Based upon class demonstration and discussion, what are the guidelines to conducting William Glasser's Open Meetings (problem solving)? What are the benefits for students and teachers?

Based upon class demonstration and discussion, what are the guidelines to conducting William Glasser's Open Meetings (problem solving)? What are the benefits for students and teachers?

The meeting moves through three stages: defining, personalizing, and challenging. Defining allows children to define types of activities and that there are many ways to define things with no simple answers to the human condition. After defining, personalizing lets children look at the topic from many different angles and ask questions that help people to personalize the topic and share themselves. This all builds trust since students will not share in a threatening situation. Students should always be left with a challenge, such as what will they do about the issue. The challenge should be left open and not finalized so that it can continue to be discussed.

Open meetings provide an opportunity for children to promote their self-concept, as it is not analyzed but promoted and built up. Each child will be listened to without judgment or evaluation. They also provide a place to build trust between student and teacher and student and student. Children are talking and being listened to with their viewpoints being valued, and this involvement builds trust. Open meetings develop critical thinking skills by going beyond facts and really thinking about how to solve problems. They also teach the process of respectful interaction where children can be courteous with one another and be respectfully listened to, also building listening and verbal fluency skills.