My Needs, My Voice! Script

Introduction & Hook (3 minutes)

(Teacher): "Hi [Student's Name]! Thanks for coming today. We're going to spend a little time learning a really helpful skill: how to speak up for yourself and ask for what you need, especially when things feel confusing in class. It's all about making sure your voice is heard in a way that helps everyone understand and work together."

(Teacher): "Take a look at our first slide, My Needs, My Voice! Slides. Our goal today is to help you feel more confident in expressing yourself."

What Are 'I Statements'? (7 minutes)

(Teacher): "Have you ever felt confused in class but weren't sure how to tell your teacher? Or maybe you felt a little frustrated but didn't know the best way to explain why? Today, we're going to learn about something called an 'I statement' that can help with exactly that!"

(Teacher): "An 'I statement' is a special way to tell someone what you feel and what you need, without making them feel blamed. It focuses on your experience. Why do you think it might be helpful to focus on 'your' experience instead of just saying, 'This is confusing!'?"

(Teacher): "Exactly! When we use 'I statements,' we help others understand us better. It sounds like this: 'I feel [emotion] when [situation] because [need/thought]. I need/wish [solution/request].' Let's break that down with an example."

(Teacher): "Imagine you're confused in class. Instead of saying, 'This lesson makes no sense!' which might sound like you're blaming the teacher, you could say: 'I feel confused when we talk about fractions because I don't understand how to find a common denominator. I need you to show me another example.'"

(Teacher): "See how that works? It tells the teacher exactly how you feel, what's causing it, and what would help you. Any questions about the parts of an 'I statement'?"

Guided Practice: Scenario 1 (8 minutes)

(Teacher): "Alright, let's try one together! Look at My Needs, My Voice! Slides at 'Scenario 1: Math Class Mystery.' I'll read it aloud: 'You're in math class, and the teacher just explained a new type of long division. You feel completely lost and don't know where to start the practice problems.'"

(Teacher): "First, what emotion are you feeling in this scenario?"

(Teacher): "Good! 'Confused' is a great word. Now, what's the situation that's making you feel confused?"

(Teacher): "Right, 'when the teacher explained a new type of long division.' Why are you feeling this way? What's the reason or need behind it?"

(Teacher): "Perfect! 'Because I don't know where to start the practice problems.' Now, what could you ask for? What's your need or wish?"

(Teacher): "Excellent! 'I need you to show me the first step again' or 'I wish you could give us a quick example on the board.' Let's put it all together. How would you say that 'I statement' out loud?"

(Teacher): "That was great! It takes practice, but you're doing wonderfully. Don't forget, you have this I-Statements Reference Card to help you remember the parts."

Independent Practice: Scenarios 2 & 3 (8 minutes)

(Teacher): "Now, let's try a couple more on your own. Take a look at 'Your Turn! More Scenarios' on My Needs, My Voice! Slides."

(Teacher): "Here's Scenario 2: 'You are reading a science article, and it's full of big words you've never seen before. You can't understand what the paragraph means.' What 'I statement' could you use?"

(Teacher): "That's a very clear way to say it! You identified your feeling, the situation, why it's a problem, and a helpful request. Fantastic."

(Teacher): "Okay, last one for this set: Scenario 3: 'Your teacher gives instructions for a group project, but they are very fast, and you missed a few key details about what you need to do first.' How would you use an 'I statement' here?"

(Teacher): "Wonderful job! You're really getting the hang of expressing your needs clearly and respectfully."

Independent Practice: Scenarios 4 & 5 (8 minutes)

(Teacher): "Let's try two more scenarios to make sure you're super confident! Look at 'Even More Scenarios!' on My Needs, My Voice! Slides."

(Teacher): "Here's Scenario 4: 'You are doing your math homework, and you've been stuck on one problem for a long time. You've tried a few things, but nothing is working, and you're starting to feel annoyed.' What 'I statement' could you use to express your feelings and needs to your teacher or a parent?"

