Lesson Plan
Conflict Resolution Outline
Students will learn and practice healthy conflict-resolution techniques—identifying conflict sources, using “I” statements, and establishing respectful-classroom norms to handle disagreements positively.
Building relationship skills promotes a supportive classroom environment, reduces misunderstandings, and empowers students to resolve disagreements constructively.
Audience
8th Grade Middle School Students
Time
45 minutes
Approach
Scenario-based analysis, guided practice, and collaborative norm-setting.
Prep
Teacher Preparation
10 minutes
- Review the Disagree with Respect Slides to familiarize yourself with key concepts.
- Read through the Conflict-Scenario Narration and decide if you will print or project it.
- Print enough copies of the Statement Switch Activity for pairs.
- Print the Resolution Role-Play Rubric for each pair.
- Prepare a whiteboard or chart paper for co-creating class norms.
Step 1
Warm-Up Discussion
5 minutes
- Project the first slide from the Disagree with Respect Slides.
- Ask: “Think of a time you disagreed with a friend—what happened?”
- Invite two volunteers to share briefly.
- Highlight how unresolved conflict affects relationships.
Step 2
Introduce Conflict-Resolution Steps
10 minutes
- Use Slides 2–5 of the Disagree with Respect Slides to explain:
• Identifying feelings
• Using “I” statements (I feel…, when…, because…)
• Active listening
• Seeking win-win solutions - Model an example conversation with a co-teacher or volunteer student.
Step 3
Analyze Scenarios
10 minutes
- Distribute the Conflict-Scenario Narration.
- In small groups (3–4), students read two scenarios: one poorly handled, one well-handled.
- Groups complete a quick T-chart: “What went wrong?” vs. “What worked?”
- Debrief with the whole class, reinforcing use of “I” statements and active listening.
Step 4
Statement Switch Activity
10 minutes
- Hand out the Statement Switch Activity sheets.
- In pairs, students take turns reading blame-oriented statements and rewriting them as “I” statements.
- Example: “You always cut me off!” becomes “I feel ignored when I can’t finish my thought.”
- Circulate to provide feedback and praise correct reframing.
Step 5
Resolution Role-Play
8 minutes
- Assign each pair a new conflict scenario.
- Pairs role-play both sides, applying steps from the slides.
- Use the Resolution Role-Play Rubric to self-assess: clarity of “I” statements, active listening, and collaborating on solutions.
- Share two strong examples with the class.
Step 6
Co-Create Class Norms
2 minutes
- On the board or chart paper, invite students to propose 3–4 norms for respectful disagreements (e.g., “Listen without interrupting,” “Use I-statements first”).
- Agree on wording and commit as the class’s conflict-resolution guide.
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Slide Deck
Disagree with Respect
Today we’ll learn how to handle disagreements in a positive way by following simple steps that help us stay calm, clear, and caring.
Welcome students and introduce the focus: healthy ways to disagree and resolve conflicts respectfully.
Step 1: Identify Your Feelings
• Pause and notice what you’re feeling
• Name the emotion (e.g., frustrated, disappointed, annoyed)
• Recognize how strong the feeling is (low, medium, high)
Explain why it’s important to notice and name our feelings before we speak.
Step 2: Use “I” Statements
Formula: I feel [emotion] when [situation] because [reason]
Example: “I feel ignored when I can’t finish my thought because I want to share my idea.”
Introduce the I-statement formula and model an example with a volunteer or co-teacher.
Step 3: Practice Active Listening
• Listen without interrupting
• Paraphrase: “So you’re saying…”
• Ask clarifying questions: “Can you tell me more?”
Discuss the core skills of active listening and why they matter.
Step 4: Seek Win-Win Solutions
• Brainstorm ideas together
• Evaluate how each idea helps both people
• Agree on a fair outcome
Highlight the goal of finding a solution everyone can accept.
Let’s Practice!
In small groups, read each conflict scenario and use Steps 1–4 to figure out a respectful resolution. Be ready to share your examples with the class.
Transition into the scenario analysis activity, reminding students to apply the four steps.
Script
Conflict-Scenario Narration Script
Teacher (reading aloud):
“Today we’ll hear two versions of the same conflict. Notice what happens when people skip the steps versus when they follow our conflict-resolution process.”
