The following process is adapted from the work of Thomas Kayser, Joellen Killion, and Cindy Harrison. When the group defines the problem, there is a greater likelihood the entire group will understand the problem thoroughly. With the facilitator writing on a flip chart, write down the issue. If the group is large, break into smaller groups and report back. List interests of the individuals involved.
Interests define the problem.
Assume that the teachers who are searching for more time to meet together are doing so because they're eager to discover new ways to teach. The quiet teacher may feel inadequate, even fearful, about talking with colleagues about his teaching. The parent could be concerned that increasing time for teachers to meet will mean that children will have a shorter school day and her schedule at home will be disrupted. The principal may fear loss of influence if teachers are allowed to meet more often. Define the common interests and the common areas of difference.