Thanks Elena for sharing. One way to think about a problem statement is in terms of context, behaviors, and rationale. For example, your first example could be framed as follows (not saying this is a problem you are having):
When I teach general English classes in WizIQ, I notice that I am at a loss for words when I detect students who are either over or under confident in their ability to speak. One reason for this might be that the needs analysis that was applied at the beginning of the course does not apply to the current needs of the students.
Philosophical analysis:
1. When I teach general English classes in WizIQ,... Provides context.
2. ...I notice that I am at a loss for words when I detect students who are either over or under confident in their ability to speak. States behaviors that outline a problem in general terms.
3. One reason for this might be that the needs analysis that was applied at the beginning of the course does not apply to the current needs of the students.The rationale or hypothesis that explains why a problem exist. An additional problem could be inherent in the rationale as well. Also, the rationale could be directly related to what the educator is doing, thinking, assuming, etc.
More to your first example, Elena...the following questions come to mind:
1.) What kind of class are you teaching?
2.) What are students doing or not doing that makes you believe that they are not aware of their English level?
3.) Does it matter that they are unaware of their level?
4.) Is there a way to address this matter without breaking the news to them (telling them that they lack confidence or are over confident)?
These are some things I hope we can discuss during TESOL Talk 8. The idea is to bounce questions off of each other as they relate to context, behaviors, and problem rationale.