Teacher Script: Conflict & Communication: Level Up!

Introduction (Slide 1)

Teacher: "Good morning/afternoon, everyone! Today, we're going to talk about something really important that affects all of us: how we handle disagreements and make sure everyone feels safe and respected. Our lesson is called 'Conflict & Communication: Level Up!' because we're going to level up our skills in navigating tricky situations."

Warm-Up: What's the Difference? (Slide 2)

Teacher: "Take a look at this question on the slide: 'Conflict vs. Bullying: What's the Difference? How do you know if it's a conflict or something else?' I want you to silently think for a moment about a time you've disagreed with someone. How was it resolved? Was it a conflict, or did it feel like something more? Turn and talk to a partner for about 30 seconds, sharing your initial thoughts."

(Allow 30 seconds for partner discussion)

Teacher: "Can a few brave volunteers share some of their thoughts with the whole class? What did you and your partner discuss about the difference?"

(Facilitate a brief discussion, guiding students to consider intent, repetition, and power dynamics without explicitly defining them yet.)

Defining Conflict (Slide 3)

Teacher: "Great ideas! It sounds like many of you already have a good sense of this. Let's start by defining 'conflict.'"

(Read bullet points on Slide 3)

Teacher: "So, conflict is a normal part of life. It happens when people have different opinions or needs. Think about it: if we all agreed on everything, how boring would that be? Conflict can actually help us understand different perspectives and find new solutions. For example, if two friends want to play different games at recess, that's a conflict. They both have different desires."

Defining Bullying (Slide 4)

Teacher: "Now, let's look at something different: bullying."

(Read bullet points on Slide 4)

Teacher: "Bullying is NOT a normal part of disagreements or relationships. It's when someone repeatedly tries to harm another person, and there's usually a power imbalance, meaning one person feels like they can't easily stand up for themselves. This could be physical, verbal, social, or even online, which we call cyberbullying. It's important to recognize that bullying is serious and requires a different response than a typical conflict."

Conflict vs. Bullying: Key Differences (Slide 5)

Teacher: "Let's summarize the key differences so it's super clear."

(Read bullet points on Slide 5)

Teacher: "So, if two friends argue about a game rule, that's conflict. They can work it out. But if one student repeatedly makes fun of another student's clothes, day after day, and that student feels hurt and can't make it stop, that's bullying. The intent to harm and the repetition are key. Does anyone have any questions about this distinction?"

(Address any questions.)

Your Communication Superpowers! (Slide 6)

Teacher: "Now that we understand the difference, let's talk about how we can handle conflicts and stand up to bullying. We all have 'communication superpowers' within us! How we speak and listen can change everything."

Superpower 1: "I" Statements (Slide 7)

Teacher: "Our first superpower is using 'I' statements. This is about focusing on your feelings and needs, instead of blaming others. When we use 'You always...' or 'You never...' statements, it makes others defensive."

(Read bullet points and example on Slide 7)

Teacher: "Let's try one. If someone is talking over you in a group, instead of saying, 'You're so rude for interrupting me!' what's an 'I' statement you could use?"

(Solicit student responses and guide them to form appropriate 'I' statements.)

Superpower 2: Active Listening & Solutions (Slide 8)

Teacher: "Our second superpower is active listening and seeking solutions. It's not just about what you say, but also about how you listen."

(Read bullet points on Slide 8)

Teacher: "Active listening means really paying attention, not just waiting for your turn to talk. You might nod, make eye contact, or even repeat back what you heard to make sure you understood. Then, once both sides feel heard, you can work together to find a solution that works for everyone. This might involve brainstorming different ideas or compromising."

Group Discussion: Resolving Conflicts

Teacher: "Okay, now it's your turn to practice these superpowers! I'm going to divide you into small groups, and each group will get a Discussion Guide: Resolving Conflicts. This guide has some scenarios for you to discuss. Practice using 'I' statements and active listening to find solutions. Remember, the goal is to communicate effectively and respectfully."

(Divide students into groups and distribute the discussion guide. Circulate to provide support and listen to discussions.)

Wrap-Up: Your Go-To Strategy (Slide 9)

Teacher: "Alright, everyone, let's bring it back together. I heard some really great discussions happening. Can one person from each group share one healthy communication strategy or an 'I' statement they practiced that they think would be most helpful?"

(Allow groups to share.)

Teacher: "Fantastic! You now have some incredible tools to 'level up' your skills in handling disagreements and building stronger, more respectful relationships. Remember, conflict is normal, and you can use these communication superpowers to navigate it constructively. But also remember this critical point: if you or someone you know is experiencing bullying—where there's repeated harm and a power imbalance—it's not a conflict. It's serious, and you should always speak up and tell a trusted adult. You are not alone."

Teacher: "Thank you all for your active participation today! Keep practicing these skills, and you'll be amazing communicators!"

Discussion Guide: Resolving Conflicts

Group Members:

Instructions:

Work with your group to discuss the following scenarios. Practice using "I" statements and active listening to find a solution. Remember to focus on your feelings and needs without blaming others, and truly listen to understand different perspectives.

Scenario 1: The Group Project Glitch

You are working on a group project, and one member, Alex, hasn't done their part. The deadline is approaching, and you're worried about your grade.

Discussion Questions:

1. How would you feel in this situation? (Use an "I" statement to describe your feelings and needs.)
   
   
   
   
   
   
   
2. What would you say to Alex using an "I" statement to express your concern without blaming?
   
   
   
   
   
   
   
3. How would you actively listen to Alex's response? What might Alex be feeling or needing?
   
   
   
   
   
   
   
4. Brainstorm at least two possible solutions to this conflict.
   
   
   
   
   
   
   
   
   
   
   
   

Scenario 2: The Lunch Table Mix-Up

You always sit at the same lunch table with your friends. Today, you arrive to find another group of students has taken your usual spot, and they seem unwilling to move.

Discussion Questions:

1. How would you feel about this situation? (Use an "I" statement to describe your feelings and needs.)
   
   
   
   
   
   
   
2. How could you approach the other group using an "I" statement to explain your situation respectfully?
   
   
   
   
   
   
   
3. What would it look like to actively listen to their response? What could be their perspective?
   
   
   
   
   
   
   
4. What are some ways you could try to find a solution that works for everyone (e.g., sharing the table, finding another spot, making a plan for tomorrow)?
   
   
   
   
   
   
   
   
   
   
   
   

Scenario 3: Social Media Drama (Bullying vs. Conflict?)

A classmate, Jamie, posted something online about another student, Sam, that makes fun of Sam's new haircut. Sam is visibly upset.

Discussion Questions:

1. Is this scenario more like a conflict or bullying? Why? What are the key elements that tell you this?
   
   
   
   
   
   
   
   
   
   
   
   
2. If you were Sam's friend, what communication strategies could you use to support Sam?
   
   
   
   
   
   
   
3. What would be the appropriate steps to take in a situation like this, considering it might be bullying?