Speaking My Mind Respectfully: Teacher Script

Introduction

Teacher: "Good morning, everyone! Today, we're diving into something super important for all our relationships – how we talk to each other and handle disagreements. Who here has ever had a conversation that just felt... off? Or a disagreement that escalated quickly?"

(Pause for student responses, validate their experiences.)

Teacher: "Exactly! It happens to everyone. But the good news is, communication is a skill, and like any skill, we can get better at it. Our goal today is to become 'Dialogue Dynamos' – to learn how to express ourselves clearly, listen actively, and resolve conflicts so that everyone feels heard and respected. These aren't just 'school skills;' these are life skills you'll use with friends, family, future coworkers, everywhere!"

The Art of Active Listening (Refer to The Art of Active Listening Slide Deck - Slide 3)

Teacher: "First up, let's talk about listening. We all 'hear' things, but what does it mean to actively listen? What's the difference?"

(Guide discussion towards understanding vs. just hearing.)

Teacher: "When we actively listen, we're not just waiting for our turn to speak; we're truly trying to understand the other person's perspective. Think about a time someone really listened to you. How did that make you feel?"

(Allow a few students to share.)

Teacher: "It feels good, right? It makes you feel valued. Now, let's look at some techniques for active listening. (Point to The Art of Active Listening Slide Deck - Slide 4) Things like making eye contact, nodding, and summarizing what you hear are powerful. Can someone explain why summarizing can be so helpful?"

(Discuss, emphasizing checking for understanding.)

Teacher: "Okay, let's try it out! Find a partner. One of you will share about your favorite hobby or something you're passionate about for one minute. The other person must practice active listening – no interrupting, just showing you're engaged. After one minute, the listener will summarize what they heard. Then switch roles. Ready? Go!"

(Circulate and observe, offering gentle reminders to students to practice the techniques. After 2-3 minutes, bring class back.)

Teacher: "How did that feel? Was it harder or easier than you expected to just listen? What did you notice about your partner's active listening?"

Speaking My Mind Respectfully (Refer to The Art of Active Listening Slide Deck - Slide 5-6)

Teacher: "Great job with listening! Now, let's flip the coin. How do we speak our minds, express our feelings, or state our needs without accidentally making someone feel defensive or upset? This is where respectful communication comes in."

(Point to The Art of Active Listening Slide Deck - Slide 5.)

Teacher: "One of the most powerful tools for respectful communication is using 'I' statements. Instead of accusing someone with 'you' statements, which can sound like blame, 'I' statements focus on your feelings and needs. Look at the example on the slide. "You always make me angry!" sounds harsh, right? But "I feel frustrated when the group work isn't shared equally because I worry we won't finish on time" – that's very different. It explains how you feel and why, without attacking the other person."

Teacher: "Let's try creating some 'I' statements together. Think of a common school problem, maybe a misunderstanding with a friend or a group project challenge. How could you rephrase a 'you' statement into an 'I' statement?"

(Write student suggestions on the board, guide them to refine their 'I' statements.)

Conflict Resolution Role-Play (Introduce Conflict Resolution Role-Play Activity)

Teacher: "Now that we've practiced listening and speaking respectfully, it's time to put these skills together for conflict resolution. We're going to do a role-play activity. I'm handing out the Conflict Resolution Role-Play Activity worksheet. In small groups, you'll choose one scenario and act it out, focusing on using active listening and 'I' statements to work towards a solution. Remember the steps for conflict resolution from our slides: identify the problem, brainstorm solutions, choose one, and agree on next steps."

(Distribute activity and explain group roles.)

Teacher: "I'll be circulating to offer guidance. Focus on respectful dialogue, even if the situation is tricky. Have fun with it, and really try to apply what we've learned!"

Wrap-Up and Reflection (Refer to Communication Skills Checklist Rubric)

Teacher: "Alright, bring it back everyone! How did those role-plays go? What did you learn about resolving conflicts? What were some challenges?"

(Facilitate a brief class discussion on the role-play experiences.)

Teacher: "Excellent insights. Communication is truly a journey, not a destination. To help you continue reflecting on your skills, I'm giving you this Communication Skills Checklist Rubric. You can use it to assess your own communication or even give constructive feedback to peers. For our cool-down today, on a small piece of paper or an exit ticket, please write down one key takeaway from today's lesson. It could be about active listening, 'I' statements, or conflict resolution. What's one thing you'll try to practice?"

(Collect exit tickets as students leave.)

Conflict Resolution Role-Play Activity

Objective: To practice active listening, using "I" statements, and applying conflict resolution steps in simulated scenarios.

Instructions:

1. Work in groups of 3-4 students.
2. Read through the scenarios below and choose ONE that your group will role-play.
3. Assign roles within your group (e.g., Person A, Person B, Observer/Facilitator).
4. Act out the scenario, focusing on:
   • Active Listening: Pay close attention, make eye contact, nod, summarize what you hear.
   • "I" Statements: Express your feelings and needs without blaming.
   • Conflict Resolution Steps: Identify the problem, brainstorm solutions, choose a solution, agree on next steps.
5. The Observer/Facilitator should take notes on how well the group uses these skills and help guide the discussion if needed.
6. Be prepared to share your experience and insights with the class.

Scenario Options:

Scenario 1: Group Project Troubles

• Person A: Is frustrated because they feel like they're doing most of the work for a shared history project. They've been trying to get Person B to contribute more, but haven't seen much effort.
• Person B: Feels overwhelmed with other assignments and personal commitments. They know they haven't contributed as much but are avoiding Person A because they don't know how to explain or catch up.
• Goal: Person A and Person B need to discuss the issue respectfully and find a way to complete the project fairly.

Scenario 2: Misunderstanding with a Friend

• Person A: Is upset because their friend, Person B, canceled plans at the last minute for the third time this month, saying they had something "better" to do, but never really explaining. Person A feels hurt and undervalued.
• Person B: Didn't realize how much the cancellations were affecting Person A. They've been having some family issues they don't want to talk about, which has led them to be more withdrawn and cancel plans without thinking much of it.
• Goal: Person A and Person B need to talk openly about their feelings and the cancellations, aiming to understand each other and find a way to maintain their friendship.

Scenario 3: Disagreement about Shared Space

• Person A: Is annoyed because Person B, their classmate they share a locker with, always leaves their half messy, making it hard for Person A to find their own books and supplies.
• Person B: Doesn't see the mess as a big deal and thinks Person A is being too particular. They often rush between classes and just shove things in.
• Goal: Person A and Person B need to discuss the locker situation and come up with a mutually agreeable solution for keeping their shared space organized.

Observer/Facilitator Notes:

Use this space to jot down observations during the role-play. Focus on:

• Did participants use active listening (eye contact, nodding, summarizing)?
• Were "I" statements used effectively? Provide an example.
  
  
  
• Were all steps of conflict resolution attempted (identify problem, brainstorm solutions, choose, agree on next steps)?
  
  
  
• What went well in the conversation?
  
  
  
• What could have been improved?
  
  
  

Communication Skills Checklist Rubric

Student Name: ________________________

Observer/Self-Assessor: ________________________

Date: ________________________

Instructions: Use this checklist to assess communication skills during a discussion or role-play. For each criterion, check the box that best describes the performance. Use the comments section for specific feedback.

Active Listening

Speaking My Mind Respectfully

Conflict Resolution Steps (as applicable to role-play)

Overall Feedback/Strengths:

Areas for Growth:

Total Score: ______ / 27

Next Steps/Goals: