Problem Solving Skills for Mildly Learning Handicapped Secondary Students - Sandra Katz
"Man is not a creature of circumstances. Circumstances are the creatures of man." Benjamin Disraeli
Although conflict and the resulting stress in our modern society are unavoidable and necessary, what we do with and accomplish in spite of these conflicts and stresses is the personal responsibility of each individual. One can choose to allow conflicts to rule one's life and limit one's options, or one can use them as a positive force to provide motivation for change and growth. There are three common reactions to conflict: flight, fight, or constructive problem solving. In the flight reaction, people run away from or deny their problems and avoid dealing with sources of stress. Nothing is resolved by this reaction. In the fight reaction, people use confrontation in the form of physical or verbal aggression. This reaction not only fails to solve problems, but usually creates additional ones as well. In the constructive problem solving reaction, people try to address the problem and find a solution through negotiation, collaboration, compromise, or some other positive actions.
Realistically, there are conflict circumstances that are beyond our control, but we never know for certain if a problem is unsolvable until we have exhausted our resources to try. Even in these cases, our constructive attempts to find a solution may lead to a partial solution or a reduction of stress or more efficient ways to deal with the continuing stress.
Problem solving, or conflict resolution, styles and skills are not inborn traits. They are learned attitudes and behaviors. Children often come to school with few (or maladaptive) problem solving skills. Our purpose in education is not to solve their problems for them, but to teach them how to cooperate and solve problems in a responsible way.
Statistics show that stress appears to be increasing in children. At-risk children, growing up with disabilities or in stressful home environments, deal with even higher stress levels than average.
Special education students, specifically learning handicapped students for the purposes of this unit, fall into the category of at-risk children. A learning handicap may be defined as a language, cognitive, or perceptual processing problem that creates a significant discrepancy between the intellectual potential of a student and his/her actual achievement or performance level. The causes may include genetic or prenatal factors, but are largely unknown and little understood. The most apparent signs of learning disabilities at school are difficulty learning and low academic performance. Other secondary characteristics of learning handicaps (which place these students at additional risk) often include one or more of the following:
2. Poor social skills: These students often fail to internalize social rules of behavior, such as positive social interactions or social problem solving skills.
3. Difficulty taking responsibility for their own actions and accepting the resulting consequences.
4. Low sense of self-esteem, resulting from repeated failures in school
and social situations.
The following guidelines should be considered before implementing the lesson plans in this unit.
1. Identify strengths and abilities.
2. Identify specific needs.
3. Be sensitive to individual differences in students.
4. Review prerequisite skills that may be necessary for some activities.
5. Adapt the activities to fit the strengths and needs of your student
population.
The motivation to develop a problem-solving unit emerged from an UCI-Santa Ana Teacher Institute seminar. The professors, Dr. Salvatore Maddi and Dr. Deborah Khoshaba, presented their program called "HardiTraining," originally designed to promote hardiness, or resiliency, in adults and college students with personal at-risk circumstances. This comprehensive program teaches coping skills, social support skills, relaxation techniques, healthy nutrition and physical fitness, all-important components of a truly hardy or resilient life style. This seminar had a tremendous personal impact on me, and I have incorporated all the components into my own life style and have experienced positive changes as a result.
It was readily apparent that this program could benefit the secondary students I work with. The one component which seemed to be most lacking in a typical public school education curriculum, while at the same time most critical to a successful life in our stress-filled society, was the coping skills training, a set of steps for problem solving or conflict resolution.
The student population for which this unit is designed are legally identified Special Education students (specifically mildly learning handicapped secondary students in a Resource Specialist Program) at a public secondary school (grades nine through twelve) in an urban, predominantly Latino community. The class in which this unit will be implemented is called High School Planning, a one-semester ninth grade class required for graduation in our district. It includes topics such as career planning and study skills.
