Bridge Builders: Communication for Connection - Teacher Script

I. Introduction & Warm-Up: What Emojis Describe Your Communication?

(Time: 10 minutes)

Teacher: "Good morning/afternoon, everyone! Today, we're going to talk about something incredibly important that we all do every single day: communication. Think about it, we communicate with our friends, family, teachers, even strangers. But how well do we actually do it?"

"Let's start with a quick warm-up. I want you to think about a time you tried to tell someone something really important, but they didn't quite understand. Maybe they misunderstood your tone, or you couldn't find the right words. Or, on the flip side, think about a time you misunderstood what someone else was trying to say. How did that feel? What happened?"

(Pause for a few moments, allow students to think and perhaps quietly discuss with a neighbor if appropriate. Encourage a few volunteers to share brief experiences if time allows, but don't force it.)

Teacher: "It can be pretty frustrating, right? Sometimes it feels like we're trying to build a bridge to connect with someone, but the pieces just aren't fitting together. Well, today, we're going to learn how to be amazing 'Bridge Builders' through communication. We're going to discover our communication superpowers!"

(Display Bridge Builders Slide Deck - Slide: "Bridge Builders: Communication for Connection")

Teacher: "Our goal today, as you can see on the slide, is to learn how to express ourselves clearly, listen actively when others are speaking, and find common ground, even when we disagree. Why is this important? Because these skills help us build stronger relationships, resolve conflicts peacefully, and make our classroom and our lives outside of school more harmonious and fun!"

(Display Bridge Builders Slide Deck - Slide: "Our Goal Today")

II. Direct Instruction: The ABCs of Communication

(Time: 15 minutes)

Teacher: "So, what are these communication superpowers? I like to call them the 'ABCs of Communication'. No, not literally the alphabet, but three key ingredients that make up great communication. Let's dive in!"

(Display Bridge Builders Slide Deck - Slide: "A: Active Listening")

Teacher: "First up, A for Active Listening. This isn't just about hearing words; it's about truly paying attention to understand what someone is saying, not just waiting for your turn to talk. Imagine you're a detective trying to understand a mystery – every clue, every word, every gesture matters.

Teacher: "How do we do it?"

• "Make eye contact (when culturally appropriate and comfortable). This shows you're engaged."
• "Nod or give small verbal cues like 'I see,' or 'Uh-huh.' This lets the speaker know you're following along."
• "Don't interrupt. Let them finish their thought."
• "Ask clarifying questions. If something is unclear, say, 'So, what you're saying is...' or 'Can you tell me more about that?'"
• "Summarize what you heard. This is a great way to check your understanding: 'If I understand correctly, you're feeling frustrated because...'"

Teacher: "Can anyone give me an example of when active listening would be super important? Or a time someone didn't actively listen to you?"

(Allow 1-2 student responses.)

(Display Bridge Builders Slide Deck - Slide: "B: Body Language")

Teacher: "Next, B for Body Language. Our bodies actually 'talk' even when our mouths are shut! This is all the non-verbal stuff: how you stand, your facial expressions, your gestures. Body language can tell someone if you're interested, bored, angry, or open to what they're saying.

Teacher: "Think about it:"

• "Open posture: If your arms are crossed and you're turned away, what message might that send? Probably that you're closed off. But if your arms are uncrossed and you're facing the person, it shows you're open and ready to connect."
• "Calm demeanor: Fidgeting or looking around a lot can make it seem like you're not engaged. A calm, steady presence shows you're taking the conversation seriously."
• "Appropriate facial expressions: If someone is telling you something sad, you probably wouldn't be smiling. Your face should generally match the tone of the conversation."

Teacher: "When have you noticed someone's body language sending a strong message, either positive or negative?"

(Allow 1-2 student responses.)

(Display Bridge Builders Slide Deck - Slide: "C: Clear Expression")

Teacher: "Finally, C for Clear Expression. This is about making sure your message is easy for others to understand. You have to be specific and honest about what you mean.

Teacher: "How do we express ourselves clearly?"

• "Use 'I' statements. Instead of saying, 'You always interrupt me!', try 'I feel unheard when I'm interrupted.' This focuses on your feelings, not blaming the other person."
• "Be specific, avoid vague language. Don't just say, 'I don't like it.' Say, 'I don't like it when the group ignores my ideas.'"
• "Speak calmly and clearly. Shouting or mumbling makes it hard for anyone to understand your point."
• "State your needs or requests directly. Don't hint. Say, 'I need five minutes to finish my thought,' or 'Could we try to work together on this part?'"

Teacher: "When is it most important for you to express yourself clearly?"

