Collaborative Problem Solving

Collaborative Problem Solving is an approach where the teacher and student work together to address academic or behavioral challenges. Instead of imposing solutions, the teacher sits down with the student to collaboratively identify the root of the problem. This method is grounded in the belief that “students will do well if they can,” meaning unwanted behaviors often stem from unmet needs or skill deficits, not a lack of motivation.

The process includes:

• Identifying the Problem: The teacher and student discuss when and why the problem behavior occurs, using open-ended questions to help the student reflect on their experiences and emotions.

• Understanding Perspectives: Both parties share their views—the student explains their struggles, and the teacher communicates the importance of completing the task.

• Collaborative Solution-Finding: The student is empowered to suggest strategies that help them accomplish the task while managing their frustration or other challenges.

• Supporting Skill Development: The teacher guides the student in developing problem-solving, self-regulation, and academic skills.

This approach builds trust, promotes self-awareness, and fosters independence, aligning with West Virginia standards for social-emotional learning and student engagement. By involving students in finding solutions, collaborative problem-solving helps them become more accountable and effective learners.

Example:

Problem: 

A student does not complete the online bellringer when required. Instead, the student is often out of their seat and not following routine. The teacher needs the student to do the bellringer to practice the skills they have covered and to introduce the lesson. The teacher gives the student detention every day, but the student gets frustrated and continues to not exhibit the preferred behavior. The teacher decides to meet with the student at the beginning of the day so that the problem could be addressed before it happened again.

Understanding Perspectives: 

Teacher: Why do you not complete your bellringer?

Student: I don't know. I hate it. 

Teacher: Ok. I understand, but doing the bellringer is important in my class. I use it to see if I need to reteach something, lead into the lesson for the day, and sometimes, I even use your answer to place you into groups, like the debate last week. Why do you hate it?

Student: I don't know. It just makes me mad.

Teacher: What about it makes you mad? Are they hard to answer?

Student: No. When you go over it with the rest of the class, I always know the answer. I listen when you teach so they're pretty easy for me.

Teacher: Ok, great. I am glad you understand the material. Why do you think they make you mad?

Student: Honestly, I just hate doing it on Schoology. I can never find where  I am supposed to be on Schoology. Then, you tell me I have detention and it just makes me more mad. All day long, teachers get mad at me for not being able to find things on there.

Teacher: I am sure that is frustrating. Having eight classes is a lot and can make Schoology overwhelming since we all organize our classes differently.

Collaborative Solution-Finding:

Teacher: What is something you think we can do so that you complete your bellringer each day so I can see if you understand the material?

Student: Maybe, I can just answer out loud when you go over it.

Teacher: That could work, but what if we don't talk about the answer right away because we are using it later in the class? Also, I take a grade on your bellringer each day. It would be difficult to enter your grade while I have my computer connected to go over the answer.

Student: Can you just have the question on your daily slide and let me do the problem on paper?

Teacher: We can try that. That would keep you from being frustrated, but you will still be doing the bellringer which is important to the class. 

*One week later*

Teacher: So, it has been a week. I noticed you have completed your bellringer several times, but not always. I know I was absent one day, but you also didn't do a bellringer when I was there one day.

Student: You had a sub one day and subs don't have a computer to put the slide on the board. When I asked someone for the question, the sub got mad at me for talking. Then, I did do them a couple of times, but everyone got to see if their answers were right or wrong automatically. It feels like I'm missing out and don't always know how I'm doing when everyone else knows. Sometimes it takes you a few days to get my grades into the system.

Teacher: I see. I left a note for the substitute, but it is difficult when they cannot access technology. I understand you're frustrated about the grading situation. I try to do my best to get those in as soon as possible, but there are a lot of grades that I am entering so it doesn't always happen immediately. I wonder if there is something else we could try that would work better?

Student: Can you show me how to use Schoology better and can you put the starter at the top of the screen?

Teacher: Absolutely. We can organize your courses in the order you have them. Instead of putting the bellringers in the content folders, do you think it would be easier if I made a folder just for Bellringers and place it at the top?

Student: Yeah, I think so. Learning Schoology would help me in my other classes too.