Conflict Reaction Check Warm-Up

Instructions for Students:

• When the teacher reads a statement, move to one side of the room if you AGREE with the statement, and the other side if you DISAGREE.
• Be ready to briefly explain why you chose your side.

Statements:

1. "It's always best to avoid arguments, even if you don't get your way."

   • (Teacher Prompt: Why do some people prefer to avoid conflict? When might it be okay to avoid it?)
     
     
     
     

2. "When someone makes you angry, it's okay to yell to make sure they hear you."

   • (Teacher Prompt: What are the effects of yelling in a disagreement? Are there more effective ways to express anger?)
     
     
     
     

3. "It's impossible to truly understand someone else's side during a disagreement."

   • (Teacher Prompt: What makes it difficult to understand another person's perspective? What could help?)
     
     
     
     

4. "A disagreement always means someone is right and someone is wrong."

   • *(Teacher Prompt: Can both people be 'right' in a disagreement? How?)
     
     
     
     

5. "Talking things out calmly usually makes a situation worse."

   • (Teacher Prompt: What stops people from trying to talk things out calmly? What could be the benefits?)

Conflict Scenarios Activity

Instructions:

1. In your groups, choose one of the scenario cards below.
2. Assign roles for each person in the scenario.
3. Act out the disagreement, trying to apply the conflict resolution tools we learned: Active Listening and "I" Statements.
4. Work together to find a peaceful and respectful solution.
5. Be prepared to share your experience and resolution with the class.

Scenario Card 1: Group Project Gone Wrong

You are working on a group project due next week. One member of your group, Alex, hasn't contributed much work and is constantly distracted by their phone during group meetings. The other group members are getting frustrated.

Roles:

• Student A (frustrated with Alex)
• Student B (also frustrated, but trying to mediate)
• Alex (the distracted group member)

Scenario Card 2: The Borrowed Item

Someone in your class, Jamie, borrowed your favorite pen (or hoodie, or book) a few days ago and hasn't returned it. You saw them using it today, but they didn't offer to give it back. You need it back for an assignment tomorrow.

Roles:

• You (the person who lent the item)
• Jamie (the borrower)
• Observer (a friend who can help facilitate if needed)

Scenario Card 3: Lunch Table Drama

You usually sit at a certain lunch table with your friends. Today, you arrive to find that a new group has taken over the table, and there's no space for you or your friends. You feel like they pushed you out.

Roles:

• You (feeling displaced)
• Friend (who usually sits with you)
• New Student (from the group that took the table)
• Another New Student (also from the group at the table)

Scenario Card 4: Misunderstood Text

You sent a text message to a friend, Sam, making a joke. Sam misunderstood the joke and replied with a really angry message, accusing you of being insensitive. You didn't mean to offend them.

Roles:

• You (the sender of the text)
• Sam (the recipient of the text)
• Mediator (a mutual friend who can help them talk it out)

I-Statement Swap Game

Instructions for the Teacher: This game is a quick and interactive way for students to practice transforming "You" statements into "I" statements. It can be played individually, in pairs, or small groups.

How to Play:

1. Prepare: Have a list of "You" statements ready (examples provided below).
2. Present: Read out one "You" statement to the class.
3. Transform: Students (individually or in small groups) have 30-60 seconds to transform the "You" statement into an effective "I" statement.
4. Share & Discuss: Ask a few students or groups to share their "I" statements. Discuss why some are more effective than others.
5. Score (Optional): If playing competitively, award points for well-formed "I" statements that follow the structure: "I feel [emotion] when [situation] because [why] and I need/want [solution]."

Example "You" Statements for the Game:

• "You always take my things without asking!"
• "You never listen to my ideas!"
• "You make me feel stupid when you laugh at my answers!"
• "You always hog the conversation!"
• "You didn't do your part of the project!"
• "You're being really unfair!"
• "You always interrupt me!"
• "You never help out!"

I-Statement Practice Worksheet

Instructions:

Rewrite the following "You" statements into effective "I" statements. Remember the structure:

"I feel [emotion] when [situation] because [why] and I need/want [solution]."

Practice 1

Original "You" Statement: "You never listen to me when I'm trying to explain something!"

Your "I" Statement:

Practice 2

Original "You" Statement: "You always leave your mess for me to clean up!"

Your "I" Statement:

Practice 3

Original "You" Statement: "Why do you keep interrupting me during class discussions?"

