Teacher Script: Can We Agree to Disagree?

## Introduction: Setting the Stage (10 minutes)

Teacher: "Good morning, everyone! I want to start by asking you a question. Has anyone ever had a disagreement with a friend, a family member, or even someone in class? Maybe you both had different ideas about how to play a game, or what movie to watch, or even what the right answer to a question was? How did that disagreement make you feel? You don't have to share the details of the disagreement, just tell me about the feeling it left you with."

(Pause for a few student responses. Acknowledge their feelings – frustration, confusion, anger, sadness, but also sometimes understanding.)

Teacher: "It sounds like disagreements can bring up a lot of different emotions. And that's totally normal! Disagreements are a part of life. We all have different thoughts, experiences, and opinions, and sometimes those opinions will clash. But here's the good news: disagreements don't have to be negative. In fact, they can be super productive if we learn how to handle them in a respectful way. Today, we're going to become experts in the 'Art of Respectful Arguments.' We're going to learn how to disagree with others, share our own ideas, and even change our minds, all while making sure everyone feels heard and respected. Look at our title slide: The Art of Respectful Arguments. Our goal today is to master the art of respectful disagreement and constructive debate. By the end of this lesson, you'll have a framework for healthy discussions, even when you don't see eye to eye."

## Exploring Respectful Arguments (Slide Deck & Discussion) (20 minutes)

Teacher: "Let's dive into some key strategies for respectful arguments. Take a look at our slides."

(Advance to the next slide in The Art of Respectful Arguments.)

Teacher: "First up: Active Listening. What do you think 'active listening' means? It's more than just hearing words, right?"

(Allow students to share ideas. Guide them towards concepts like making eye contact, nodding, asking clarifying questions, and summarizing what they heard.)

Teacher: "Exactly! Active listening means truly trying to understand the other person's point of view, even if it's different from yours. It's about showing them you value what they have to say. It helps us avoid misunderstandings and makes the other person feel respected.

Next, let's talk about 'Using 'I' Statements.' Why do you think it's better to say 'I feel...' instead of 'You always...' or 'You never...'?"

(Discuss how 'I' statements focus on one's own feelings and perceptions, reducing accusatory language and making conversations less confrontational. Provide an example: 'I feel frustrated when the group doesn't consider my ideas' instead of 'You never listen to my ideas.')

Teacher: "Right! 'I' statements help us express ourselves without putting the other person on the defensive. It's about owning our feelings and contributing to a more positive discussion.

Another important aspect is 'Focusing on the Issue, Not the Person.' When we disagree, it's easy to get personal. But why is it important to stick to the topic at hand?"

(Discuss how personal attacks shut down communication and hurt relationships. Emphasize that attacking an idea is different from attacking a person.)

Teacher: "Great points. Our goal is to understand and perhaps find common ground on the issue, not to make someone feel bad. And finally, 'Finding Common Ground.' This is where we look for areas where we do agree, even if it's just a small part of the overall topic. Why is finding common ground helpful?"

(Guide students to understand that common ground can be a starting point for compromise or help in understanding the other person's underlying values.)

Teacher: "Excellent. Even small points of agreement can help bridge differences and move a conversation forward. We can agree on certain facts or shared goals, even if our solutions are different.

Let's quickly review these strategies again on our slides. Remember these as we move into our activities."

(Briefly recap the strategies using the slide deck.)

## Activity: Four Corners Opinion Share (15 minutes)

Teacher: "Now, let's put some of these ideas into practice with a 'Four Corners Opinion Share' activity. This is a great way to see how we feel about different statements and to hear from others. I've set up four corners of the room with signs: 'Strongly Agree,' 'Agree,' 'Disagree,' and 'Strongly Disagree.' I'm going to read a statement, and I want you to go to the corner that best represents your opinion on that statement. Once you're in your corner, be prepared to explain why you chose that corner. Remember, we're practicing respectful listening and sharing here. Listen to others, even if their corner is different from yours."

(Present the first prompt from the Four Corners Opinion Share. Allow students to move. Call on 1-2 students from each corner to briefly explain their reasoning. Encourage students to listen to each other's points. Repeat with 2-3 more prompts. Remind students to practice active listening.)

