"That Sounds Like a Problem"

"My pencil is broken."

"I need to go potty."

"I don't know what to do next."

"They don't want to play with me."

Do any of these lines sound familiar to you? If you teach or are a parent, you've totally heard them. As a Kindergarten teacher, it's something I hear consistently throughout the day. It's classic behavior for a young child, as they don't typically know how to problem solve at that age. While this is normal and expected, it can become frustrating and repetitive.

The classic, childlike problems that kids experience at school can stir up frustrations for both teacher and student. The student has a problem and doesn't know what to do about it, while the teacher hears the child complaining about the problem. There's a sense of learned helplessness in today's world, and it's our duty as educators to be proactive in helping our students overcome this behavior. Rather than solving the problem for the student or getting frustrated about it, I've been more intentional about flipping the narrative and turning my response into a question:

"That sounds like a problem, how can we fix it?"

This one question has completely transformed how my students problem solve during the school day. Okay, it may not be perfect, but I see the impact it's having on them! It's shifting their brains into a solutions-oriented mindset, rather than acknowledging what's wrong all the time. Allow me to elaborate.

Example #1:

Problem: "My pencil is broken."

• I want to start with this example, as it really isn't that big of a problem compared to some of the others. This example is an observation that my students make quite frequently. They use their pencils all day long and sometimes the pencils break when pushed too hard. This is NORMAL, especially when Kindergarteners are first learning how to hold and use a pencil! However, rather than coming up to me and telling me their pencil is broken, and I just say go get a new one, I try to shift our interaction into a question: "That sounds like a problem, how can we fix it?"

Solution: "Can I get a new pencil?"

• The solution to this problem is to simply ask for a new one. For us adults, it's not an issue. It sounds so simple, so why do I consider it a problem? Well, it's a childlike problem. For a 5 year old, breaking a pencil is a BIG deal. Their tool for learning is not able to work, and that can be traumatic. While it's difficult to see through this curtain of disappointment, these kids can learn that they can easily fix this problem. Instead of stating the problem, kids can pose a solution. They can shift their thinking by asking for a new pencil, knowing that a new pencil will replace the broken one.

Example #2:

Problem: "I need to go potty."

• Another common problem during my day as a Kindergarten teacher is dealing with all the potty breaks. I'm fortunate to have a bathroom in my classroom, which allows kids to use the bathroom without major interruption to instruction. As great as this is for the flow of our day, it can still cause disruptions. A majority of raised hands that I anticipate as questions or answers to the lesson typically result in a child telling me they need to go potty. Sigh, isn't that a great thing to blurt out in the middle of class?

Solution: "May I go to the bathroom?"

• There are so many benefits to being solutions-oriented in this particular situation! First off, asking permission to use the bathroom is more respectful. CHECK! Secondly, asking to use the bathroom rather than the potty just sounds more polite. CHECK! Finally, asking to go to the bathroom instead of stating you need to go to the bathroom provides a self-made plan to fix the circumstance. AKA....fixing the problem!

Example #3:

Problem: "I don't know what to do."

• The funny thing about this particular problem is how ridiculous it sounds. For young children, they're constantly doing something and are on the move. They are energizer bunnies with a fresh battery installed, and their imaginations are out of this world! But yet, there are still times when a child will get in a rut and not know what to do.

Solution: "What can I do?"

• When a child states they don't know what to do, they feel bored, etc., it puts them in a closed mindset. Rather than narrowing down the list of possibilities, I encourage them to widen the scope. What else could they possible do once they've run out of ideas? I particularly enjoy this problem/solution, as it allows me to create discussion with the student. I create a stronger relationship with them, build up their social skills & grow their minds with possibilities.

Example #4:

Problem: "They don't want to play with me."

• If I had a dollar for every time a kid came up to me at recess and said this line, I'd be really well off! The follow-up line to this one is usually, "they don't want to be my friend." I roll my eyes at this one because I know those two kids will be best friends by the time recess rolls around again. Alas, it's a childlike problem, and our goal as teachers is to teach these kids how to approach their problems, no matter how small, with a solution.

Solution: "What can I do?"

• I do want to acknowledge the emotional response this problem can have on a child. Not having someone to play with or not feeling a sense of belonging can be hard for a student to process. This isn't something you can necessarily avoid. With that said, I do try to provide a more optimistic response to this problem so the child can process and regulate themselves afterward. Asking an adult for help, brainstorming what else that child can do or who else could play with them completely transforms this problem. I love when I get a student to ask this question and see the light bulb go on in their minds. They think, "huh, I hadn't thought of that!"

Acknowledging a problem & shifting it into a solution is such a beneficial way to cultivate a solutions-oriented mindset. While this process may seem daunting or too mature for children, it is completely possible! Kids are like clay, malleable and ready to be molded. They can shift their thinking in wonderful ways, so long as we provide them the opportunity to do that shifting. Give your students the opportunity to shift their thinking, and try approaching their problems with that solutions-based questions. You might be surprised at their responses!

Sharing Perspective. Encouraging Perseverance.

~Kendall