Your "I" Statement:

Practice 4

Original "You" Statement: "You're being really annoying right now!"

Your "I" Statement:

Practice 5: Your Own Experience

Think of a recent minor disagreement or situation where you felt misunderstood. Write a "You" statement that you might have used or thought, and then transform it into an "I" statement.

Original "You" Statement (or thought):

Your "I" Statement:

Peaceful Pathways Discussion Guide

Instructions for the Teacher: Use these prompts to facilitate meaningful class discussions throughout the "Conflict Compass" lesson. Encourage students to share their thoughts and experiences in a respectful manner.

Part 1: Introduction to Conflict & Active Listening (After Slide Deck Slides 1-5)

1. What are some common causes of disagreements you experience in your daily life? (e.g., misunderstandings, differing opinions, competition)
   
   
   
   

2. Can conflict ever be a good thing? If so, how?
   
   
   
   

3. Why do you think it's so hard to truly listen to someone when you're in the middle of a disagreement?
   
   
   
   

4. What does it feel like when someone is actively listening to you? How does it change the conversation?
   
   
   
   

5. How can active listening help prevent a small disagreement from becoming a bigger argument?
   
   
   
   

Part 2: Wrap-Up & Reflection (After Role-Playing Activity)

1. During the role-playing activity, what was the most challenging part of using active listening or "I" statements?
   
   
   
   

2. What worked well in your group scenarios? Were there any "aha!" moments?
   
   
   
   

3. How did using "I" statements change the way you expressed yourself compared to how you might normally react?
   
   
   
   

4. Thinking about your own life, in what specific situation do you think using these tools (active listening, "I" statements) would be most helpful this week?
   
   
   
   

5. What's one thing you will commit to trying the next time you face a disagreement, big or small?
   
   
   
   

Conflict Resolution Answer Key

Instructions for the Teacher: Use this answer key to grade the Conflict Resolution Check-In Quiz and to provide feedback to students.

Question 1: Multiple Choice

Prompt: Which of the following is NOT a characteristic of constructive conflict resolution?

Options:

• A. Focuses on finding a solution
• B. Involves active listening
• C. Aims to blame one party
• D. Strengthens relationships

Correct Answer: C. Aims to blame one party

Reasoning: Constructive conflict resolution focuses on understanding and solving the problem, not on assigning blame. Blaming tends to make people defensive and escalates the conflict.

Question 2: Multiple Choice

Prompt: Active listening primarily involves:

Options:

• A. Interrupting to share your opinion
• B. Waiting for your turn to speak
• C. Fully focusing on understanding the other person
• D. Planning your rebuttal while the other person speaks

Correct Answer: C. Fully focusing on understanding the other person

Reasoning: Active listening is about truly hearing and comprehending what the other person is communicating, both verbally and non-verbally, before formulating a response.

Question 3: Open Response

Prompt: Explain, in your own words, what an "I" statement is and provide one example.

Expected Answer: An "I" statement is a way to express your feelings and needs clearly and respectfully without blaming the other person. It focuses on your own experience. (Student answers will vary, but should capture the essence of expressing feelings/needs without blame).

Example: "I feel frustrated when I am interrupted because I lose my train of thought, and I need to finish explaining my idea."

Question 4: Multiple Choice

Prompt: What is a key benefit of using "I" statements during a disagreement?

Options:

• A. They make the other person feel guilty.
• B. They clearly express your feelings without blaming.
• C. They always lead to getting your way.
• D. They are a form of passive aggression.

Correct Answer: B. They clearly express your feelings without blaming.

Reasoning: "I" statements help to de-escalate conflict by removing accusatory language, making the other person less defensive and more open to listening and finding a solution.

Question 5: Open Response

Prompt: Imagine a friend is upset because you accidentally broke their favorite pen. Instead of saying, "You're overreacting about a pen!", how would you respond using an "I" statement and active listening principles?

Expected Answer: (Student answers will vary, but should demonstrate both active listening and "I" statements. An ideal answer would acknowledge the friend's feelings, summarize their concern, and then express the student's own feelings/intent without defensiveness.)

Example Active Listening + I-Statement Response: "It sounds like you're really upset about your pen, and I understand why you'd be frustrated. I feel bad that I broke it, and I didn't mean to. I want to make it right; what can I do to help?"