Class is over. The teacher is mulling over a prob­lem that developed during that class. What actions could the teacher have taken to improve the situation? This is a good time to brainstorm possible answers for this predicament. Try to come up with ten solutions. When using this technique at first, write down the ten ideas. As you become more experienced at thinking of multiple solutions, writing them down will be unnecessary.

First, consider the setting of the classroom. Was it too warm or cold? Could that have been prevented or improved in some way? Were the locations of the students appropriate? Do some children need to be separated or do some need to be located nearer the teacher or the blackboard? Does a student need to sit in an area alone or away from the group?

Next, consider the lesson. Were there improvements which could have been made in the lesson being taught when this problem arose? Was it introduced meaningfully? Did it have elements that moti­vated the students? Was it difficult and was more help needed from the teacher? Is there a way (or more than one way) to cover this material more successfully? Was the teacher enthusiastic about this subject?

Were materials handled successfully? Were there enough books? Were the books clean of offending drawings or words? Are the books reasonably up-to-date? Were there enough markers or scis­sors or glue bottles or calculators or rulers or other supplies? Did each child have paper and pencil or pen? Was a box or system set up to organize loose equipment? Did the students have desk or table-space enough to complete their work?

Did the teacher handle the situation calmly? (Teachers are hu­man and can lose their tempers, but they must learn to minimize and control this.) Did the teacher move toward the location of the problem? If students were involved in a predicament, did the teacher counsel them separately in the hallway, learning the circumstances? Was there a consequence, if this was appropriate?

Was this an example of a troubled child? Teachers benefit from discussing needs with the student, finding help from guidance or administration, or calling home to gain parents' support. If all has failed so far and if the class structure and safe environment are suffering, a problem child will need to be excluded. Some teachers have a time-out area in the room, a special seat or location for a disruptive student. This would be a first step and keeps the child under the teacher's care. If that does not work, most schools have a time-out policy and provide a supervised location for a student who cannot be successful in the classroom at this time.

When a teacher gets used to listing ten things to do to resolve a predicament, it becomes easier to solve it on the spot at the time of the problem. With experience, a teacher gains a larger repertoire of teaching solutions.