1. 4 Hour Training1 I Can Problem Solve Overview

2. 2 Goal of ICPS To teach children thinking skills that can be used to help resolve or prevent “people” problems.

3. 4 Hour Training3 Focus of ICPS Teaches children how to think, not what to think Guides children in thinking for themselves Teaches children how to evaluate their own ideas Encourages children to come up with solutions to problems on their own

4. 4 Hour Training4 ICPS… Is a tool to help address existing classroom problems. Gives teachers and students skills to learn to resolve problems and hopefully prevent future problems.

5. 4 Hour Training5 Benefits for Children Builds self-confidence and listening skills Encourages thinking about new and different solutions to problems Encourages positive social interaction ability to wait ability to cope with frustration impulsivity social withdrawal

6. 4 Hour Training6 Benefits for Teachers Reinforces curriculum goals Creates a more positive classroom atmosphere Decreases time spent handling conflicts Enhances teachers’ own problem-solving skills Deepens insight into children’s thoughts and feelings

7. 4 Hour Training7 ICPS Target Audience Manuals focus on 3 specific age groups: –Preschoolers (ages 3 to 5) –Kindergarten and Primary Grades (K-2 nd ) –Intermediate Elementary Grades (3 rd –6 th ) There are also parenting resources: - Raising a Thinking Child - Raising a Thinking Preteen

8. 4 Hour Training8 ICPS Method Teaches skills through the use of games, stories, puppets, and role-playing Guides the use of skills in real-life situations Integrates ideas into standard curriculum

9. 4 Hour Training9 ICPS Lessons Implementing in the Classroom Lesson outlines Materials Lesson schedules Fidelity yet flexibility

10. 4 Hour Training10 Key Components of ICPS Vocabulary Words Feelings—most important question in dialoguing: “How do you feel when…?” Alternatives—coming up with solutions: “Can you think of something different to do when…?” Consequences—develop empathy through awareness of other’s feelings: “What might happen if…?”, “Is _____ a good idea or not a good idea?”

11. 4 Hour Training11 What is dialoguing? Teacher/adult guides the child in applying ICPS concepts to solve a real-life problem. Helps children try again if their first attempt to solve a problem fails Helps children learn to cope with frustration when they don’t get what they want immediately Dialoguing is a communication skill

12. 4 Hour Training12 The ICPS Dialogue Ladder

13. 4 Hour Training13 Oprah says “Happy ICPSing!”

14. 4 Hour Training14 Vocabulary Words Is/Not Or/And Some/All If/Then Same/Different Before/After Now/Later

15. 4 Hour Training15 Vocabulary Words in Action When a child interrupts : Can I talk to_____ AND to you at the SAME time? I am talking to_____NOW. I can talk to you LATER. I can talk to you AFTER I finish talking to______. Can you think of something DIFFERENT to do NOW?

16. 4 Hour Training16 Vocabulary Words in Action When two children are arguing over a toy: IF someone else is playing with that toy NOW, THEN can you play with it BEFORE or AFTER she has a turn? IF you can NOT play with that toy NOW, THEN when can you play with it?

17. 4 Hour Training17 Vocabulary Words in Action When a child disrupts the class : Are ALL of you OR are SOME of you (doing the math lesson)? Who IS doing the math lesson? IS______doing the SAME thing OR something DIFFERENT from the rest of you?

18. 4 Hour Training18 Vocabulary Words in the Classroom Review of ICPS Words Pages 43-46 Preschool manual Pages 75-77 K-Primary Grades manual

19. 4 Hour Training19 ICPS Feeling Words Happy Sad Angry Afraid Proud Frustrated Impatient Worried Relieved

20. 4 Hour Training20 Vocabulary, Feelings, & Math Teacher draws two clocks, one at 4:00 and the other at 6:00. Your mother said to come home at 4:00 and you come home at 6:00. Is 6:00 BEFORE or AFTER 4:00? How MIGHT your mother feel if you are NOT home when you are supposed to be and she does NOT know where you are? (WORRIED or HAPPY?)

21. 4 Hour Training21 Generating Alternative Solutions Can you think of a DIFFERENT way to solve this problem? What might happen IF? Can you think of something DIFFERENT to do?

