Why do we write students off when they can't behave?

If we believe that all students can learn, why do we write them off when they can't behave?

Collaborative Problem Solving. It sounds like the latest educational or even psychological fad. After years of working in schools, I have realized that I often view new ideas with the mindset that this may be something I have heard before under a different name. Or worse, it will sound great in theory, but the practice will fall flat. This thinking has made me skeptical of many new ideologies in the past. Why don't I feel that with this one?

I know why. After years of working with all kinds of students, I hold the hope that through good teaching, all students can learn. Why would we think this only applies to content? I believe it applies to behaviors as well. CPS is not unlike some other programs designed to help students with challenging behaviors to overcome them. Dr. Marsha M. Linehan, the Director of the Behavioral Research and Therapy Clinics in Seattle Washington, has made huge strides with people with bipolar disorder. Her method includes a large component of teaching skills. The assumption is made that people are doing the best they can right now AND they can do better. This is mirrored in Dr. Greene's idea that student do well if they can. Often, the reason they can't is that they are lacking skills.

There are 3 main steps and one preliminary step to CPS. I'll explore each step in detail in further blogs, but here is an overview.

The preliminary step involves working to identify the skills that the student is lacking before having the conversation. The work for this step is done based on observations of the student's behavior. Dr. Greene uses a form called the Assessment of Lagging Skills and Unsolved Problems (ALSUP). It includes a long list of ideas for problems and also a section for brainstorming what the triggers are for undesired behaviors.

The first with the student is Empathy. This reminds me of Validation. During this step, the goal is to find out as much as you can about what is going on with the student. You are trying to understand the student's concerns and perspective. Getting them to talk may be difficult at first since trust needs to be established and the student will realize over time that you really want to know what is going on. The best way to do this is to continue to ask questions and try not to tell the student what you think the problem is.

The second step is Define the Problem. The problem is defined as "two concerns that have yet to be reconciled." This is both the student's and the adult's concerns combined. Both sides are equally valid. In this step, it is important to define the problem by clarifying concerns rather than moving straight to solutions. This may be hard since as teachers, we are major problem solvers and we want to help.

The third step is the Invitation. I'll bet you thought it was going to be "solutions". This step is were solutions will be discussed, but I like the name of the step because it reminds me to invite the student to be a part of the problem solving process. If they aren't invited to help solve the problem, then we are back to the beginning with adults telling students what to do and we are no longer being collaborative.