The problem solving skills unit discussed here will be incorporated into the study skills section of the curriculum. A credentialed special education teacher will teach the RSP High School Planning class in a self-contained classroom with a small class sizes (10-15 students). The RSP students enrolled in this class will be identified by low reading comprehension skills (5th grade level or below), which would make it difficult for them to comprehend the material or be successful in a mainstream general education classroom. We will review the district curriculum for this class, adapt the materials for lower academic skill levels, and incorporate the problem-solving unit into the curriculum. Depending on the skills of your students, the time frame for this unit is flexible, but it is planned to cover a two to three week period.
I believe that we can teach our students ways to organize and analyze
information and problem situations, and constructive problem solving strategies
to give them more control over their choices and actions. I believe our
students can learn to use these skills to help overcome or compensate for
some of the symptoms of their disabilities and become more successful in
all aspects of their lives: school, family, work, and society. Then they
need no longer be the victims of circumstances beyond their control, but
be truly in control of the circumstances in their lives.
Overall, the primary goal of this unit is to promote hardiness or resiliency, the ability to deal constructively with problems, cope with stress, and achieve success in spite of hardships. By teaching our at-risk students constructive problem solving skills and strategies, we hope to see them learn to analyze their problems, make positive choices, assume greater responsibility for their own actions, improve their self-esteem and sense of control, achieve greater success in school and social interactions, and ultimately to become successful participants in our society. Following is an outline of the measurable goals and objectives to be accomplished by the lessons in this unit.
Cognitive Goal:
Students will improve critical thinking skills.
Cognitive Objectives:
1. Students will practice goal setting.
2. Students will identify positive and negative consequences of various actions.
3. Students will use clustering techniques to express and organize ideas.
4. Students will define the concepts of conflict and conflict resolution.
5. Students will participate in-group and individual problem solving activities.
6. Students will demonstrate critical thinking and problem solving
skills.
Academic Goal:
Students will improve reading and writing skills.
Academic Objectives:
1. Students will read given passages with increased reading comprehension.
3. Students will identify literary concepts: character, plot, conflict, and resolution.
5. Students will express verbally or in writing the ideas of others.
Social Goal:
Students will demonstrate positive social interactions.
Social Objectives:
1. Students will demonstrate understanding of one's own and other's feelings.
2. Students will demonstrate constructive decision-making.
3. Students will demonstrate realistic and positive self-concepts.
4. Students will participate in cooperative group problem solving.
6. Students will participate in role-playing to demonstrate conflicts and problem solving techniques.
Introduction to the concepts of conflict and conflict resolution (or problem solving) and related vocabulary, format for expressing conflict.
Goals:
1. Students will define the concepts of conflict and conflict resolution.
Time frame: one class session
Activities:
Activity #1: Whole class discussion, Introduction to vocabulary.
Students will verbally identify a problem or conflict situation from a familiar movie or school experience. Describe the specific conflict and any attempted solutions. Were these solutions successful or not? What were the consequences? What other solutions might have been possible? Note new vocabulary words and definitions on board throughout discussion.
Why do people disagree? Elicit student ideas and discuss.
People disagree for two main reasons:
1. Different perspectives or points of view: Different people may see
the same situation differently.
2. Different goals: Different people want different things.
Discuss.
Activity #2: Format for expressing problems or conflicts.
Introduce the following format to help identify and express conflicts:
"I feel ____________________________
When ____________________________
Because ____________________________________________ .
What I want is ______________________________________ .
Give examples in completing information on form as necessary. Students will work with a partner in-groups of two, using either a personal situation or a character from a familiar story or movie, to complete the format. Without using names, the whole group will discuss each, identifying the conflict, the perspective of the person or character, and the goal for each.
Follow-up Activity: Students will complete the vocabulary exercise labeled
Lesson Plan #1 in the Addendum at the end of this unit as class or homework
assignment.
Role playing in cooperative groups.
Goals:
1. Students will use clustering techniques to express and organize ideas.
2. Students will participate in cooperative group problem solving.
3. Students will participate in role-playing to demonstrate conflicts and conflict resolution.
4. Students will read given passages with increased reading comprehension.
Time Frame: probably two class sessions.
