Conflict Resolution Role-Play

Objective: To practice active listening, 'I' statements, and respectful disagreement in simulated conflict situations.

Instructions:

1. Work in small groups of 3-4 students.
2. Choose one of the scenarios below.
3. Assign roles within your group (e.g., two people in conflict, one observer/mediator).
4. Act out the scenario, focusing on using the communication skills we discussed:
   • Active Listening: Truly hear and understand the other person.
   • 'I' Statements: Express your feelings and needs without blaming.
   • Respectful Disagreement: Focus on the issue, not the person, and seek solutions.
5. After the role-play, discuss as a group:
   • What went well?
   • What was challenging?
   • How could the communication have been even more effective?

Role-Play Scenarios

Scenario 1: Group Project Troubles

Characters: Two group members working on a history project.
Conflict: One member feels the other isn't doing their fair share of the work and is constantly late for meetings. The other member feels overwhelmed with other commitments and thinks their contributions are being overlooked.

Scenario 2: Friend Disagreement

Characters: Two close friends.
Conflict: One friend borrowed an item (e.g., a favorite hoodie, a game) from the other without asking and then lost or damaged it. The owner is upset, and the borrower feels defensive.

Scenario 3: Shared Space Annoyance

Characters: Two students sharing a locker or a study table.
Conflict: One student leaves their belongings messy and takes up too much space. The other student feels disrespected and crowded.

Scenario 4: Misunderstanding a Comment

Characters: Two classmates.
Conflict: One student made a comment in class that the other student misinterpreted as offensive or directed at them personally. The offended student is now avoiding the other.

Scenario 5: Scheduling Conflict

Characters: Two teammates or club members.
Conflict: They both want to use a shared resource (e.g., the basketball court, the computer lab, a meeting room) at the same time, but only one can. Both have strong reasons for needing it.

Speaking My Mind Respectfully: Teacher Script

Warm-Up: Communication Icebreaker (10 minutes)

Teacher: "Good morning, everyone! Today, we're going to dive into something incredibly important for all our relationships, both in school and out: communication. We're going to learn how to really talk to each other, and more importantly, how to listen.

To start, I want you to think about what makes a conversation truly work? What are the ingredients of a really good chat or an important discussion where everyone feels heard and understood?"

(Allow a few students to share brief responses. Acknowledge their ideas and connect them to the broader topic.)

Teacher: "Great ideas! Now, I'm going to hand out some index cards. On one side, I want you to write one word that comes to mind when you think of good communication. On the other side, write one word that comes to mind for bad communication."

(Distribute index cards. Give students about 2-3 minutes to write. Circulate to ensure everyone is participating.)

Teacher: "Alright, now, turn to a partner or your small group. Share your words with each other and briefly explain why you chose them. What common themes do you notice?"

(Allow 3-4 minutes for discussion. Bring the class back together for a brief whole-group share-out.)

Teacher: "From what I'm hearing, we have some excellent insights! Words like 'clear,' 'honest,' 'respectful' for good communication, and 'misunderstanding,' 'frustration,' 'silence' for bad. These are all excellent points that we'll explore today."

Introduction to Effective Communication (15 minutes)

(Transition to The Art of Active Listening Slide Deck - Slide 1: "Can We Talk About It? Mastering Communication")

Teacher: "So, as our title suggests, today is all about mastering communication. We’re going to learn skills that will help you in every area of your life – with friends, family, teachers, and future colleagues."

(Advance to Slide 2: "What is Active Listening?")

Teacher: "Our first big skill is Active Listening. It's more than just hearing sounds. Think about it: how many times have you been in a conversation where you're technically hearing the words, but your mind is miles away, planning what you'll say next, or thinking about something else entirely?" (Pause for student reactions.)

Teacher: "Active listening means giving your full attention. It means focusing on what the other person is saying – not just their words, but their tone, their body language, and the overall message they're trying to convey. It's about truly understanding."

(Advance to Slide 3: "Key Components of Active Listening")

Teacher: "Let's break down how we can become active listening pros. First, Pay Attention. This seems obvious, right? But it means putting away your phone, looking at the speaker, and trying to avoid distractions. Second, Show You're Listening. This could be a nod, maintaining eye contact, or saying things like 'I see' or 'Go on.' It's non-verbal cues that tell the speaker, 'I'm with you.'"

Teacher: "Third, Provide Feedback. This is where you might summarize what you heard: 'So, if I understand correctly, you're saying...' or 'It sounds like you're feeling a bit frustrated about that.' This isn't interrupting; it's clarifying. Fourth, Defer Judgment. This is a big one. It means not interrupting, not forming your own opinion or planning your rebuttal while the other person is still speaking. Just listen to understand. And finally, Respond Appropriately. When it's your turn to speak, be respectful and honest based on what you heard."

(Advance to Slide 4: "Speaking My Mind: Using 'I' Statements")

Teacher: "Now, let's talk about the other side of the coin: speaking our minds respectfully. It's crucial to express your feelings and needs clearly, but without blaming or attacking. This is where 'I' statements come in. They help you own your feelings."

Teacher: "The basic formula is: 'I feel [emotion] when [situation] because [reason]. I need/would like [solution].' It's powerful because it focuses on your experience, not on what you perceive the other person is doing wrong."

(Advance to Slide 5: "‘I’ Statements in Action!")

Teacher: "Let's see this in action. Instead of saying, 'You always interrupt me!' which sounds like a blame, try: 'I feel frustrated when I'm interrupted because I lose my train of thought. I would like to finish speaking before you share your ideas.' Do you hear the difference? One puts the other person on the defensive; the other opens a door for understanding."

Teacher: "Okay, your turn. How would you rephrase the statement 'You never listen to me!' using an 'I' statement? Think about how you feel, what the situation is, why it affects you, and what you would like to happen differently."

(Give students a moment to think or discuss with a partner. Call on a few students to share their rephrased statements. Provide feedback and guide them if needed.)

(Advance to Slide 6: "Respectful Disagreement")

Teacher: "Finally, let's talk about disagreement. It's a natural part of life and relationships. You're not always going to agree with everyone, and that's okay! The key is to disagree respectfully."

Teacher: "This means acknowledging the other person's perspective – 'I hear what you're saying about...' – before stating your own point using 'I' statements. It means focusing on the issue at hand, not making it personal. Ask clarifying questions, and most importantly, look for solutions together. Compromise isn't about giving up; it's about finding a way forward that works for everyone."

(Advance to Slide 7: "Practice Makes Perfect!")

Teacher: "These skills – active listening, 'I' statements, and respectful disagreement – are like muscles. The more you use them, the stronger they get. We've talked about them, and now it's time to put them into practice! We're going to do a role-play activity where you'll get to use these exact skills to navigate some common situations."

"Get ready to be a Dialogue Dynamo! I'll now explain the Conflict Resolution Role-Play Activity."

Communication Skills Checklist

Name: ____________________________

Date: ____________________________

Instructions: Use this checklist to self-assess your communication skills during the Conflict Resolution Role-Play Activity. For each statement, mark the box that best describes your performance. Then, reflect on your overall communication.

Reflection Questions:

1. What was one communication skill you felt you used well today? Explain why.
   
   
   
   
2. What is one communication skill you want to improve on? What is a specific strategy you can use to practice it?
   
   
   
   
   
   
3. How can practicing these communication skills help you in your daily life outside of school?