Problem-Solving Superheroes: I-Messages Role-Play Script

Introduction (2 minutes)

Teacher: "Good morning, superheroes! Today, we're going to learn how to solve problems the superhero way—with our words. We're going to use something called I-messages. An I-message is when you say how you feel and why you feel that way. For example, you might say, 'I feel sad when I don't get a turn to play.' Can everyone say 'I feel sad when I don't get a turn to play?' Great job!"

Teacher: "I-messages help us share our feelings without blaming others. They make our words kind and clear. Here are some examples of I-messages that you might use in different situations:

• 'I feel frustrated when I have to wait too long because I really want to play.'
• 'I feel upset when I don't get to join in because I love playing with my friends.'
• 'I feel worried when I don't understand what is happening because I want to be part of the fun.'
• 'I feel left out when I'm not invited because I enjoy being with my friends.'
• 'I feel angry when I can't have a turn because it makes me feel like my feelings don't matter.'
• 'I feel lonely when I see others playing together and I'm not included because I want to be part of the group.'
• 'I feel confused when the rules change suddenly because I want to know how to play properly.'
• 'I feel hurt when someone speaks harshly because I know kind words can make a big difference.'
• 'I feel disappointed when I'm not picked for a team because I practiced really hard.'
• 'I feel nervous when I try something new because I care about doing my best.'

Teacher: "Remember, superheroes use kind words to solve big problems!"

Directions for Role-Play (5 minutes)

Teacher: "Now it's time to practice! I'm going to break you into small groups. Each group will get a scenario card that tells you a little problem that might happen during lunch, recess, or free choice time. Here are several role-play scenarios for you to work through:

1. Two students both want to play with the same ball during recess.
2. A student feels left out because a group of friends didn't invite them to join a game.
3. Two students reach for the same toy during free choice time, and one feels frustrated.
4. A student feels upset because another student doesn't let them have a turn on the swing.
5. Two friends disagree about which game to play during lunch and one feels ignored.
6. A student feels confused about a rule during a game and doesn't know how to join in.
7. A student feels hurt because a friend spoke in a harsh tone, even though it might have been unintentional.
8. A student grabs a toy that someone else has been playing with and the owner feels upset.
9. A student feels sad because they were talking and no one let them share an idea during a group game.
10. A student feels disappointed when they are not chosen for a team after giving their best effort.

Teacher: "When you read your scenario, think about these steps:

1. Identify how you feel.
2. Use an I-message, like 'I feel [emotion] when [situation] because [reason].'

For instance, you could say:

• 'I feel sad when I am not allowed to play because I love being with my friends.'
• 'I feel confused when I don’t understand the rules because I want to join the game.'
• 'I feel hurt when I get pushed because I want to feel safe around my friends.'

Teacher: "I will walk around and listen to you practice. Remember, superheroes use kind words to solve big problems!"

Example Practice

Teacher: "Let me show you another example. Imagine you and a friend both want to play with the same ball. Instead of saying, 'You never share!', you can say, 'I feel upset when I can’t have a turn with the ball because I really love playing with it.' Or you might say, 'I feel disappointed when I don’t get to play because it makes me feel like I’m not important.' Notice how these I-messages tell your friend exactly how you feel without blaming.

Now, I want someone to volunteer to be part of a practice role-play with me. Who would like to help?"

[Wait for a student volunteer and conduct a quick demonstration using the steps above.]

Group Role-Play (5 minutes)

Teacher: "Alright, superheroes! In your groups, open your scenario cards. Each group should read the card together and decide who will explain the problem using an I-message. Here are a few more I-message examples to inspire you:

• 'I feel frustrated when I have to wait because I want to play now.'
• 'I feel lonely when I’m not included because I enjoy being with everyone.'
• 'I feel confused when the rules are not clear because I want to understand and have fun.'
• 'I feel hurt when I’m spoken to in a harsh tone because I like kind words.'
• 'I feel excited when my ideas are listened to because it makes me feel important.'

Teacher: "Remember to include how you feel and why. If you get stuck, use these words: 'I feel __ when __, because __.' I’m coming around if you need help. Let's get started!"

Debrief and Discussion (3 minutes)

Teacher: "Let's all come back together. I’d like to hear from a few groups about their scenarios. Who can share what happened and the I-message they used?"

[Wait for responses from several groups. As students share, encourage them by saying, 'That's a great way to express your feelings,' or 'I really liked how you explained your reason, superhero!']

Teacher: "Those were some amazing I-messages. You all did a fantastic job using your superhero words! Always remember, saying 'I feel...' helps us share our feelings without getting angry at others. Can anyone remind me why using I-messages is important?"

[Listen to responses and affirm them]

Teacher: "Fantastic listening, superheroes! You've learned a powerful tool today. Next time there's a problem, use your I-message and become a true Problem-Solving Superhero!"