22. 4 Hour Training22 Teacher-Child Problems Can I talk to you AND _____ at the SAME time? (vocabulary) How do you think I feel when you _______? (feelings) Can you think of something DIFFERENT to do until ________? (generating alternative solutions)

23. 4 Hour Training23 Child-Child Problems What happened? How do you feel? How does ______ feel? (feelings) Can you think of a DIFFERENT way to solve this problem? (generating alternative solutions)

24. 4 Hour Training24 Finding More Solutions Mini-dialogue: read through the child-child situation on p. 157 (lesson 34) of Preschool manual or p. 267 (lesson 48) of K-Primary manual NOTE how the teacher: 1.Helps the child identify the real problem. 2.Guides the child to think of alternative solutions.

25. 4 Hour Training25 Alternative Solutions When dialoguing with children remember to… Get the child’s perspective of the problem “what happened?” Guide the child to think about feelings “how do you feel?” Guide the child to think of alternative solutions “what can you say or do?”

26. 4 Hour Training26 Key Component of ICPS Consequences Develops empathy through awareness of other’s feelings “What might happen if…?” “Is _____ a good idea or not a good idea?”

27. 4 Hour Training27 Adding Consequences What might happen IF… I take something that isn’t mine? What else? WHY would someone take it away? BECAUSE______. What else could someone do to________?

28. 4 Hour Training28 Adding Consequences What might happen IF… Someone throws trash in the river? What else? Where is a GOOD place to throw trash?

29. 4 Hour Training29 What is dialoguing? Teacher/adult guides the child in applying ICPS concepts to solve a real-life problem. Helps children try again if their first attempt to solve a problem fails Helps children learn to cope with frustration when they don’t get what they want immediately Dialoguing is a communication skill

30. 4 Hour Training30 The ICPS Dialogue Ladder

31. 4 Hour Training31 We want to help children, parents and teachers “move up the ladder”

32. 4 Hour Training32 ICPS Dialoguing Procedures The nature of the problem that arises will determine the exact procedures for dialoguing. Teachers do not need to memorize a set of specific questions. Five basic principles are a guide in ICPS dialoguing.

33. 4 Hour Training33 Basic Principles of ICPS Dialoguing 1.Child and teacher/adult must identify the real problem. 2.Each must understand and deal with the problem. 3.Once the real problem is identified, the teacher/adult must not alter it to meet his/her own needs. 4. The child, not the teacher/ adult, must solve the problem. 5. The focus is on how the child thinks, not what he/she thinks.

34. 4 Hour Training34 Practice makes Perfect Interaction in the Classroom Pages 177-178 (Preschool manual) Pages 245-247 (K-Primary manual)

35. 4 Hour Training35 Asking WHY… May diffuse a child’s anger in a problem situation. It can also reveal unexpected motivations. Encourage children to use this technique when another child hits, pushes, chases or name calls.

36. 4 Hour Training36 VIDEO

37. 4 Hour Training37 The ICPS Dialogue Ladder

38. 4 Hour Training38 When not to dialogue It is not possible or even necessary to dialogue every problem. –Always remove children from harm –Sometimes a crying child just needs to cry or an angry child just needs to be angry.

39. 4 Hour Training39 ICPS Dialoguing Procedures Child-Child Problems Teacher-Child Problems

40. 4 Hour Training40 Practice, Practice, Practice

41. 4 Hour Training41 Basic Principles of ICPS Dialoguing 1.Child and teacher/adult must identify the real problem. 2.Each must understand and deal with the problem. 3.Once the real problem is identified, the teacher/adult must not alter it to meet his/her own needs. 4. The child, not the teacher/ adult, must solve the problem. 5. The focus is on how the child thinks, not what he/she thinks.

42. 4 Hour Training42 ICPS Lessons Implementing in the Classroom Lesson outlines Materials Lesson schedules Fidelity yet flexibility

43. 4 Hour Training43 Conclusion Questions, Discussion Next Steps Oklahoma Cooperative Extension Service does not discriminate on the basis of race, color, national origin, gender, age, religion, disability, or status as a veteran in any policies, practices, or procedures and is an Equal Opportunity Employer.