Activity:
To ensure a heterogeneous mix, the teacher will divide class into small
groups (3-5 students). Each group will be assigned a short scenario to
identify a problem and brainstorm solutions. Demonstrate clustering techniques
for identifying the problem, possible solutions and consequences. (Suggested
problem situations are found in Addendum labeled Lesson Plan #2.) Each
group will assign roles to each member in their group: characters to act
out scenario, a recorder to write down ideas in clustering format, a spokesperson,
etc. Each group will discuss their scenario, identify the problem, brainstorm
possible solutions, develop consequences for each solution, select by majority
rule the best solution and prepare to act out the scenario with their chosen
solution. Groups will take turns role-playing their scenarios before the
entire class and will answer questions from the class afterwards.
Self-awareness and Goal-setting.
Goals:
1. Students will demonstrate realistic and positive self-concepts.
2. Students will express their own ideas verbally or artistically.
Time Frame: probably two class sessions.
Activities:
Activity #1: Class discussion and written self-awareness exercise.
Introduce the concepts of self-awareness, personal characteristics, and personal goals. Discuss. To identify personal areas of interest and future goals, either long-term or short-term, students complete written exercise titled "Ten Things I Really Like to Do and Five Things I Really Want to Do" (found in the Addendum at the end of this unit labeled Less on Plan #3). Provide examples.
Activity #2: Self-awareness through art expression.
Using poster board, students will write name (first only or first and
last) in large letters vertically along left edge of poster. For each letter,
students will select an appropriate adjective which describes them, beginning
with that letter. Provide list of sample adjectives and examples. Using
a variety of magazines, students will cut out and paste on poster board
pictures that show their personal characteristics, the activities they
like, or their goals, to form a collage describing themselves.
Analysis of problems in current events within cooperative groups.
Goals:
3. Students will read given passages with increased reading comprehension.
4. Students will express their own ideas, verbally or in writing.
5. Students will participate in cooperative group problem solving.
6. Students will demonstrate constructive decision-making.
Time Frame: one or two class sessions.
Activity:
To ensure a heterogeneous mix, the teacher will divide class into small
groups (3 to 5 students). Using copies of local newspapers, each cooperative
group will select a current event article to analyze. Using the Newspaper
Article Analysis format provided (see Addendum Lesson Plan #4), students
will identify and discuss the following: a problem, causes of the problem,
effects of the problem (positive and negative), potential solutions to
the problem, the best solution by group decision, and possible consequences
of that solution (positive and negative). Model an example for students
before they begin their cooperative group activity. Each group will then
present a brief oral summary of their article, problem, and solution before
the entire class and answer questions. During each group oral presentation,
the other students in the class will evaluate their article analysis using
the Evaluation Guide provided (see Addendum Lesson Plan #4).
Problem Solving in Literature
Goals:
3. Students will read given passages with increased reading comprehension.
Activities:
Activity #1: Introduction to 8 Step Problem Solving Strategy, class discussion.
Elicit from students examples of common decisions that they make daily, for example going to school, doing homework, getting a job, deciding how to spend money, etc. Discuss strategies that can be used to help make decisions or solve problems. (Learning problem solving strategies are especially important for at-risk students because following specific steps can give them a needed sense of control over their own lives and thereby enhance their self-esteem.) Introduce and discuss the following 8 Step Problem Solving Strategy:
2. Identify the problem÷Remind students that conflicts can develop when people have different perspectives or different goals.
3. Goal setting÷Use the format from Lesson #1: "What I want is ________________." Be realistic.
4. Think of alternative solutions÷Be specific and consider the consequences. Students may want to use the clustering technique from Lesson Plan #2.
5. Evaluate possible consequences÷Anticipate the results of different choices. "If you _____________, what might happen?"
6. Select the best alternative÷Which of the possible solutions will help you reach your goals?
7. Develop an action plan÷An action plan consists of the steps needed to carry out your choice of best solution. Anticipate any roadblocks that might prevent the problem solution. What changes must take place to solve this problem? What could go wrong?
