Warm-Up: Tricky Classmates

Think about a time you found it challenging to work with someone in a group, on a project, or even just sitting near them in class.

What made that interaction or situation feel difficult or 'tricky'? What was one specific behavior or dynamic that made it challenging?

Navigating Tricky Classmates Script

Warm-Up: What's Tricky? (5 minutes)

(Display Warm-Up: Tricky Classmates slide)

"Good morning/afternoon, everyone! To start our session today, I want you to take two minutes to reflect on the prompt you see on the screen: 'Think about a time you found it challenging to work with someone in a group, on a project, or even just sitting near them in class. What made that interaction or situation feel difficult or 'tricky'?' Please keep your reflections to yourself for now, no need to share names or specific details, just think about the general feeling or behavior."

(After 2 minutes)

"Alright, let's hear some general thoughts. Can anyone share types of behaviors or situations that make interactions feel tricky? Again, no need to name anyone or specific instances, just general observations. For example, maybe it was someone who always talked over you, or someone who didn't contribute, or perhaps someone who was easily annoyed?"

(Facilitate a brief, anonymous share-out. Acknowledge common themes without dwelling on negativity.)

"Thank you for sharing. It sounds like many of us have experienced situations where working with others can be challenging. That's completely normal."

Introduction: Why Talk About This? (5 minutes)

(Transition to Navigating Tricky Classmates Slide Deck - Slide 1: Title)

"Today, we're going to talk about 'Navigating Tricky Classmates: Your Toolkit for a Smoother School Year.' It's a topic that many people, not just students, deal with every day. Learning how to handle these situations isn't about complaining; it's about empowering you with strategies to make your school experience better and to build important life skills."

(Transition to Navigating Tricky Classmates Slide Deck - Slide 2: What Makes an Interaction 'Tricky'?)

"We just brainstormed a bit about what makes interactions tricky. Think about your responses from the warm-up. Today, we're going to dive deeper into why this matters."

(Transition to Navigating Tricky Classmates Slide Deck - Slide 3: Why Bother? The Impact of Tricky Interactions)

"So, why bother learning to navigate these situations? Why is it important that our classroom feels like a safe and respectful place?"

(Pause for student responses, guide them to ideas like better learning, less stress, feeling heard, etc.)

"Exactly! Tricky interactions can affect your ability to focus, participate, and even enjoy being at school. When you have tools to handle these moments, it improves your learning, the classroom environment, and your overall well-being. It's a skill you'll use in every area of your life, not just school."

Strategies for Success (7 minutes)

"Let's get into some practical tools you can use."

(Transition to Navigating Tricky Classmates Slide Deck - Slide 4: Strategy #1: Use 'I' Statements)

"Our first strategy is using 'I' Statements. This is a powerful way to express yourself without blaming or accusing someone else. Instead of saying 'You always interrupt me!', which can make someone defensive, an 'I' statement focuses on your feelings and the impact of their actions on you."

"Look at the example: 'I feel frustrated when I don't get a chance to share my ideas, because it makes me feel unheard.' See how it focuses on the speaker's feelings and the reason behind them? It's less confrontational and more likely to lead to a constructive conversation."

(Transition to Navigating Tricky Classmates Slide Deck - Slide 5: Strategy #2: Practice Active Listening)

"Strategy number two is Active Listening. This means truly listening to understand what the other person is saying, not just waiting for your turn to talk. It involves giving them your full attention, making eye contact, nodding, and sometimes even summarizing what they said to make sure you understood correctly."

"Why do you think active listening can help in a tricky situation?"

(Pause for responses. Guide towards ideas like understanding different perspectives, de-escalation, showing respect.)

"Yes, it shows respect, helps you truly understand, and can often calm a tense situation down."

(Transition to Navigating Tricky Classmates Slide Deck - Slide 6: Strategy #3: When to Seek Support)

"Sometimes, no matter how many strategies you try, a situation might not get better, or you might feel unsafe. That's when Strategy #3 comes in: Knowing when to seek support from a teacher, counselor, or another trusted adult."

"It's important to remember this isn't about 'tattling.' It's about problem-solving and ensuring everyone feels safe and respected. You should seek support if you feel threatened, if your attempts to resolve the situation aren't working, or if it's seriously impacting your ability to learn or feel good at school."

"Turn to a partner for just 30 seconds: Briefly discuss which of these three strategies you think would be the most challenging for you to use and why."

