Major point Major point
Six-step problem solving is a focused means of consensus decision-making in a group.
to remember. to remember.
1. For a group to solve a problem, what task-oriented roles must be performed?
2. Once initiated, group problem solving requires what maintenance roles?
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Group Dynamics goes through stages. The following video is about the "forming" stage. The group needs both task and maintenance roles to keep focused on the goals.

Do you find yourself with BLOCKERS?

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This playlist shows examples of five blocking roles. 

"What is Consensus?"

"The consensus process is not something that takes place solely in the meeting. It is an ongoing process between actual meeting times. It necessitates that the disagreeing parties carry on communications in a less formal way outside the meeting situation"


Excerpt from the "What is consensus?" article, written by John Looney. 
What is Consensus? Full Article
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File Type: docx
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"SIX STEP PROBLEM SOLVING"
In most cases this procedure has proven very helpful in accelerating group decision making and meaningful action. It focuses on group attention while enabling movement toward consensus.

1. Brainstorm a list of the problems
2. Choose one of those problems.
3. Describe or clarify that problem
4. Brainstorm a list of possible solutions.
5. Chose the best solution as in Step #2.
6. Decide how to implement that solution.

Other problems and considerations need not be dropped permanently but can be returned to later if and when appropriate.
Full Article: Six Steps to Problem Solving
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Here are three cases involving young people learning about consensus and brainstorming...

Case Study:

Zeroing in on a Problem
Eighth Graders Practice Consensus Skills

As often as possible I try to implement group problem-solving activities in my eighth grade social studies classroom. One objective is to help students develop skills in achieving consensus. An example of such an activity is as follows:

Students are divided up into small groups of four. They are provided with a problem to solve. One such problem is the story of a farm family moving to the city of Boston in the early 20th century. The family encounters a variety of problems and difficulties related to and caused by the rapid growth of the city.

The group, after reading the story, must decide what the four most important problems are, such as overcrowded housing, lack of a police force, frequent fires, unemployment, etc.

The group must then prioritize the problems and come up with three possible solutions to each problem. It sounds like an easy task, but the students soon realize that differences in opinions get in the way of solving the problem.



They are then asked to begin again, but first must lay ground rules, such as:

a) everyone has the right to an opinion, b) everyone must have equal opportunity to speak, c) there will be no name calling, d) differences of opinion are settled by a vote.

This activity has several positive effects. The most important one is that students who tend to dominate discussion learn to listen to other students who are normally passive. Students develop a sense of group unity. And finally, many creative ideas flow as the group becomes involved in discussion.

The consensus skill is one that must be developed in the classroom if students are to be expected to participate in an active and positive way in the larger society.

Submitted by a teacher from the Shaker Heights School District, Cleveland, Ohio, while taking the ALTERNATIVES TO VIOLENCE course.

The students are demonstrating the use of steps 1-4 from the article "Six Steps to Problem Solving." Also, the teacher is trying to teach consensus, as introduced in this session. The kids used necessary skills such as active listening, clear stating, proposing ideas, negotiation, mediating, etc. 

Case Study:

Those Darn Kids
Respond to creative teaching.

Last week, while passing in the hall, many students from my third grade class were rude to a first-grader who had been bitten in the face by a dog. Her face was badly bruised and my students made unkind remarks to her.

I thought brainstorming about other responses when faced with an uncomfortable situation might help students not to repeat their behavior. The following is a flowchart of their suggestions; those ideas marked * were acted upon.



Problem:Being Rude To Someone Younger. 
What Are Other Responses?
  • Are you OK or can I help you?
  • Apologize for rude remarks or expressions.
  • Write a note saying you are sorry.
  • *Next time you see them try to be extra nice.
  • If you can’t say something nice, don't say it at all.
  • Keep your feelings to yourself.
  • *If you must have ”gross feelings,” try and keep them to yourself and not show them. Make a chart of these things so we don't do them again.
  • *Put yourself in their shoes-see how you would feel.
  • Write an apology note.
  • *Send get better cards or do a nice deed for her.
  • Treat people like you want them to treat you.

Submitted by a teacher from Akron, Ohio, city schools while taking the ALTERNATIVES TO VIOLENCE course.

This case study is an example of how to effectively implement brainstorming and when brainstorming can be used. Brainstorming was implemented in step 1 and step 4 in the "Six Steps to Problem Solving Article." 

Case Study:

A Wave of Ideas
can flow from young children.

Kindergarten children are usually anxious to share ideas and help each other. They always seem to have something to say. I thought the brainstorming technique might be fun and enlightening to try with my class. As a part of Drug Awareness Week, we brainstormed a drug-related idea.

I explained the brainstorming process to the children. We discussed the rules in simple language as follows:

  1. Say something you think of (about the subject).
  2. Listen, but don’t say anything about what someone else says. Everyone has the right to say whatever he/she wants.
  3. Say whatever comes to your mind, even if you think it might sound silly.
  4. Say the first thing you think of. 




Problem to be addressed: 
What Would You Do If Some Big Kids Gave You Pills (Drugs) And Wanted You To Take Them?

We were seated on our carpet area and I recorded the children’s ideas on a chart. The following is a list of ideas the children were able to come up with:
  • Say, No way, Jose!
  • Don't smoke and drive 
  • Walk away 
  • Just say, NO!
  • Don't smoke 
  • Run
  • Don't’ take drugs
  • Tell my teacher
  • Don't drink and drive 
  • Smash them
  • Tell my brother
  • Don't ever eat pills 
  • Run and hide 
  • Tell my parents
  • Call the police 
  • Call 9-1-1
After our ideas were all recorded, I reread them from the chart to the children.

Submitted by a teacher from Akron, Ohio, city schools while taking the ALTERNATIVES TO VIOLENCE course.

This case study is also an example of when and how brainstorming can be used. 
According to Webster's Concise Dictionary, to "argue" means to give reasons for or against to persuade. Let's close this session with the video:

"Group Dynamics- STORM". 

Review and Reflect

Major Point to Remember:

Six-step problem solving is a focused means of consensus decision-making in a group. 

To Reflect: Optional Activities
Materials located on the "Extra" page for applications #1 & #2

#1: Analyze at least two Case Studies: 11A, 11B, 11C, 11D, 11E, 11F
#2: Movie Assignment: View "Brother Outsider" and answer the corresponding questions
#3: Application:

The hassle line exercise has been part of the teaching of the Alternatives to Violence Course since the early 1980's. It has been modified as people learned from its experience. At the end of the course this exercise has been consistently evaluated as a good learning tool.

The Hassle Line, as its name implies, is best as a group experience. It can be used in schools, church groups, sports teams, scout groups, etc. The aim is to arrive at both sides feeling how much better it is to resolve differences in peaceful, practical ways. Take a look at our downloadable article. 
THE HASSLE LINE Activity
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    Session 7 Survey
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