8. Feedback÷Feedback can be observations of what happened from others
or from oneself. Notice any expected or unexpected results from your actions.
What lessons can you learn for future decisions?
Teacher will review with class the literary terms character, plot, conflict, and resolution. Characters are the people who take part in the story. The plot includes all events that take place in the story. The conflict is a problem that develops in the story involving one or more characters. The resolution is how the end of the story solves the conflict or problem.
Teacher will read orally to the class the short story "The Fish," an Australian myth, or any other appropriate short story (See Addendum Lesson Plan #5 for this story and other suggestions). Students will listen to the story and analyze it, using the given Story Analysis format (see Addendum Lesson Plan #5.) After the story and the students have completed their forms, teacher will lead a whole class discussion of the 8 Step Analysis of this story to reinforce appropriate responses. Then students will read another story (see Addendum Lesson Plan #5 for suggestions). This can be done silently and individually or orally as a group. Following the story, the students will individually (or you may use cooperative groups again) complete the 8 Step Story Analysis form for this story.
Activity #3: Problem Solving using Art Expression.
Students will choose any one of the stories from the previous activity
and will develop a cartoon strip to illustrate the story. Student may use
either the original story resolution of the conflict or his/her own solution
to illustrate problem solving in literature. Remind students to show in
their cartoons evidence of the four elements of literature introduced in
the previous activity: character, plot, conflict and resolution.
Hardy Coping Skills Strategy (with permission from the authors)
Goals:
1. Students will practice goal setting.
3. Students will participate in group and individual problem solving activities.
5. Students will express their own ideas verbally or in writing.
6. Students will demonstrate constructive decision-making.
Activities:
Activity #1: Introduction to Hardy Coping Skills Strategy, Class Discussion.
In class discussion, elicit from students a definition of the word "stress" and examples from daily life. Stress comes from many sources and is unavoidable in our modern society. Some levels of stress are beneficial, as it can provide motivation to make changes and solve problems. Excessive levels of stress, however, can be destructive to one's physical and mental health. To reduce excess stress, one needs to have a healthy self-image, coping or problem solving skills, and a system of social support (friends and family). Discuss these concepts with students and relate each to personal experiences. Introduce the Hardy Problem Solving Strategy and the three basic steps:
2. Development of an Action Plan. This involves setting goals, developing a plan of steps needed to reach those goals, and establishing a time frame to follow through.
3. Taking Action. This involves carrying out the steps of the plan and
getting feedback (from oneself and others) to determine the results. Was
the problem solved? If not, can it be solved? It is important to understand
that not all problems are within one's control or ability to solve.
Review with students the three steps in the Hardy Problem Solving Strategy:
1. Perspective and Understanding of the Problem.
2. Developing an Action Plan (goals, steps and time frame).
1. Describe a problem or stressful situation in your own words.
2. Describe how that problem could be worse.
3. Describe how that problem could be better.
5. Develop a story to describe the changes necessary to make the problem better.
6. Outline specific steps needed to bring about the better story and solve the problem.
9. How do you feel about the problem now? Can a plan of action be developed
and carried out to solve it?
Activity #3: Cooperative Groups, Listening Skills, and Role Reversals.
Discuss with students the listening skills needed for cooperative group activity:
1. Look at the speaker, pay attention.
2. Do not make judgments.
3. Hear the speaker's feelings.
4. Ask questions to clarify misunderstandings.
Students will be paired with a partner in cooperative groups of two. Using the completed Problem Perspective and Understanding forms from Activity #2, each student will share his/her problem and steps to understanding and perspective with his/her partner. They will discuss each problem. Then students will trade problems and each partner will role-play how he/she would solve the other's problems. Explain to students how role reversals, or taking another person's position in a problem situation, can lead to greater understanding and respect for other people's perspectives. Each group will choose one of their two problems to role-play before the entire class. Class may discuss role-playing problems afterwards.