(After 30 seconds, bring the class back together. Call on a few students to share their thoughts briefly.)

Game: Strategy Scramble! (5 minutes)

(Transition to Navigating Tricky Classmates Slide Deck - New Slide for Game)

"Alright, let's put our strategy hats on with a quick game called 'Strategy Scramble!' I'm going to divide you into small groups. Each group will get a set of scenario cards and strategy cards – those are 'I' Statements, Active Listening, and Seek Support. Your job is to match each scenario to the strategy you think would be most helpful to use in that situation."

"Work together, discuss, and decide! The first group to correctly match all the scenarios wins. Ready? Go!"

(Circulate among groups, providing guidance and facilitating discussion as they play. After the game, briefly discuss a challenging scenario or an interesting match.)

Practice & Discussion (3 minutes)

(Transition to Navigating Tricky Classmates Slide Deck - Slide for Scenarios)

"Fantastic effort with the game, everyone! Now, let's quickly discuss one or two scenarios from our Tricky Classmates Discussion guide and think about how we'd apply these strategies."

Scenario Example (from Tricky Classmates Discussion):

"You're working on a group project, and one classmate keeps interrupting you and taking over your assigned tasks."

"Quickly, how might you use an 'I' statement here? What would you say?"

(Allow 1-2 students to share ideas.)

"What if they respond defensively? How could active listening help you then?"

(Allow 1-2 students to share ideas.)

Cool-Down: One Takeaway (5 minutes)

(Transition to Navigating Tricky Classmates Slide Deck - Slide 9: Your Takeaway: Be a Classroom Navigator!)

"Great job today, everyone! Before we wrap up, I want you to think about our lesson and answer one final question as an exit ticket."

(Display Cool-Down: Tricky Classmates prompt on the screen or distribute copies.)

"'What is one new strategy you will try when dealing with a tricky classmate, or one thing you learned today?' Please write your answer down and hand it in as you leave."

"Thank you for your thoughtful participation today. Remember, these skills will help you not just in this classroom, but throughout your life. Keep practicing and be a great classroom navigator!"

Tricky Classmates Discussion Guide

Use these prompts and scenarios to facilitate a deeper conversation with your students after introducing the strategies.

Discussion Prompts:

1. Thinking about the "I" Statements, when might it be difficult to use one? When would it be easier?
2. Why is actively listening so important, even when you disagree with someone?
3. What's the difference between seeking support from an adult and "tattling"? When is it the right time to involve a teacher?
4. Can you think of a time when using one of these strategies might have helped a situation turn out better?

Scenarios for Practice:

Scenario 1: Group Project Chaos

You're working on a group project, and one classmate keeps interrupting you and taking over your assigned tasks. You feel frustrated because your ideas aren't being heard, and you're worried about your grade.

• How would you use an "I" statement to address this classmate?
• What if they get defensive? How could you use active listening in your response?
• If the behavior continues, when and how would you seek support?

Scenario 2: The Distracting Neighbor

During independent work time, the student next to you is constantly tapping their pencil, humming, and trying to get your attention. You're finding it impossible to focus on your assignment.

• How could an "I" statement help you communicate your needs without making them feel bad?
• What might you actively listen for in their response?
• If they don't stop, what's your next step in seeking support?

Scenario 3: Disagreement During Discussion

In a class discussion, a classmate makes a comment that you strongly disagree with. You feel annoyed and want to correct them, but you also want to keep the discussion respectful.

• How can you use an "I" statement to express your different viewpoint respectfully?
• How can active listening help you understand their perspective, even if you still disagree?
• When would this situation potentially require teacher intervention?

Cool-Down: Tricky Classmates

What is one new strategy you will try when dealing with a tricky classmate, or one thing you learned today that you'll remember?

Strategy Scramble! Game

Objective: To quickly identify the best strategy for various tricky classmate scenarios.

Instructions:

1. Divide the class into small groups (3-4 students).
2. Provide each group with a set of scenario cards (you can use the scenarios from the Tricky Classmates Discussion guide) and strategy cards ("I" Statements, Active Listening, Seek Support).
3. On your signal, each group will work together to match each scenario card to the most appropriate strategy card(s).
4. The first group to correctly match all scenarios wins!

Example Scenario Card:

"A classmate is constantly interrupting you when you try to share your ideas in a group project."

Matching Strategy Card(s): "I" Statements, (and potentially) Seek Support