Supporting Student Well-Being in the Classroom: A Lower School Faculty Perspective
Live Oak is unwavering in our support to our students' well-being as a foundation for their academic and social development. This summer, all of our faculty and staff completed a course in Collaborative Problem Solving. We previously shared an overview of Live Oak’s progress and goals for this year related to Collaborative Problem Solving. In addition, the first Heads’ Space parent and guardian enrichment event dove into the SEL principles behind the Collaborative Problem Solving approach, which will continue with the second Heads’ Space event on October 14 at 195 De Haro Street. To help highlight how Collaborative Problem Solving is being integrated into your student’s classroom day-to-day, we are sharing a first-person piece from fourth grade teacher Halen Groce. Read about Halen's experience supporting students through the Collaborative Problem Solving model below.
In my fourth-grade classroom, Collaborative Problem Solving (CPS) has become a way of approaching challenges with students that focuses on understanding the problem rather than simply correcting the behavior. When a student is struggling with something, I work with them to identify the unsolved problem underneath the behavior. We talk about what is getting in the way, and I make space for the student to share their perspective and concerns. I listen, affirm what they are saying, and let them know that I understand how they might be feeling. Then I share my own concern, and together we work toward a solution that addresses both of our concerns.
One part of CPS that I particularly value is the emphasis on student agency. Rather than immediately telling a student what they need to do differently, I invite them to help generate a solution. This gives students an opportunity to think through a problem, consider another person's perspective, and take ownership of a plan. We then check in periodically to see how the plan is working. If it isn't working as well as we hoped, we can revisit the conversation and make adjustments. The goal isn't simply to get a student to comply in the moment; it is to help them develop the skills and confidence to solve problems productively.
I recently had a Plan B problem-solving conversation with a student who was having difficulty raising their hand and was instead calling out their thoughts during class. Rather than simply reminding the student to raise their hand, we talked about what was making that difficult and what was important to both of us. The student was able to help generate a solution that addressed both of our concerns. Over time, the problem was resolved, and the student was able to participate in class in a way that worked for both of us. For me, this is one of the most meaningful aspects of CPS: a behavior that initially looks like something that needs to be corrected can become an opportunity to understand a student's needs and help them develop a solution.
CPS is still a work in progress for me and for my students. It takes time to slow down, listen carefully, and resist the instinct to immediately provide the solution myself. But I have found that these conversations can help students feel heard while also teaching them that their actions affect the people around them. Ultimately, I want my students to leave these conversations not only knowing what they should do differently, but feeling capable of participating in the process of solving problems themselves.
- Halen Groce, 4 West Teacher
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