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Chapter Eleven
Problem Solving


What Problem Solving LOOKS like:
  • solutions begin to be generated
  • often written down
  • "What are the possible actions you could take?"
  • discuss consequences of each possible solution
  • "What would happen if you did . . ."


6. Ask the teacher to think of possible actions. Only after the teacher is finished and you are clear about the situation, you shift to helping him think of possible solutions. After actions are proposed, reflect on the proposals, check on their accuracy, and probe for others till the teacher has come up with several possible solutions.
7. Ask the teacher to consider consequences of various actions. This is where you move from possible to probable. Explore the advantages and disadvantages of each one.

Nondirective problem-solving must not include the supervisor's solutions. It is your job to assist the teacher in coming up with his own solutions. You want him to be the problem-solver. 

pp. 132, 194