1. Problem solving skills - Explaining a problem

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Explaining a problem clearly

The lesson focus is problem solving through communication. Keep examples familiar: college, work experience, home, travel, money, timetable changes, and sensory difficulties.

Learning goal

I can explain a problem clearly and say what help I need.

What is a problem?

A problem is something that is not working well for you.

It may happen at:

• work

• college

• home

• when travelling

• in a shop or public place

A problem can be big or small, but it is still important to explain it.

Keep the definition simple and concrete. Learners may think only serious emergencies count as problems; stress that everyday barriers also count.

Problems can happen anywhere

• A task at work is unclear

• A room is too noisy

• A bus is late and you will be late

• You do not understand instructions

• Something has changed and nobody told you

Use everyday examples rather than abstract discussion. Mention sensory, communication, and change-related problems as valid examples for autistic learners.

Why clear explanations matter

If you explain a problem clearly, the other person can understand you better.

Clear information helps them:

• know what is wrong

• act more quickly

• give the right support

• avoid misunderstandings

Make the link to problem solving explicit: solving usually starts with explaining. A vague message often leads to the wrong help.

A problem is not the same as a feeling

Your feeling tells us how the problem affects you.

Your problem tells us what is happening.

Example:

• Feeling: I feel stressed

• Problem: The room is too loud and I cannot concentrate

Both are useful, but the problem needs clear details.

This distinction is important. Some learners may only report emotion; help them add the real-world cause.

Which sentence explains the problem most clearly?

A

I need support

B

Something is wrong

C

I feel upset

D

The room is too noisy

Checks the difference between a vague statement, a feeling, and a clear problem. The correct answer states what is happening.

Problem or feeling?

A problem is something that is not working well for you. A feeling tells how it affects you. Clear explanations help other people understand what is wrong and give the right support.

problem

feeling

wrong

support

stress

place

happy

change

Echoes the key ideas from slides 2 to 5: what a problem is, how feeling is different, and why clear explanations matter.

Step 1: Say what the problem is

Start with a simple sentence.

Useful patterns:

• The problem is...

• I am having a problem with...

• I do not understand...

• I cannot do this because...

This helps the listener know the topic straight away.

Model short sentence starters. Entry level 2 learners benefit from sentence frames they can reuse in different settings.

Step 2: Say where and when

• Where is it happening?

• When did it happen?

• Is it happening now?

• Does it happen every day or sometimes?

These details make your explanation clearer.

Encourage concrete time words such as today, this morning, in the classroom, on the bus, during lunch break.

Step 3: Say what is making it hard

Add the reason the situation is difficult.

Examples:

• I cannot hear the instructions

• The timetable changed

• The lights are too bright

• I do not know which task to do first

This tells the listener exactly what the barrier is.

Step 4: Say what help you need

After you explain the problem, say what would help.

Examples:

• Please explain it again

• Can I move to a quieter place?

• Can you write the instructions down?

• Can you tell me the first step?

Link this to independence: asking for specific support is a problem-solving skill, not failure.

A clear structure

What is the problem?

Where or when is it happening?

What is making it hard?

What help do you need?

This structure can help at work, college, or in everyday life.

This is the core scaffold for the lesson. Revisit it repeatedly if needed.

Vague and clear explanations

Vague:

• Something is wrong

Clear:

• I do not understand this form, and I need help with question 3

The clear version gives useful information.

Contrast helps learners hear the difference. Keep examples short and literal.

Which part comes after saying the problem?

A

Where or when

B

A long story

C

Every feeling

D

Nothing else

Tests the taught structure: problem first, then where or when, then what makes it hard, then what help is needed.

Useful words for explaining

• problem

• difficult

• confused

• unclear

• changed

• late

• noisy

• need help with

• please can you

These are functional vocabulary items for communication, not a spelling lesson. Say them aloud and place them in short model sentences.

Example: college

The problem is I do not understand the homework.

It happened in maths today.

What is hard is that I do not know which questions to do.

I need the instructions explained again.

Read the model slowly and point out the four-part structure.

Example: work

The problem is I cannot find the items for this task.

It is happening in the stock room now.

What is hard is that I do not know where they are kept.

I need someone to show me the correct place.

Use a work-based example even if learners are not yet employed; the lesson brief includes the world of work.

Example: everyday life

The problem is my bus has not arrived.

It has happened at the bus stop after college.

What is hard is that I will be late getting home.

I need help to find out the next bus time.

Choose an example with a clear practical need. This keeps the focus on communication for problem solving.

Choose the right person

The best person to tell depends on the situation.

You may tell:

• a teacher

• a support worker

• a manager

• a colleague

• a family member

• a member of staff in a public place

Keep this practical. Different settings need different listeners.

Speak calmly and clearly

You do not need to use long sentences.

It can help to:

• speak slowly

• use simple words

• say one point at a time

• repeat the key problem if needed

Short and clear is often best.

Avoid implying that communication must be perfect. The aim is clarity, not polished speech.

If speaking feels difficult

You can still explain a problem in other ways.

You could:

• write it down

• show a message on your phone

• point to the problem

• use a prepared sentence card

The important thing is that the message is clear.

This slide supports autistic learners who may find spoken communication hard under stress. It keeps the lesson inclusive without drifting away from the main objective.

Common mistakes

• Saying only help without details

• Talking about too many things at once

• Forgetting to say where or when

• Not saying what help is needed

• Assuming the other person already knows

Present these neutrally, not as criticism. The aim is to show how to make the message easier to understand.

A strong explanation

A strong explanation is:

• clear

• specific

• short

• honest

• focused on the help you need

This makes problem solving easier.

End the teaching arc by bringing the parts together into a success picture.

Who is the best person to tell at college?

A

A teacher

B

A stranger

C

A driver

D

A shopper

Based on the 'choose the right person' slide. The distractors are people from other settings, not the college setting.

If speaking feels difficult, which would help you most?

1

Write it down

2

Phone message

3

Point to it

4

Sentence card

A strong explanation

A strong explanation is clear and specific. It is also short and honest. It stays focused on the help you need, so problem solving is easier.

clear

specific

help

easier

loud

long

place

harder

Summarises slides 16 to 20, especially the final success criteria for a strong explanation.

One word about today's lesson?

Reflection only. Encourage brief answers. Students might mention the four-part structure, the difference between a feeling and a problem, or asking for specific help.

Glossary

problem - something that is not working well or is causing difficulty

explain - to tell someone clearly about something

clear - easy to understand

detail - an important piece of information

support - help from another person

instruction - information telling you what to do

barrier - something that makes a task harder

Glossary

specific - exact and clear, not vague

vague - not clear enough

manager - the person in charge at work

colleague - a person you work with

timetable - a plan showing times

confused - not understanding something properly