‘Problem-solving is a mental process that involves discovering, analysing and solving problems. The ultimate goal of problem-solving is to overcome obstacles and find a solution that best resolves the issue’ (Reed, 2000, p. 72).
Throughout my university degree, I have encountered various situations where my ability to problem-solve has taken a vital role. Overtime, I have developed a wide-range of problem-solving skills that have lead me to establish solutions most relevant to the given situation.
The main problem solving skill I have been equipped with during my degree is Time Management.Time management is extremely important when keeping the balance between work, university studies and personal life. McMillan & Weyers (2006, p. 46) highlight that successful people are able to focus on the right task at the right time , have the capacity to work quickly to meet their targets, and have the knack of seeing each job through to a conclusion. In short, they posses good time-management.'
Although this aspect has been difficult to address, I have utilised many strategies to assist me in the process. I have learnt to prioritise activities, delegate tasks to others, organise weekly schedules and plan and prepare ahead of time.
Although this aspect has been difficult to address, I have utilised many strategies to assist me in the process. I have learnt to prioritise activities, delegate tasks to others, organise weekly schedules and plan and prepare ahead of time.
When writing assignments in Building Learning Partnerships and Managing Diversity, problem-solving strategies were interwoven within the criteria. It became increasingly apparent that my problem-solving skills were adequate after receiving the following comments;
‘Jennah, you have provided a very detailed discussion on how you would manage difficult situations between two parties within a classroom context, Good Work’ (Busch, 2011).
‘You have provided excellent strategies to form solutions that consider all stakeholders involved, Well Done’ (McKee, 2010).
In a learning context, teachers are also required to use their problem-solving skills on a regular basis. One of the most common circumstances where problem solving skills are essential is when differentiating learning concepts to suit student’s individual needs. My mentor teachers have given me positive feedback on these skills when stating
‘Jennah is well aware of the diverse needs of students she works with and has developed great teaching and learning strategies, that allow her to adjust curriculum and lesson content well to cater for individual needs’ (Lamb, 2011).
‘Jennah is well aware of the diverse needs of students she works with and has developed great teaching and learning strategies, that allow her to adjust curriculum and lesson content well to cater for individual needs’ (Lamb, 2011).