Suggested adaptations of problem solving skills and strategies to other subject areas:
Science: Identify conflicts and possible consequences in nature. Analyze scientific moral issues in current events, develop alternative solutions and consequences.
PE: Develop cooperative, non-competitive games with rules and consequences. Practice problem solving skills and strategies with social conflicts.
Social Studies: Establish a classroom constitution with rules and consequences using cooperative group activities and the democratic process of voting. Analyze historical events such as wars and their causes; develop alternative interventions that might have avoided war or changed history. Analyze the different perspectives of different parties involved in the same historical event.
Any subject area: Analyze current events, movies, or television programs using the literature analysis format, and develop alternative solutions and consequences. Use journal writing to identify personal student problems, and to develop possible solutions and consequences.
Our at-risk students are in serious need of coping skills and strategies to deal with the rising conflicts and stresses in our complex modern society. This instructional unit was designed with that ultimate goal in mind. Learning skills to identify and analyze problems and to develop solutions with clear consequences may provide these students with a better perspective and understanding of their world and a greater sense of control over their own lives. I believe that problem solving skills can help our students achieve greater success in school, social relations, career decisions, and virtually all aspects of their lives.
Adler, Jerry. "How stress attacks you." Newsweek 14 June 1999: 56-63. Magazine article reporting on the increasing stress in our society, including our children, the effects of stress on our physical and mental health, and some techniques found to be helpful in reducing stress.
Cahn, Dudley D. Conflict in Personal Relationships. Hillsdale, New Jersey: Lawrence Erlbaum Associates, Publishers, 1994. Mr. Cahn defines conflict and discusses the different reactions to conflict and the importance of responsible cooperation in solving conflicts in the school setting.
de Bono, Edward. Conflicts: A Better Way to Resolve Them. London, England: Harrap Limited, 1985. Mr. de Bono discusses the factors causing disagreements among people and the importance of using role reversal to understand the perspectives of others.
Dishon, Dee and Pat Wilson OâLeary. A Guidebook for Cooperative Learning. Holmes Beach, Florida: Learning Publications Inc., 1984. The authors outline the role of cooperative learning in the educational setting and offer many suggestions for implementing cooperative learning into the curriculum.
Elias, Maurice and Steven Tobias. Problem Solving / Decision Making for Social and Academic Success. Washington DC: National Education Association, 1990. A very informative book which describes a simple, very effective eight-step plan for problem solving, goals to be addressed, and various activities using this technique to solve problems.
Johns, Susan et al. Peer Mediation Student Handbook. Santa Ana Unified School District, 1996. This problem-solving program developed by the Santa Ana School District outlines both individual problem solving and mediation involving a third party.
Khoshaba, Deborah and Salvatore Maddi. HardiTraining: The Hardiness Model, Volumes I and II. Newport Beach, CA: Hardiness Institute, 1994. HardiTraining is an outstanding program for developing hardiness or resiliency in the face of stress. Its components include coping or problem solving techniques, as well as nutrition, exercise, relaxation, and social support. All the components work together to promote total well being.
LaMeres, Clare. The Winner's Circle: Yes, I Can. Newport Beach, CA: LaMeres Lifestyles Unlimited, 1990. This book primarily addresses self-esteem issues and contains activities designed to promote self-awareness and self-esteem.
Mayo, Patty and Pattii Waldo. Scripting: Social Communication for Adolescents. EuClaire, Wisconsin: Thinking Publications, 1994. A variety of suggested classroom activities to practice role-playing, compromising and negotiating.
Sheridan, Susan. The Tough Kids Social Skills Book. Longmont,
CO: Sopris West, 1995. Ms. Sheridan discusses characteristics of at-risk
students, problem solving techniques, and suggested activities.