(Allow 1-2 student responses.)

Teacher: "Now, to help you practice what we just talked about, I'm going to give you an Active Listening Worksheet. We'll do the first one together, and then you'll complete it individually or with a partner." (Distribute Active Listening Worksheet. Work through the first example, demonstrating summarizing and asking clarifying questions.)

III. Activity: Communication Scenarios

(Time: 15 minutes)

(Display Bridge Builders Slide Deck - Slide: "Activity: Communication Scenarios")

Teacher: "Alright, Bridge Builders, it's time to put your ABCs into action! I'm going to divide you into small groups. Each group will get a handout with a few different scenarios where communication might be tricky. Your task is to choose one scenario and role-play it. I want you to focus on actively listening to each other, using positive body language, and expressing yourselves clearly to try and find a constructive way to resolve the situation.

"Remember, it's not about being perfect, it's about practicing these skills. Try to be creative and thoughtful in how you approach the problem in your scenario."

(Divide students into small groups. Distribute the Communication Scenarios Activity. Circulate among groups, listening, offering prompts, and noting effective strategies or areas for improvement.)

Teacher (after 10 minutes of group work): "You have about 5 more minutes to wrap up your scenario or discuss your approach. Think about what was easy and what was challenging."

IV. Group Share & Discussion

(Time: 10 minutes)

(Display Bridge Builders Slide Deck - Slide: "Share and Reflect")

Teacher: "Alright, bring it back together, everyone! Great work in your groups. Let's hear from a few of you. Who would like to share which scenario your group chose and how you tried to use the ABCs of communication to resolve it? What was the outcome?"

(Call on a few groups to share. Use the Discussion Guide to prompt and facilitate the conversation.)

Teacher: "Excellent job everyone! This brings us to some important reflection questions:

• "What was challenging about trying to communicate effectively in your scenarios?"
• "What felt easy or worked well for your group?"
• "How do you think you can use these communication skills – active listening, body language, and clear expression – in your daily lives outside of this classroom? Maybe with friends, family, or even online?"

(Facilitate a brief class discussion, ensuring multiple students have a chance to contribute.)

V. Cool Down: One Bridge, One Word

(Time: 5 minutes)

(Display Bridge Builders Slide Deck - Slide: "One Bridge, One Word")

Teacher: "To wrap up our lesson today, I want you to think about everything we've discussed and practiced. If you had to pick just one word to describe a key takeaway about building bridges through communication, what would that word be? It could be a skill, a feeling, an idea – anything that stuck with you."

(Give students a moment to think.)

Teacher: "Now, I'd like you to share that word, either by saying it aloud if you feel comfortable, or writing it on a small piece of paper as you leave class. Let's build a word cloud of our communication insights!"

(Collect the words or have students share out. Thank them for their participation.)

Teacher: "Fantastic work today, Bridge Builders! Keep practicing those ABCs, and you'll find yourselves connecting with others more effectively every day!"

Communication Scenarios Activity

Instructions: In your small groups, read through the scenarios below. Choose ONE scenario to role-play. Focus on using the ABCs of Communication (Active Listening, Body Language, Clear Expression) to navigate the situation and find a constructive resolution. Be creative and try to make your communication as effective as possible!

Scenario 1: The Group Project Goof-Up

• The Situation: You are working on a group project, and one member (Liam) hasn't done their assigned part. The deadline is tomorrow, and the rest of the group (Ava and Mia) is worried about your grade. Ava is feeling frustrated and a bit angry. Mia is trying to stay calm but is also concerned.

• Characters:

  • Liam: Hasn't done their part, maybe has an excuse or is embarrassed.
  • Ava: Frustrated, wants to confront Liam directly.
  • Mia: Concerned, wants to find a solution without causing a big argument.

• Your Task: Ava and Mia need to talk to Liam about the missing work. How can they use active listening to understand Liam's situation, clear expression to state their concerns and needs, and positive body language to keep the conversation productive? Liam should practice clear expression to explain, and active listening to understand the group's feelings.

Scenario 2: Borrowed Without Asking

• The Situation: You (Alex) lent your favorite book to a friend (Sam) a few weeks ago. You really want it back to re-read it, but Sam hasn't returned it and doesn't seem to remember taking it. You feel a little annoyed and hurt that they forgot.

• Characters:

  • Alex: Wants their book back, feels a bit annoyed.
  • Sam: Doesn't remember taking the book, might feel confused or defensive.

• Your Task: Alex needs to approach Sam to get their book back. How can Alex clearly express their feelings and request without blaming Sam? How can Sam actively listen to Alex's feelings and try to recall or find the book? Both should use open body language.

