Solving Problems Together

Overview

This is lesson 7 of 10 in Friendship and Feelings. Students learn and practise a fair, repeatable process for solving friendship problems: stop, calm down, explain, listen, brainstorm, choose, try, and review. They apply the process to cooperative scenarios in pairs and triads, building on earlier learning about feelings, empathy and respectful communication.

Learning intentions

• WALT use a fair process to solve friendship problems.
• WALT explain our own point of view and listen carefully to another person.
• WALT suggest solutions that are fair, safe and likely to help.
• WALT work cooperatively in pairs and triads.

Success criteria

• I can follow the problem-solving steps in the correct order.
• I can explain what happened and listen without interrupting.
• I can suggest at least two fair solutions.
• I can choose, try and review a solution respectfully.

Curriculum links

• Health and PE — Relationships: using critical thinking, respectful discussion and empathy to build inclusive, respectful relationships.
• Health and PE — Bodies | Minds / Self-care: using strategies to manage moderate stress and pressure.
• Health and PE — Health and Physical Education: developing the capabilities to relate to others, manage self, and participate and contribute.
• Health and PE — Outdoor Education: applying group problem-solving strategies to overcome challenges.

Lesson structure (45 minutes)

1. 0–5 min · Hook and connect. Teacher welcomes students, briefly revisits how feelings can affect reactions, and opens with the hook question and learning intention: “What makes a solution fair?” Students think silently, share one idea each, and help create class agreements: listen, take turns, use kind words and ask for adult help when needed.

2. 5–14 min · Teach the process. Teacher displays the eight-step problem-solving process and introduces each step with a simple example:

• Stop — pause and keep bodies safe.
• Calm down — breathe, count or take space.
• Explain — say what happened and how you feel.
• Listen — hear the other person’s view.
• Brainstorm — suggest more than one idea.
• Choose — select a fair and safe idea.
• Try — put the plan into action.
• Review — check whether it helped.

Students echo-read the steps, practise a calm-down breath, and use hand signals or the visual process map to show each stage. Emphasise that serious, unsafe or repeated problems need a trusted adult rather than being solved alone.

3. 14–21 min · Model and notice. Teacher and one student model a low-risk scenario, such as two people wanting the same classroom resource. The teacher deliberately demonstrates explaining, listening, brainstorming two options and reviewing the choice. Students identify which steps they noticed and use the conflict resolution reference poster to locate a useful sentence starter or reminder about getting help.

4. 21–34 min · Cooperative scenario challenges. Teacher places students in three pairs, then changes one group to a triad for a second scenario. Give each group the conflict resolution role-play cards and the fair solutions planning sheet. Students choose a card, assign roles, and work through the process. One student may be the problem-solver, one the other person, and one the observer or process checker. They must suggest at least two solutions before choosing one. The observer checks that both viewpoints are heard and that the solution is fair and safe. Rotate roles for a second challenge if time allows.

5. 34–40 min · Share and evaluate. Teacher invites each pair or triad to briefly present its scenario, two possible solutions and chosen response. Students use thumbs up, sideways or down to evaluate each response for fairness, safety and likely results, explaining their reasoning. Teacher reinforces that a fair solution considers everyone, does not cause harm, and has a reasonable chance of improving the problem.

6. 40–45 min · Review and exit ticket. Teacher returns to the review and plenary slides and asks: “Which step might be hardest when feelings are strong?” Students complete the final section of the fair solutions planning sheet by drawing or writing one friendship problem, two fair solutions and the step they would use first. Invite each student to share one helpful sentence or action. Collect responses to identify who needs more practice in the next lesson.

Resources

• the problem-solving process slide deck
• the fair solutions planning sheet
• the conflict resolution role-play cards
• the conflict resolution reference poster
• Whiteboard and markers
• Pencils, coloured pencils and clipboards
• Timer
• Calm-down breathing prompt or quiet space

Assessment

• Observe whether students can sequence and use the eight steps, listen to both viewpoints, and take turns during role-play.
• Question students about why a solution is fair, safe and likely to work; note students who need prompts or adult support.
• Use the exit response to check whether each student can identify at least two fair solutions and select an appropriate first step.

Differentiation

• Provide a large visual process map, role cards and one-step-at-a-time prompts. Point to each step as students use it rather than requiring them to recall the whole sequence.
• Offer audio/read-aloud versions of scenarios, simplified wording and paired rehearsal. Students may respond through drawing, speaking, acting or adult scribing.
• Use sentence starters such as “I felt… when…”, “I heard you say…”, “We could…”, and “This is fair because…”. Allow extra processing time and avoid requiring eye contact.
• For advanced learners, require three possible solutions and an evaluation table comparing fairness, safety and likely results. Ask them to explain when a trusted adult should be involved and how the plan could be reviewed later.