(Teacher): "That's a perfect example of advocating for yourself! You clearly stated your frustration and what kind of help you need."

(Teacher): "And finally, Scenario 5: 'In a group project, one of your teammates is talking a lot and not letting you share your ideas. You have a really good idea, but you can't get a chance to speak.' How would you use an 'I statement' to talk to your teammate about this?"

(Teacher): "Excellent! That shows great self-awareness and the ability to communicate assertively. You handled that perfectly."

Wrap-Up & Review (4 minutes)

(Teacher): "We've covered a lot today! Let's quickly recap. What are some of the main things you learned about 'I statements'?"

(Teacher): "Exactly! They help you clearly express yourself, show what you need and feel, and it's always okay to ask for help! Remember, using 'I statements' is a skill, and like any skill, it gets easier with practice."

(Teacher): "I'm giving you this I-Statements Reference Card to keep. It has the structure and some ideas to help you. Try to use an 'I statement' this week if you find yourself confused or needing something. I bet you'll notice a difference in how people respond."

(Teacher): "You did a really great job practicing today. I'm confident you'll be able to use these in class. Keep up the great work!"

Scenario Practice Activity: My Needs, My Voice!

This activity is designed to help you practice using "I statements" to express your needs, especially when you don't understand something. Remember, an "I statement" helps you share your feelings and needs clearly without blaming anyone.

Review: How to Build an "I Statement"

I feel... (your emotion, e.g., confused, frustrated, worried)

when... (the situation, e.g., 'I hear new words', 'the math problem has too many steps')

because... (your reason/need, e.g., 'I don't know what to do next', 'I'm missing some information')

I need/wish... (your request, e.g., 'you could explain it differently', 'a moment to write notes')

Scenario 1: Math Class Mystery

You're in math class, and the teacher just explained a new type of long division. You feel completely lost and don't know where to start the practice problems.

Guided Practice (Work with your teacher to fill this out):

1. I feel...
   
   
   
2. when...
   
   
   
3. because...
   
   
   
4. I need/wish...
   
   
   

Put it all together:

Scenario 2: Reading Roadblock

You are reading a science article, and it's full of big words you've never seen before. You can't understand what the paragraph means.

Your Turn (Write your "I statement" here):

Scenario 3: Confusing Instructions

Your teacher gives instructions for a group project, but they are very fast, and you missed a few key details about what you need to do first.

Your Turn (Write your "I statement" here):

Scenario 4: Tricky Homework Problem

You are doing your math homework, and you've been stuck on one problem for a long time. You've tried a few things, but nothing is working, and you're starting to feel annoyed.

Your Turn (Write your "I statement" here):

Scenario 5: Group Work Woes

In a group project, one of your teammates is talking a lot and not letting you share your ideas. You have a really good idea, but you can't get a chance to speak.

Your Turn (Write your "I statement" here):

I-Statements Reference Card

This card is a reminder of how to use "I statements" to clearly communicate your feelings and needs. Keep it handy!

The "I Statement" Formula:

I feel...

(What emotion are you experiencing?)

Examples: confused, frustrated, worried, sad, overwhelmed, annoyed, unclear

when...

(What specific situation or action is happening?)

Examples: ...when I hear new words.
...when the problem has too many steps.
...when instructions are given quickly.
...when I don't see an example.

because...

(What is your reason or underlying need? Why does the situation affect you?)

Examples: ...because I don't know what to do next.
...because I'm missing some information.
...because I'm not sure how to begin.
...because I need to see it to understand.

I need/wish...

(What is your clear, actionable request or desired outcome?)

Examples: ...I need you to explain it differently.
...I wish for a moment to write notes.
...I need to ask a question.
...I wish you could give another example.

Put it all together!

"I feel [emotion] when [situation] because [reason/need]. I need/wish [solution/request]."

Practice Makes Progress!

Don't be afraid to use your voice. The more you practice, the easier it will become to ask for what you need!