Lesson Plan #1:
Problem Solving Vocabulary
Match the given vocabulary words to their definitions:
actions
choice
conflict
conflict resolution
consequences
cooperate
disagreement
discuss
goals
perspective
solution
thoughts
1. One's ideas, or what one is thinking about __________________
2. One's behavior, or what one does __________________________
3. What one wants or plans for one's life _____________________
4. One's point of view, or how one sees a situation _______________________
5. A problem ______________________
6. Steps or plan to solve a problem __________________________
7. What action one decides to do about a problem ________________________
8. What actually solves the problem _________________________
9. What happens after one's actions as a result of them __________________
10. When two or more people have different ideas or wants _______________
11. When two or more people work together to solve problems ____________
12. To talk things over _______________________
Problem Scenarios for Cooperative Group Activity:
Although your little brother is not allowed in your room, he went in and took your portable video game to show his friends. One of his friends grabbed it and dropped it, and now it does not work. Your brother feels bad about it and said he was sorry. What is the problem? What are your choices? What are the consequences?
You are invited to your best friend's birthday party on Saturday. You really want to go, but your parents said you must go with them to your cousin's wedding instead. You really want to go to the birthday party more than the wedding. What is the problem? What are your choices? What are the consequences?
You are watching your favorite TV show when your sister walks into the room. She wants to watch a different program and starts to argue with you. What is the problem? What are your choices? What are the consequences?
Your dad has two tickets to a baseball game and promised to take you if you finished your homework before dinner. You watched TV after school and did not finish your homework. Now your dad plans to take your brother to the game instead. You start to argue with him because he promised to take you. What is the problem? What are your choices? What are the consequences?
You go with a friend in his car to a party on Friday night. At the party, your friend drank a lot of beer. When it is time to go home, you think your friend is not capable of driving, but he insists that he is and gets into the driver's seat. What is the problem? What are your choices? What are the consequences?
You are on your way to school on Friday morning when several friends
in a car stop to talk to you. They tell you they are going
to a ditching party instead of school and invite you to join them.
What is the problem? What are your choices? What are the
consequences?
Today is the last day to order and pay for the school yearbook. Your
parents already told you that you must pay for it yourself
if you wanted one this year. You spent your money going out to dinner
and the movies with your friends last night. You really
want the yearbook, and you know that your mother just got paid and
has the money in her purse. What is the problem? What are your choices?
What are the consequences?
Self-awareness and Goal-Setting Activity
TEN THINGS I REALLY LIKE TO DO
Directions: List up to ten things you really like to do. After making the list:
1. Check the A column if you like to do this activity alone.
2. Check the P column if you like to do this activity with people.
3. Check the I column if you do this activity indoors.
4. Check the O column if you do this activity outside.
5. Check the $ column if this activity costs more than $20.
6. Check the R column if you did this activity in the last 3 days.
ACTIVITIES A P I O $ R
1. _______________________________ __ __ __ __ __ __
2. _______________________________ __ __ __ __ __ __
3. _______________________________ __ __ __ __ __ __
4. _______________________________ __ __ __ __ __ __
5. _______________________________ __ __ __ __ __ __
6. _______________________________ __ __ __ __ __ __
7. _______________________________ __ __ __ __ __ __
8. _______________________________ __ __ __ __ __ __
9. _______________________________ __ __ __ __ __ __
10. _______________________________ __ __ __ __ __ __
FIVE THINGS I REALLY WANT TO DO
Directions: List up to five things you really want to do or goals you have.
1. ________________________
2. ________________________
3. ________________________
4. ________________________
5. ________________________
Cooperative group newspaper article analysis.
NEWSPAPER ARTICLE ANALYSIS
Cooperative Group Member Names: ____________________________________
Newspaper Name and Date: ____________________________________________
Article Name: ________________________________________________________
Problem: ___________________________________________________________
Causes: _____________________________________________________________
Effects: Positive: _____________________________________________________
Negative: ___________________________________________________
Possible Solutions: ___________________________________________________
______________________________________________________________
______________________________________________________________
Best Solution: _______________________________________________________
What are the possible consequences of this solution?
