What Type of Problem-Solver Are You? | Behrman House Publishing

In the schoolyard, you see Dani and Alex picking on Max, a younger student. You *

Meet with Dani and Alex separately later and explain to them how hurtful their behavior was. Encourage them to apologize.

Immediately approach Dani and Alex and tell them to stop their behavior.

Wait about an hour and then speak to Max and strategize together about how to respond.

Quickly take two friends to the scene to be with Max for support and encouragement.

The teacher leaves the room for a minute during a test. A student pulls out a cheat sheet and starts copying down the answers. After class you *

Express surprise and hurt. Offer to help the student study next time.

Tell the student how upset and shocked you were that he or she would do something so wrong.

Talk confidentially with the guidance counselor to figure out what to do.

Ask the student to consider the effect that cheating can have on others in the class.

You are working on a project with two other students. You’re frustrated because neither of them is doing as much work as you are. You *

Talk about how talented the students are and how much you need their skills to make the project successful.

Insist that the students do their fair share. Say it is time for them to start working harder.

Develop a new plan to get the work done, spelling out everyone’s role.

Review the work done so far. Then, talk about the work left to be done, and ask what would be the fair way to divide it.

Your youth group is having trouble collecting money for Israel. You *

Say, “If the people in Israel don’t give up after terrorist episodes, how can we?”

Discuss what the group has tried so far; then brainstorm new strategies.

Point out how hard everyone has been working and stress that if everyone keeps up the good work, you’ll be able to reach your goal.

Develop a new idea—a big raffle for Israel. You get all the members to support your idea.

Your younger brother is having trouble doing a school project. He asks for your help. You *

Suggest that he ask the teacher to clarify the assignment to the whole class, because other students are probably struggling as well.

Review the assignment sheet with him and help him understand what’s expected.

Help him organize the project and find a starting point.

Tell him you know he can do the project on his own; after all, he did such a wonderful job on last month’s project.

You hear that the local homeless shelter sorely needs canned food. To encourage your classmates to donate food, you *

Speak at an assembly about the problem, and then run a major food drive.

Talk to your class about the homeless. Remind them of how generous they’ve been in the past and tell them that their help is needed again.

Visit the shelter to help you understand the shelter’s need. Take pictures to share with the school.

Bring in a huge bag of canned food, and encourage students to follow your example.

A new student, Sasha, has arrived in the class from Russia. You help Sasha adjust by *

Going up to the front of the class and telling students what they can do to help Sasha feel at home.

Speaking to the students about how Sasha probably feels as a new student.

Inviting Sasha to sit with you and your friends at lunch.

Getting to know Sasha better, while helping Sasha understand American culture so that Sasha can be independent.

Your elderly next-door neighbor, Mrs. Green, is quite lonely and bored. You *

Ask her to tell you about her past and the things she’s accomplished. Figure out what she can do now to make herself feel better.

Find out what her interests used to be, and try to get her involved in teaching you and others what she knows.

Visit her and encourage your friends to visit and involve her in activities.

Organize a group of your neighbors who will help take her places and get her active and involved.