An English teacher and a math teacher collaborating to improve practices in classroom discussion develop a problem-solving method that steers students away from seeking simple solutions and into an understanding of the complexity and nature of problems.

Analyzes the national school reform reports by Boyer, Goodlad, and Sizer, pointing out that implicit in all three reports is the need for engagement, inquiry, connection, and community. Suggests teachers examine their classrooms in light of these recommendations. (ARH)