Problem Solving and Collaboration
Problem Solving and Collaboration
The objective of any school is to provide the best education for the students, by giving out the best services and minimizing any problem as much as possible (Bruner, 2009). However, problems in education systems are inescapable, and the best thing to do is not to run away from problem, but develop the best strategies of solving. On that note, the emergence of collaborative problem solving is the best techniques used in solving problem related to education today (Fawcett & Garton, 2005). By definition, problem solving is a technique used to determine the best solution of a distinctive problem. In most cases, useful data may be used to bring the problem forward, and then determine the best solution that will see the end of that particular problem. Therefore, problem solving contains the following critical steps;
Problem analyzing
Selection and implementation of an intervention
Monitoring the progress and evaluating effectiveness
In one way or the other, students face various problems which affect both their social and academic life, and they must be solved using the above technique. Therefore, collaborative problem solving is a technique that utilizes a combination of several students, or students and teachers to solve any problem that prevents a student from performing as best as he or she could. There are few elements that can be used to solve problems, and this discussion will focus primarily on the roles of collaboration in problem solving.
Collaboration creates team work that leads to subsequent improved results in academic. In most cases, many students can do something better than others. A good example is that while other students perform overwhelmingly in sciences, other do exceedingly well in mathematics. It is possible to realize that the student doing well in science is weak in mathematics, but a collaboration of both students can help in improving each other in weak subject. Therefore, a team work is created between a student weak in science but good in mathematics, and the one weak in mathematics but good in sciences. The final result ensures that each student is helped to cope in his or her weak areas, leading to a tremendous result both in weak and strong subject. On a similar way, collaboration ensures that the human error that each student has, the one that makes him or her perform below expectation in the subject is identified, analyzed, and the best intervention techniques are implemented to improve such errors for better results.
Collaboration also improves the social relationship between students, thereby improving the results. In most cases, those students that do pretty well in various subjects are involved in an involuntary conflict to those students that have challenges in most subjects. Therefore, a rift is created between these students even though they are in the same class, and this even prevents them from performing the best way they can. However, collaboration between the brilliant students and the academically challenged improves the social relationship between them, thereby reducing any conflict that could have arisen between them. When students relate well with other students, they have the peace of mind, can seek a solution in case of any challenge concerning their learning experience, and study well and perform excellently in school (Zins, 2004).
Collaboration also helps students to manage their time well, especially in co-curriculum activities. Co-curriculum activities such as sporting are very important in school. This is because, when students go out to play, they reduce fatigue and improve their social interaction, making it possible to cope with educational challenges. When a student goes out to play, they relieve academic stress, making it possible for them to study well and understand whatever they seem to have challenges on, because their minds are refreshed. Besides, they make friends who can help them in one way or the other and improve their overall academic performance (Marais, 2011).
The innovation of current technology is associated with collaboration to solve school related problems. Most schools have adopted the new technology in their schools, to enhance the ability of students to learn new things in the most efficient way. Most schools use smartphones and computers in their learning, for research and innovation. Therefore, consensus is very important in this field, so as to have an agreement on the most efficient time to use technological advancement, and how to conduct it. Students and teachers also need to agree in one accord, on how to use computers, and who to handle various challenges associated with their use. Besides, an agreement is needed to dictate the most opportune time to use the technology, and for what purpose. This ensures that all students are equipped to use the technology in their research and learning, and this improves their overall school performance (Hong, 2002).
Collaboration is also intended to make students better in their educational performance. Thus, just as students collaborate with other students, it is equally important for teachers to collaborate with students to identify their problems and provide solutions. Teachers are the best people to identify problems that affect the students, and therefore, they should plan on how to improve such students by either remedial teaching or personal teachings after classes. By doing this, the students are helped to work on their problem so as to improve their academic results. By doing so, the student academic results are improved, in addition of making them upright and responsible people who contribute to the growth of their communities (Jennings & Greenberg, 2009).
In conclusion, people need each other in every aspect of life. Learning is personal, but unless students collaborate with each other and their teachers as well, it is not possible to achieve their lifetime dreams. Therefore, students should always desire to collaborate with other students, and be open enough to tell others which subject they have problems with, and this will be the best way to solve their social and academic problems.
References
Bruner, J. S. (2009). The process of education. Harvard University Press.
Fawcett, L. M., & Garton, A. F. (2005). The effect of peer collaboration on children's problem‐solving ability. British Journal of Educational Psychology,75(2), 157-169.
Hong, K. S. (2002). Relationships between students' and instructional variables with satisfaction and learning from a Web-based course. The Internet and Higher Education, 5(3), 267-281.
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of educational research, 79(1), 491-525.
Marais, P. (2011). The significance of student teacher's involvement in co-curricular activities. International Journal of e-learning security, 1(3/4), 81-88.
Zins, J. E. (Ed.). (2004). Building academic success on social and emotional learning: What does the research say?. Teachers College Press.