Scenario 3: The Lunch Table Misunderstanding

• The Situation: At lunch, you (Taylor) overheard your friends (Jordan and Casey) talking and you think they were talking about you behind your back. You feel hurt and left out. Jordan and Casey were actually discussing plans for a surprise party for Taylor, but Taylor misinterpreted their hushed tones and glances.

• Characters:

  • Taylor: Feels hurt and suspects friends are talking about them.
  • Jordan: Was trying to be secretive about the party, now sees Taylor is upset.
  • Casey: Also secretive, unsure how to respond to Taylor's accusation without spoiling the surprise.

• Your Task: Taylor needs to approach Jordan and Casey about what they overheard. How can Taylor use clear expression to state their feelings and concerns? How can Jordan and Casey use active listening to understand Taylor's hurt, and clear expression to explain (without revealing the surprise if possible, or by carefully revealing it if necessary to resolve the misunderstanding)? All should use respectful body language.

Scenario 4: Different Ideas for a School Event

• The Situation: Your class is planning a school event (like a fundraiser or a talent show). You (Pat) have a really exciting idea for a new type of event, but your friend (Chris) is strongly pushing for a traditional event that has been done before. You both feel strongly about your ideas, and a disagreement is starting to form.

• Characters:

  • Pat: Has a new, exciting idea for a school event.
  • Chris: Strongly prefers a traditional, proven event idea.

• Your Task: Pat and Chris need to discuss their different ideas and try to find a way forward. How can they both use active listening to truly hear each other's perspectives? How can they clearly express the benefits of their own ideas and their concerns about the other's? Can they find common ground or a compromise using effective communication skills and positive body language?

Active Listening Worksheet: Are You Really Hearing Me?

Instructions: Read each short conversation below. Then, practice your active listening skills by summarizing what the speaker said and asking a clarifying question. Remember to focus on understanding, not just responding!

Conversation 1

Speaker: "I'm really stressed about the upcoming science test. I feel like I've studied a lot, but I just can't seem to remember all the formulas. And my parents are putting a lot of pressure on me to get a good grade."

Your Summary:

Your Clarifying Question:

Conversation 2

Speaker: "I had a really fun time at the basketball game last night, but I was kind of disappointed because our team lost in the last few seconds. It was a close game, though, and everyone played their best."

Your Summary:

Your Clarifying Question:

Conversation 3

Speaker: "My friend group is having a disagreement about what movie to see this weekend. Half of us want to see the new action movie, and the other half wants to see the animated comedy. It's hard because everyone is pretty set on their choice."

Your Summary:

Your Clarifying Question:

Conversation 4

Speaker: "I'm excited about the school dance, but I'm also a little nervous. I don't know what to wear, and I'm worried about whether I'll know anyone there. It feels like a big event."

Your Summary:

Your Clarifying Question:

Bridge Builders: Discussion Guide

Purpose: This guide helps facilitate a reflective discussion after the "Communication Scenarios Activity," allowing students to process their experiences and connect the learned communication skills to real-life situations.

Part 1: Sharing Scenario Experiences (5 minutes)

• Teacher Prompt: "Let's hear from each group. Which scenario did you choose to role-play? Briefly describe the situation and how your group decided to approach it."

  • Allow each group a minute or two to share. Encourage them to highlight the specific communication skills they tried to use.
    
    
    

Part 2: Reflecting on Communication Skills (5 minutes)

• Teacher Prompt: "Thinking about your role-play, let's reflect on the ABCs of Communication:

  • Active Listening: "Was it easy or challenging to actively listen when someone was expressing their feelings or explaining their side? What helped you listen better?"

  • Body Language: "How did body language play a role in your scenario? Did you notice if your own or your group members' body language helped or hindered the conversation?"

  • Clear Expression: "How did you try to express yourselves clearly? Were there moments when it was difficult to use 'I' statements or to be specific? What impact did clear (or unclear) expression have on the outcome?"

  • Encourage students to provide specific examples from their role-plays.
    
    
    
    
    
    

Part 3: Connecting to Real Life (5 minutes)

• Teacher Prompt: "Now, let's think bigger. How can you use these 'Bridge Builder' communication skills in your everyday life?"

  • "Where outside of this classroom do you think active listening is most important? (e.g., with friends, family, online, with teachers)"

  • "When might paying attention to body language be really helpful for you?"

  • "Can you think of a recent situation where using 'I' statements or being more specific might have changed the outcome for the better?"

  • "What's one thing you will try to do differently in your communication this week?"

  • Facilitate a general class discussion, ensuring all students feel comfortable sharing their thoughts.