Positive: ______________________________________________________
Negative: _____________________________________________________
Group Article: _______________________________________________________
Identified Problem: __________________________________________________
Problem Cause: ______________________________________________________
Group Solution: _____________________________________________________
Do you think this solution will work? Why or why not? _________________
______________________________________________________________
STORY ANALYSIS FORM
Name of story: ______________________________________________________
Author: _____________________________________
1. How did you feel about this story? __________________________________
2. Who were the main characters? ____________________________________
What were the main plot events? ___________________________________
What conflict developed? __________________________________________
3. Select a character and conflict. How did that character want the conflict
to turn out? ______________________________________________________
4. What did that character do to reach his goal? ________________________
What differently could he have done? _______________________________
5. What consequences did the character's actions have? _________________
What consequences would your solution have? _______________________
6. What do you think is the best solution, the character's or yours? _______
__________________________________________________________________
7. What steps did the character take? What had to change to solve the
problem? ________________________________________________________
What steps would your solution need? _______________________________
8. How is this story like others you know, or like a problem in your life?
__________________________________________________________________
How would you change this story to make a different ending? _________
__________________________________________________________________
Suggested story for Story Analysis:
THE FISH
(An Australian Myth)
Long, long ago there lived in that part of the world now known as Australia
two brothers named Naru and Masa. Now, as it happened, Naru was very clever
while his brother Masa was very stupid. One day Naru carved a squid out
of wood. It looked so real that he decided to throw it into the sea. Instantly
it came alive and swam away. However, to express its gratitude to Naru,
from that day on it drove a school of small herrings close to shore so
that Naru might catch them easily and have plenty to eat. After a while,
Masa noticed that his brother had more than enough fish to eat for his
supper while he had hardly any at all. Greatly curious to find out how
his brother managed to catch so many fish, he decided to ask. "Where do
you find so many fish, brother? Tell me so that I may go there, too.""Masa,
I will tell you a secret," answered Naru. "I carved a squid that looked
so real that when I threw it into the water, it became alive. It has been
driving the herring close to shore so that I may catch them easily for
my supper. "Thinking for a minute, Naru suggested that his brother carve
a fish, too. "But make sure it is a squid," he warned with a serious tone
of voice. Masa went home immediately and sat down to carve a fish. But
because he was so greedy, he carved a barracuda instead of a squid, as
his brother had suggested. As soon as it was finished, he threw the wooden
barracuda into the water, and just like the squid, the barracuda became
alive. It immediately swam toward the herrings and ate them all. Seeing
this, Masa began to cry. When Naru angrily asked what kind of fish he had
carved, Masa answered "A barracuda!" "Oh, no!" exclaimed Naru. "Now your
barracuda will eat up all the other fish, and we shall both go hungry!"
And that is exactly what happened. Even to this day, barracuda attack
all other fish and even people.
"A Spark Neglected Burns the House" by Leo Tolstoy
"After Twenty Years" by O. Henry
"The Weapon" by Fredric Brown
"Charles" by Shirley Jackson
"The Third Wish" by Joan Aiken
"All Summer in a Day" by Ray Bradbury
"The Gift of the Magi" by O. Henry
PROBLEM PERSPECTIVE AND UNDERSTANDING
1. Describe a problem or stressful situation in your own words. __________
____________________________________________________________________
2. Describe how that problem could be worse. __________________________
____________________________________________________________________
3. Describe how that problem could be better. __________________________
____________________________________________________________________
4. Describe the changes necessary to make the problem worse. __________
____________________________________________________________________
5. Describe the changes necessary to make the problem better. __________
____________________________________________________________________
6. What specific steps are needed to bring about the better story and solve
the problem? _______________________________________________________
____________________________________________________________________
7. What is your present perspective, or how you see the problem now? ___
____________________________________________________________________
8. What is your present understanding of the problem and the steps needed
to solve it? __________________________________________________________
9. How do you feel about the problem now? ____________________________
Can a plan of action be developed and carried out to solve it? _____________