Session

5: Problem-Solving
and
Working with
Parents
 RATE YOUR STRESS
LEVEL

Level Level 2 Level Level Level

1 3 4 5
 Stress
management
exercise: Five
Finger
Breathing
 Review of Key
Points
1. Each student is an individual, with
a unique home environment,
temperament, and way of
learning.
2. The effective teacher looks at the
conflict as a difference in the needs
of the learner and the teacher.
3. When we approach conflict as a
problem to be solved, we
strengthen relationships, build
trust, and model valuable skills.
 True or
False
1. Short-term goals are always in contradiction
to long-term goals.
2. It is more important to provide Structure
than Warmth.
3. Understanding children’s perspective leads
to greater understanding of children’s
needs.
4. It is more important to provide Warmth
than Structure.
5. The Covid-19 pandemic has little effect on
young children because they still don’t
understand what is going on around them.
 Proble
m The approach to
Solving obstacles,
challenges and
Recognizing frustrations
individual
Knowing the
differences
materials
The PDET

Understanding
child
Model

development
The
Providin Providin tools
g g
Warmth Structure
The plan
Setting long-
term goals
Problem – Solving
Approach
1. Rate your stress level; reconnect your
thinking and emotional brain if
needed
2. State the problem without judging
or blaming – focus only on the
facts
3. Think about reasons for the child’s
behavior
4. Think about your long-term goals
5. Provide Warmth and Structure

This is problem solving.

This is Positive
 What is
Warmth?
Ensuring that
Respecting
the students Being Having Showing
students’
feel sensitive to empathy with students that
developmental
emotionally students’ students’ you care
levels and
and academic and feelings about them
views
physically social needs
safe
 What is Structure?

Providing Encouraging
Giving clear Supporting
Being a opportunities students’ Problem
information and
positive for students own solving
and helping
role model to fix their thoughts together
explanation students to
mistakes and ideas
s succeed
 24
Practice
!
It has been one month since the
beginning of the school year but your
female kindergarten learner can only
finish 20% of the work sheets she is
required to finish at the end of each
week because she can only sit at her
desk at home for a few minutes at a
time.
 Are your thinking
brain and feeling
brain well connected?
If not, take a
moment to
reconnect.
 Consider…

 How children think in this stage

 How children understand emotions in this stage
 Physical development (brain and body) in this
stage
 The child’s temperament
 Specific learning challenges
 Information processing challenges
 Other individual differences
What are your
long-
term goals?
 Do your
How could you provide
suggestions meet Do they respect
Warmth and Structure
the definitions of the
in this situation?
Warmth and learner’s rights?
Structure?
Your Turn!
 25

Imagine
this…
Your Grade 2 male learner usually turns
in clean and accurate work in his Math
modules every week. However, this
week, you find that his work has
significantly deteriorated. You find out
that his father was recently taken to a
COVID-19 quarantine facility.
 Are your thinking
brain and feeling
brain well connected?
If not, take a
moment to
reconnect.
 Write down all the
reasons you can think
of for why a learner
would behave this
way.
Consider
…
 How children think in this stage
How children understand emotions
in this stage
Physical development (brain and
body) in this stage
 The child’s temperament
 Specific learning challenges
 Sensory or language difficulties
 Other individual differences
What are your
long-
term goals?
How could you Do your
provide Warmth suggestions meet Do they respect
and Structure in the definitions of the
this situation? Warmth and learner’s rights?
Structure?
 Imagine 26

this…
You are conducting your online class for
Grade 8 learners, who are currently doing
a short exercise. Some of your learners
have finished early and you notice that
the comment box is very active with
messages, with one female learner using
harsh and hurtful language directed to
another female learner.
 27
Imagine
this…
Your Grade 12 male learner has texted you
that he will not be able to submit the
weekly modular lessons this week. When
you ask why, the learner said that he has
recently gotten a home-based job sewing
cloth face masks. The job requires him to
meet a certain number of pieces per day.
He says he wants to complete Grade 12 but
there is just too much to do.
 Engaging Students in Problem
1.Solving
Check that you are calm and that your thinking brain and
emotional brain are well connected. If not, take a moment to
reconnect.
2. State the problem, without judging or blaming.
3. Listen to the student’s point of view.
4. Paraphrase the student’s point of view and acknowledge
the student’s feelings.
5. Express your point of view.
6. Brainstorm solutions together
7. Evaluate if the identified solutions are working or not
8. In working with a group of learners, guide them to
brainstorming
solutions together as a class (where it’s appropriate)
 Questions
and
Answers
 Support for Parents:
Problem-solving with
Parents
• Teachers have the opportunity to model the
problem-solving process when talking to
parents such as during delivery and pick-up
of modular lessons or when a learner is
experiencing difficulties
• Remember to be calm, with your thinking
and emotional brain connected
• Remember that you and the parent
are working towards a common goal
Create a positive
environment
• Show your love to your children
• Make time for activities you enjoy together
• Provide comfort when the child is
experiencing fear, anxiety, and
frustration
• Emphasize effort rather than ability –
show
that you value the child’s effort no
matter the
outcome
• Recognize the child’s talents and
initiatives
 Communicate Often and
Regularly
• Talk and listen to your children –
engage in conversation (not
instruction or command)
• Express your appreciation for
something the child did well around
the house
• Say or do something to encourage
children when they are having
difficulty with school
• Discuss and set academic and life
goals
 Create a daily
routine
• Allocate enough time for personal
hygiene, household chores, school work,
leisure, and family time
• Teach stress monitoring and stress
management activities: deep breathing
and movement
• Do not punish children when they have
difficulties or exhibit lack of motivation
for school work
• Seek community resources for tutorials
Summing
Up
• Everyone can be a problem-solver.
• Problem-solving is a learned skill; when we model and teach
problem solving process in the early grades, they will learn to use
it as they get older.
• Involving students in problem-solving helps them build skills in
conflict resolution; these skills will be useful throughout their lives
• Joint problem – solving respects the student’s rights to participation
in
decision making
• Children learn more from this process than from being punished
Summing
Up
• Teachers have the opportunity to help parents support their
children’s education through the Positive Discipline approach.
• Teachers can help parents in stress management.
• Teachers can model Warmth, Structure, and Empathy to
parents.
• Teachers can help parents practice Warmth and provide
Structure to their children as they participate in blended
learning.
 Proble
m The approach to
Solving obstacles,
challenges and
Recognizing frustrations
individual
Knowing the
differences
materials
The PDET

Understanding
child
Model

development
The
Providin Providin tools
g g
Warmth Structure
The plan
Setting long-
term goals
 What is
Warmth?
Ensuring that
Respecting
the students Being Having Showing
students’
feel sensitive to empathy with students that
developmental
emotionally students’ students’ you care
levels and
and academic and feelings about them
views
physically social needs
safe
 What is Structure?

Providing Encouraging
Giving clear Supporting
Being a opportunities students’ Problem
information and
positive for students own solving
and helping
role model to fix their thoughts together
explanation students to
mistakes and ideas
s succeed
 Post Program
Questionnaire
https://tinyurl.com/PDET20post
Thank
You!
“I did then what
I knew how to do. Now
what I know better, I
do better.”
- Maya
Angelou
 Good Luck!
For support, you can
contact:
Wilma Bañaga:
[email protected] Jerly
Villanada: [email protected]
PDET Facilitators

facebook.com/groups/IPracticePositiveDiscipline