What problem-solving skills can make you a better teacher?

Teachers frequently encounter complicated and varied situations that necessitate novel solutions. Teachers can come up with unique and effective solutions that address the different requirements of students by thinking outside the box.

"Education is the passport to the future, for tomorrow belongs to those who prepare for it today." - Malcolm X 3 questions to ask on this: How can effective problem-solving skills enhance a teacher's ability to address diverse learning needs in the classroom? In what ways can teachers cultivate a problem-solving mindset within their students to foster critical thinking and independent learning? How does ongoing professional development contribute to the refinement of problem-solving skills for educators?

I am teaching "How to Write Scientific Manuscripts" at three levels for PhD students, Elementary, Intermediate, and Advanced. The courses are self-designed, based on experiences I collected over 10 years of active working in research fields, and publication of about 500 papers in the ranked journals. I attempt my best to teach students a scientific communication in the class, supporting them to resolve situations they are faced with editors and reviewers who expect them to answer scientific questions about manuscripts. In my courses I provide the students with an interactive atmosphere. As I experienced, an interactive learning is the only way which works in the scientific media. Teaching ideas and thoughts do not essentially work.

In my experience teaching doctoral level classes to students of different professional backgrounds, if I see widespread challenges with an assignment I need to look at me. At our next meeting, I review the assignment and share observations. Then I ask for feedback and will often allow a resubmission as my role isn’t to be a gatekeeper but to share knowledge. Allowing students to better understand the topic and expectations usually results in a greater understanding of the material.

I work in an anatomic pathology lab so my answer is skewed accordingly. The problem solving skill that has served me best is to remain calm and to take a step back from the issue to view the entire process. I take a 3 pronged approach to problems. 1- What happened upstream to allow for or cause the issue? What can be done to prevent that from happening in the future? Retraining, Preventive maintenance, Some kind of protocol change? 2- What currently needs to get done to fix the problem? Machine repair, Conversations with personnel? 3- What downstream effects are there from the issue that need to be mitigated or communicated? Who do I need to notify?

Generating alternatives is the crucial second step in the problem-solving process, and it involves fostering a creative and open-minded approach to finding solutions. To effectively generate alternatives, I employ methods such as brainstorming, conducting research, and seeking input from colleagues and students to gather a wide range of ideas and approaches. This process encourages me to explore diverse perspectives and options, preventing me from prematurely accepting the initial or apparent solution. For instance, when confronted with disengaged students during a textbook activity, I actively explore various strategies to make the learning experience more interactive, relevant, and enjoyable.

Presenting alternatives requires the prerequisite of building community in one’s classroom. With community, you can co-create alternatives. The best way to create buy in and promote the classroom environment one desires is to do it with students. Far too many educators are doing this to students and not WITH them.

Knowing about the right tools,skills, and resources to generate the alternatives is more essential. Finding the mentor and relying upon your own experiences will help in generating alternatives.

Consider the biases you might bring into your work as a teacher. Class, race, age, gender, your own experience as a learner in school - all of these can impact the way you approach a lesson. Consider approaching a lesson from an alternate perspective than your own to reduce bias.

When trauma-informed (TI) awareness and resilience building through the evidence of positive and adverse childhood experiences (PACEs science) is introduced, it's as much an intervention as it is a complete shift in lifestyle. This allows educators insight to focus on strengths and truly imagine new alternatives. According to PACEs Connection, the information resource on PACEs science, understanding the interconnection between adverse childhood experiences (ACEs) and positive childhood experiences (PCEs) studies can provide insight to help develop a shared language to support the process of developing alternatives with the ultimate goal of focusing on strengths, empathy, and relationship building.

The third step in problem-solving, evaluating and selecting the best solution, is a critical phase that demands a thorough and systematic assessment of the available alternatives. It involves a meticulous examination of the advantages and disadvantages of each option, taking into account factors like feasibility, effectiveness, and alignment with predefined criteria and goals. This method ensures that decisions are grounded in objective reasoning, preventing the influence of biases or assumptions. For instance, when addressing students' struggles with a group project, I meticulously evaluate potential solutions, considering the potential benefits and drawbacks of adjusting group compositions, modifying project tasks, or extending deadlines.

Evaluating and selecting the best solution is like finding the missing puzzle piece. In my experience, it's crucial to consider the practicality and impact of each option. This objective approach ensures that the chosen solution aligns with the desired learning outcomes and student needs, enhancing the effectiveness of your teaching.

You may understand the situation, you think about it, find the different channels to get rid off the proper solution. It means positive thinking, experience, attitude and dedication. You can also use the formula REBT or law of attraction theory.

The biggest thing about being a problem-solver is understanding that there will always be problems to solve. As a teacher, problem-solving is constant and ongoing. Consistently monitoring and analyzing will help discover problems and assist in developing solutions that are best suited for the future.

In my 10 years of teaching experience in chemistry I found that going to the root of the problem is very important. Why the student is not understanding needs to be catered. Hands on activities can make the concepts clearer. Also , relating the problems to daily life examples can make the student comfortable.

The fourth step in problem-solving, implementing and monitoring the chosen solution, is where the rubber meets the road. It involves putting the selected plan into action, communicating effectively with all stakeholders, and consistently monitoring its execution and outcomes. This process is essential for not only bringing the solution to life but also for assessing its effectiveness and impact. For instance, if I'm working on enhancing my students' reading skills, I would apply the strategies I've chosen, such as using graphic organizers, guided questions, or peer feedback, in the classroom.

Implementing and monitoring is where the real change occurs. In my teaching journey, I've seen that executing the chosen solution, be it new teaching strategies or classroom management techniques, requires commitment and adaptability. Consistently assessing its impact and adjusting as needed ensures ongoing improvement in teaching practice and student outcomes.

None of the above will work unless the teacher genuinely cares about the student. Not in his role as a student, whose "performance" needs to be evaluated, or enhanced, but as an individual.with strengths and weaknesses, hopes and dreams. Walk in the student's shoe before attempting solutions. To take a phrase from design thinking, the teacher has to be human centric.

One valuable insight I've gained through my teaching experience is that problem-solving skills extend beyond the classroom. They're life skills that empower not only teachers but also students to navigate the complexities of the modern world. Teaching problem-solving fosters resilience, adaptability, and creativity, qualities that are invaluable for success in any endeavour.

Understanding the students psychology is most important before teaching them. A good mix of theory and practicality is must. Use of IT tools makes a huge difference.

In the realm of teaching, problem-solving skills are not just about addressing classroom challenges but also about fostering a growth mindset for both educators and students. It's important to create an environment where it's okay to make mistakes and learn from them. Encouraging students to develop their own problem-solving skills, not just academically but in life, can have a lasting impact. Additionally, collaboration with fellow teachers and sharing experiences can be invaluable. The teaching profession is a continuously evolving field, and by learning from one another and being open to innovation, we can collectively adapt and thrive.

During a recent event for educators I facilitated with Dr. Lourdes Alvarez-Ortiz, co-author Teaching to Strengths: Supporting Students Living with Trauma, Violence, and Chronic Stress, what educators found helpful was the perspective on focusing on strengths, rather than deficits. Curious educators who see room for improvement and strengths based resilience-building interventions at their educational institutions can learn more about the long and short term health outcomes of positive and adverse childhood experiences through the Creating Resilient Communities accelerator certification program and the Creating Resilient Communities Fellowship program at PACEs Connection, which has become the hub of the PACEs movement.