing the player who had made the winning shot. Jim and Brandon, who were students at Genoa, overheard Scott & Brian. They made a snide remark about the Central team player. Scott & Brian answered back. The argument continued. Pretty soon, other kids from both schools began getting involved. Brandon gave Scott a push and Jim took a swing at Brian. Then the situation got really out of hand---a fight that took the security guards twenty minutes to break up. 2. Susan and Maria, two good friends, are on their way to the mall. Susan tells Maria that she told some kids from school that they would meet them there. Maria is upset because she thinks those kids are trouble. Susan disagrees and argues that they are the “in crowd” and they will be lucky to join them. Maria still isn’t happy, but goes along. At the mall, the group dares Susan and Maria to “lift” a bottle of perfume from the cosmetic department. Susan takes the dare and heads for the cosmetic department. Maria grabs her and tires to physically stop her. Susan gets really angry and pushes Maria away.

33. School Characters: Student 1, Student 2 Setting: School Scene: A classmate has asked you for the twentieth time to borrow a pen. Every time you lend her one, you don’t get it back, so this time you say no. She gets angry and starts to yell at you. School Characters: Student 1, other students Setting: School Scene: You and a couple of your classmates go to the game after school to see one of your friends play. When the game is over two of your classmates start talking about how your friend did so bad in the game. They start saying bad things and putting him/her down. Role Plays

34. You got The skill…. Now USE IT!! There's always a Solution to the problem.

35. Problem solvingLesson 5 Problem Solving a Task What is a Problem/Conflict? Interpreting a Problem Responding to Problems Benefits of Problem Solving Wrap Up! Why use these new skills????

36. Problem-Solving Expectations • Show Respect- listening, raising your hand, taking turns speaking, sitting up • Show Responsibility- coming on time, having your DPR card ready. • Be Safe – staying seated, placing books/materials on the side. • Remember: Confidentiality!! What is said in the room stays in the room!

37. Why is problem solving so important??? What will it do for me?? How often will I need them? https://www.youtube.com/watch?v=tn1BI65LSlk Why do I need to know these skills now?? What will it get me??

38. WHAT WORDS DO YOU WANT PEOPLE TO USE TO DESCRIBE YOU??

39. Where you fall says a lot about you How do you want others to see you? What do you want others to say about you? PEACEMAKERBEHAVIORS Doing: Negotiating Sharing Praising Thinking: Imagining Respecting Planning Feeling: Caring Loving Calming • PEACEBREAKER • Doing: Fighting Yelling Punishing • Thinking: Blaming Rejecting • Feeling: Hating Angering Fearing

40. Problem Solving - Review of skills • Role Plays ● Practice - I –Messages ●Reporting – when to seek assistance

41. Community Characters: You, Other students, Setting: Community Park Scene: You’re shooting hoops with a friend in a community park. Your friend stops a younger student riding on their bike and demands the student’s hat. The younger students appears afraid but doesn’t want to hand over the hat. You recognize this as theft. Home Characters: You, Parent Setting: Home Scene: When y ou come home from school your parent is very upset because she thinks you broke their favorite vase without telling them about it. He/she automatically grounds you, but you know it was actually your brother/sister who did it. School Characters: Student 1, Student 2 Setting: Hallway Scene: You shared a personal story with a friend and he/she said he/she wouldn’t tell anyone. You late find out your friend has told a few other people. • IgnoreWalk Away “I-Messages” (I feel ____ when ____ because ____.) • Peer Mediation Report the Problem: Community Characters: You, Other students, Setting: Outside Scene: You and your best friend have plans for the weekend, and you have been looking forward to hanging out all week. On Friday afternoon, your friend tells you he/she can’t do it because he/she is doing something with someone else. School Characters: You, Other student Setting: Class Scene: Every time there is test, you notice the student sitting next to you copying your answers. You don’t like this person cheating and you’re tired of it. You want them to do their own work. Home Characters: You, Other students, Setting: Your bedroom Scene: While getting ready for school, you notice your favorite shirt/sweater is missing. You figure your younger sister/brother has borrowed it, so you ask her/him where it is. She reluctantly pulls it out from under her/his bed only to reveal a big stain on the front of it.

42. Problem SolvingLesson 6 Problem Solving a Task What is a Problem/Conflict? Interpreting a Problem Responding to Problems Benefits of Problem Solving Wrap Up! • Celebration • Student Survey

43. Resources: • http://www.teachervision.fen.com/classroom-management/activity/2922.htm • http://www.drycreek.k12.ca.us/schools/sv/ManagingMiddleSchool/MMS-BeginningOfYear/conflictmanagementprogramused.pdfl