Scenario 1: Poorly Handled
Narrator: Jenna and Mia are classmates working on a science project together.
Jenna (angry): “You never help with this project! I end up doing all the work.”
Mia (defensive): “That’s not fair—you’re just bossy and think you know everything!”
Jenna (raising voice): “Well, maybe if you did your share, I wouldn’t have to be bossy!”
Mia (rolling her eyes): “Whatever. You’re impossible.”
Narrator: Both stomp off in opposite directions. The project gets stalled and the classmates avoid each other for days.
Scenario 2: Well-Handled Using Conflict-Resolution Steps
Narrator: Jenna and Mia face the same issue, but this time they practice our four steps.
Jenna (calmly): “I feel overwhelmed when I end up doing most of the project because I want us both to earn a good grade.”
Mia (listening without interrupting, then paraphrasing): “So you’re saying you feel stressed when the work isn’t shared evenly?”
Jenna: “Yes, because I also want time to focus on other classes.”
Mia: “I’m sorry—I didn’t realize that. I can take on the research part and write the report, and you can build the model. Does that sound fair?”
Jenna: “That works for me. Thanks for listening.”
Narrator: Jenna and Mia smile, agree on the plan, and finish their project together successfully.
Activity
Statement Switch Activity
Use this sheet to practice turning blame statements into respectful “I” statements. Work in pairs: one student reads the blame-oriented sentence aloud, and the other rewrites it using the formula I feel [emotion] when [situation] because [reason]. Then switch roles.
Blame Statements to Reframe
- “You always interrupt me when I’m talking!”
Rewrite as an I-statement:
- “You never do your share of the work.”
Rewrite as an I-statement:
- “You’re so disorganized, you lost my notes again!”
Rewrite as an I-statement:
- “You always make fun of my ideas.”
Rewrite as an I-statement:
- “You’re late every single time and it’s annoying.”
Rewrite as an I-statement:
- “You ruined our project by not listening.”
Rewrite as an I-statement:
- “You always change the plans without asking me.”
Rewrite as an I-statement:
- “You never care about what I want.”
Rewrite as an I-statement:
Once you’ve rewritten all statements, compare with your partner and discuss which ones felt most clear or helpful. Then prepare to use your new I-statements in today’s role-play.
Rubric
Resolution Role-Play Rubric
Use this rubric to self-assess your role-play. Circle the level that best describes your performance for each criterion.
| Criterion | 4 – Exemplary | 3 – Proficient | 2 – Developing | 1 – Beginning |
|---|---|---|---|---|
| I-Statement Use | I-statements follow the formula perfectly (I feel [emotion] when [situation] because [reason]), are clear and specific, and replace any blame language entirely. | I-statements are mostly correct (may miss one element), are understandable, and mostly avoid blaming words. | Attempts I-statements but omits key elements (emotion, situation, or reason) or still includes some blame wording. | No I-statements used; communication relies on you-statements or general blame. |
| Active Listening | Listens without interrupting, paraphrases accurately, asks clarifying questions, and affirms speaker’s feelings before responding. | Listens without interrupting, paraphrases or asks a clarifying question at least once. | Sometimes interrupts or only partially paraphrases; few or no clarifying questions. | Frequently interrupts or ignores speaker; no paraphrasing or clarifying questions. |
| Collaborative Solution | Proposes multiple fair solutions, evaluates pros/cons with partner, and agrees on a win-win outcome that addresses both parties’ needs. | Proposes a reasonable solution and works with partner to agree on a fair outcome. | Proposes only one solution with limited partner input; outcome may favor one side. | No clear solution proposed or solution is unfair and unresolved. |
| Respectful Communication | Maintains calm, respectful tone and body language throughout; demonstrates empathy and keeps conversation focused on solving the problem. | Generally respectful tone; minor lapses in calmness or focus but quickly refocuses on the issue. | Tone or body language occasionally becomes disrespectful or off-topic, distracting from resolution. | Tone is hostile or dismissive; body language blocks productive dialogue. |
Total Score: ____ / 16
Scoring Guide: 4 = Excellent, 3 = Good, 2 = Needs Improvement, 1 = Try Again
After completing your self-assessment, reflect:
• Which area was your strongest?
• Which skill will you focus on improving next time?