Teacher: "Great work, everyone! Now, keep practicing using your kind words. You're all ready to be heroes both on and off the playground!"

Benefits of I-Messages Discussion

In this discussion, we will explore the benefits of using I-messages. This guide will help you lead a conversation with your students about how expressing feelings clearly and kindly can help resolve conflicts. Below is a suggested structure and discussion questions for your lesson:

Introduction

Begin by reminding students what I-messages are: a way to express how you feel and why, without blaming others. Explain that I-messages help us talk about our emotions clearly, which can lead to better understanding and kindness among friends.

Key Discussion Points

1. Sharing Feelings Clearly:

   • Ask the students: "How do you feel when you get to share your favorite toy or play a fun game? How do you feel when things don't go as planned?"
   • Emphasize that using I-messages lets everyone know exactly how they feel.

2. Avoiding Blame:

   • Discuss how saying "I feel upset because..." instead of "You made me upset!" helps to avoid hurting someone's feelings.
   • Ask: "Why is it nicer to say how you feel than to tell someone, 'You did it wrong'?"

3. Improving Friendships:

   • Talk about how kind words help friends understand and support each other.
   • Ask: "How do kind words make you feel when you are hurt or sad?"

4. Problem Solving:

   • Explain that using I-messages can turn a problem into an opportunity to work together for a solution.
   • Ask: "Can you think of a time when talking about your feelings helped fix a problem?"

Sample Discussion Questions

• What are some examples of I-messages you remember from our practice session?
• How do I-messages help you tell someone about your feelings?
• Can you think of a time when using an I-message might help you or your friend feel better?
• Why do you think talking about feelings in a kind way is important for friends?

Wrap-Up

After discussing the benefits, summarize the key points with the class:

• I-messages help us share our true feelings.
• They help avoid blame and hurt feelings.
• Using kind words makes it easier to solve problems together.

Encourage the students to keep practicing I-messages not only on the playground but in all parts of their day-to-day life.

Feel free to expand on any of these points or add additional examples tailored to your class's experiences. This discussion guide can be used as a reference during your debrief or as a small group activity to reinforce the lesson's objectives.

I-Messages Visual Aids

Visual aids can be a great way to help students remember how to form and use I-messages. Below are some ideas and examples for creating posters or handouts that your students can refer to throughout the lesson:

Visual Aid Components

1. I-Message Structure Poster
   
   
   
   
   
   
   Create a large, colorful poster with the following structure clearly displayed:

   I feel [emotion] when [situation] because [reason].

   Use icons or images that represent different emotions (happy, sad, frustrated, etc.) and common situations (playing, sharing, waiting, etc.).

2. Examples Chart
   
   
   
   
   
   
   Include a chart on a handout or poster that provides different I-message examples. For instance:

   Emotion	Situation	I-Message Example
   Sad	Not getting a turn to play	"I feel sad when I don't get a turn because I love playing with my friends."
   Frustrated	Waiting too long during a game	"I feel frustrated when I have to wait because I really want to play now."
   Lonely	Being left out of a group	"I feel lonely when I’m not included because I enjoy being with everyone."
   Confused	Rules are unclear	"I feel confused when the rules are not clear because I want to understand and have fun."
   Hurt	Being spoken to harshly	"I feel hurt when I’m spoken to in a harsh tone because I like kind words."

3. Step-by-Step Graphic
   
   
   
   
   
   
   Design a flowchart that outlines the process of creating an I-message:

   • Step 1: Identify your feeling (e.g., happy, sad, mad, confused)
   • Step 2: Describe the situation (e.g., waiting, not playing, sharing)
   • Step 3: Explain why you feel this way

   Use arrows and simple images to guide students through each step.

4. Interactive Whiteboard Activity
   
   
   
   
   
   
   If your classroom has an interactive whiteboard, consider displaying a digital version of the I-message graphic. Invite students to come up and drag and drop words or images into the correct order to form a complete I-message.

How to Use the Visual Aids

• Display Prominently: Hang the I-message poster in a central location in the classroom, so it is visible during the lesson.
• Reference During Activities: Point to the examples chart or flowchart when modeling I-messages during role-play exercises. This will help students recall the steps and structure.
• Interactive Practice: Encourage students to create their own I-message posters or digital slides as a follow-up activity. They can draw pictures or write their own examples on paper.
• Reinforce Learning: Regularly revisit the visual aids in class to reinforce the method of using I-messages in everyday situations.

These visual aids are designed to make the abstract concept of expressing feelings more concrete and memorable, especially for young learners. They provide clear examples and a step-by-step guide that students can refer back to whenever they need a reminder!

Feel free to modify these ideas based on your classroom needs and available materials.