SOCIAL PROBLEM-SOLVING IN THE CLASSROOM

Abstract

In Hungary, the examinations of social problem-solving and their factors mainly carried out by self-reported questionnaires both among adolescents and adults. On the other hand, it is necessary to apply other research methods in order to identify and understand interpersonal problems and solution processes. In our current research, we used observation to identify student-student and teacher-student problems during a lesson. The study occurred in 2017, when 34 lessons were observed (in all grades except 3 and 4). Among these, 8 took place in lower primary schools (6-10-year-olds), 12 in upper primary schools (10-14-year-olds), 14 in high schools (14-18-year-olds). We carried out the observations using a set of criterias established by our research group based on Chang et al. (2004), Eskin (2012) and Strough & Kenner (2012): the source of the problem, the subject of the problem, time perspective, frequency, organization, attitude, feasibility, problem solving styles and strategies, relationship between the members, behaviour of the teachers. The identified problems (based on age and gender) more or less are the same as we found during previous researches carried out by questionnaires: in lower primary school it is the mockery, and later the physical and verbal aggression which appears to be the main problems of the students. In the case of mockery and verbal aggression it is clear that they want to settle their differences as soon as possible. We experienced both in the questionnaire using researches and this observation, that negative orientation manifests in the verbal expression of inaccessibility. Teachers, except teachers in lower primary school, also have negative orientation towards a problem, and they think of a problem as a distractor, so their aim was the fast, behaviour-focused elimination of the situation. The problem-solving in upper primary and high schools were clearly teacher controlled, they immediately gave instructions to the students how to solve it based on their own consideration. We did not experience any kind of discussions, rethinking or evaluation of the situation among teachers. What we saw pays the attention to effect of the problems to classroom work, and interpersonal problems can influence students subject attitude and learning motivation. In the future, we are going to carry out other observations as well, and also planning to use a questionnaire to analyze as many aspects of problems solving as possible. This way we could get more and more precise data in order to develop a program for students and teachers.