Teacher: "That was fantastic! It's interesting to see how different people can have different opinions on the same topic. Did anyone hear an opinion that made them think a little differently, even if it didn't change their corner?"

(Allow for brief reflection.)

## Discussion: Hot Takes, Cool Heads (20 minutes)

Teacher: "Now, we're going to take what we've learned and apply it to a structured discussion called 'Hot Takes, Cool Heads.' In this discussion, we'll explore some topics that might have differing viewpoints. The goal isn't to 'win' the argument, but to practice respectful dialogue, active listening, and using 'I' statements. We'll be using the prompts from the Hot Takes, Cool Heads material. I'll present a 'hot take,' and I want you to discuss it with your table groups or in small assigned groups."

(Explain the rules for the discussion, emphasizing respect, active listening, and constructive feedback. You might consider having a designated speaker for each group or having students take turns. Present the first 'hot take' prompt.)

Teacher: "Alright, for this 'hot take,' discuss the following: 'All school assignments should be done in groups.' Why do you agree or disagree? Remember to listen to each other!"

(Circulate among the groups, listening and providing gentle guidance. After a few minutes, bring the class back together for a brief whole-class share-out on one or two of the prompts. Facilitate a short discussion, highlighting examples of respectful disagreement.)

Teacher: "Excellent discussions, everyone! I heard some great examples of listening and expressing different viewpoints respectfully. What was it like to discuss topics where there wasn't a clear 'right' or 'wrong' answer?"

(Allow for student reflection.)

## Wrap-Up & Reflection (5 minutes)

Teacher: "To wrap up, I want us to think about what we've learned today. Why is it important to know how to disagree respectfully? How can these skills help you in your daily life?"

(Allow a few students to share their thoughts.)

Teacher: "Before you go, I want you to take a look at the Respectful Debater Rubric. This rubric outlines what respectful debate looks like. Think about how you participated today. What's one thing you did well, and one thing you want to work on for next time you have a disagreement? This isn't for a grade, but for your own reflection on your skills."

(Allow students a moment to review the rubric.)

Teacher: "Fantastic work today, 7th graders! Remember, 'Can We Agree to Disagree' isn't just a question, it's a goal. Keep practicing these skills, and you'll become incredible communicators and problem-solvers. See you next time!"

Four Corners Opinion Share

Instructions: I will read a statement aloud. Move to the corner of the room that best represents your opinion on that statement:

* Strongly Agree
* Agree
* Disagree
* Strongly Disagree

Once in your corner, be prepared to explain why you chose that position. Remember to practice active listening when others are sharing!

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## Prompts:

1. Statement 1: "Students should be allowed to use their phones during lunch period."

2. Statement 2: "Homework is essential for learning and should be given every night."

3. Statement 3: "Watching movies or playing video games can be just as educational as reading a book."

4. Statement 4: "All students should have to learn a musical instrument."

5. Statement 5: "It is always better to work in a group than to work alone."

Hot Takes, Cool Heads: A Discussion on Respectful Disagreement

Instructions: In your small groups, discuss the following "hot takes." Remember to:

* Actively listen to each other's viewpoints.
* Use "I" statements to express your thoughts and feelings.
* Focus on the issue, not on personal attacks.
* Try to find common ground, even if you disagree on the main point.

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## Discussion Prompts:

1. Hot Take: "Summer vacation should be shorter to prevent students from forgetting what they learned."
* Do you agree or disagree? Why?
* What are the potential benefits or drawbacks of a shorter summer?

2. Hot Take: "Every student should be required to volunteer in their community for at least 10 hours a year."
* What are your thoughts on this? Is it a good idea?
* How might this impact students and the community?

3. Hot Take: "Artificial intelligence (AI) will make learning easier and more fun for students."
* What's your take? Will AI be a positive or negative force in education?
* What are some potential advantages and disadvantages of AI in schools?

4. Hot Take: "School cafeterias should only serve healthy, plant-based meals."
* How do you feel about this proposal?
* What challenges or benefits might this bring to students and the school?

Respectful Debater Rubric

This rubric helps you understand what it means to participate in a respectful and constructive debate or discussion. Use it to reflect on your own skills and provide feedback to peers.