Lesson Plan
Self-Talk Showdown
Students will be able to define negative and balanced self-talk and identify examples of each, empowering them to cultivate a more positive inner voice.
Understanding self-talk helps students recognize how their inner thoughts influence feelings and actions. Learning to differentiate between negative and balanced self-talk provides them with a critical tool for building emotional resilience and fostering a growth mindset.
Audience
School Leaders, Middle School Students
Time
30 minutes
Approach
Through an interactive skit and discussion, students will explore different types of self-talk.
Materials
Self-Talk Showdown Slides, Spot the Self-Talk Worksheet, Skit Script: Inner Voice Act, and Self-Talk Reflection Journal
Prep
Review Materials
10 minutes
- Review the Self-Talk Showdown Lesson Plan and all linked materials: Self-Talk Showdown Slides, Spot the Self-Talk Worksheet, Skit Script: Inner Voice Act, and Self-Talk Reflection Journal.
- Familiarize yourself with the skit roles and dialogue in the Skit Script: Inner Voice Act.
- Print copies of the Spot the Self-Talk Worksheet for each student.
- Prepare the projector/screen for the Self-Talk Showdown Slides.
Step 1
Warm-Up: Inner Thoughts Share (5 minutes)
5 minutes
- Begin by asking students: "What kinds of thoughts go through your head when you're trying something new or difficult?" (e.g., 'I can do this,' 'This is too hard,' 'I might fail,' 'I'll learn something').
- Explain that these 'inner thoughts' are called self-talk and that everyone has them. Introduce the idea that self-talk can be helpful or unhelpful.
- Use Self-Talk Showdown Slides to introduce the concept.
Step 2
Skit: Inner Voice Act (10 minutes)
10 minutes
- Introduce the Skit Script: Inner Voice Act. Explain that it will show two different ways a person might talk to themselves.
- Perform the skit with a co-teacher or student volunteers. Emphasize the contrasting tones and messages of negative vs. balanced self-talk.
- After the skit, ask students to share what differences they noticed in the 'inner voices.'
- Use Self-Talk Showdown Slides to guide the discussion.
Step 3
Spot the Self-Talk Worksheet (10 minutes)
10 minutes
- Distribute the Spot the Self-Talk Worksheet.
- Instruct students to read the scenarios and identify whether the self-talk is negative or balanced, explaining their reasoning.
- Circulate to provide support and clarification.
- Briefly review answers as a class, encouraging students to share their thoughts and justify their choices.
- Use Self-Talk Showdown Slides to display the worksheet prompts and answers if desired.
Step 4
Cool-Down: Balanced Boost (5 minutes)
5 minutes
- Ask students to think of one situation where they might usually have negative self-talk (e.g., before a test, trying a new sport).
- Then, have them reframe that negative thought into a balanced self-talk statement.
- Students can share their balanced self-talk statement with a partner or write it down in their Self-Talk Reflection Journal.
- Conclude by reinforcing the power of balanced self-talk in building confidence and facing challenges.
- Use Self-Talk Showdown Slides for final thoughts and wrap-up.
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Slide Deck
Your Inner Voice!
What kinds of thoughts go through your head when you're trying something new or difficult?
- "I can do this!"
- "This is too hard."
- "I might fail."
- "I'll learn something."
These are all examples of self-talk!
Welcome students and get them thinking about their inner thoughts. Keep it light and introductory. Encourage a few shares, but don't dwell too long.
Negative vs. Balanced Self-Talk
Negative Self-Talk
- Focuses on what's wrong
- Uses words like "always," "never," "can't"
- Makes you feel stuck or defeated
Balanced Self-Talk
- Acknowledges challenges but looks for solutions
- Uses realistic and encouraging language
- Helps you feel motivated and hopeful
Introduce the two main types of self-talk we'll be discussing today. Emphasize that everyone experiences both, and the goal isn't to eliminate negative thoughts entirely, but to balance them.
Watch the Skit!
We're going to watch a skit called "Inner Voice Act."
Pay attention to the different ways the characters talk to themselves.
What differences do you notice between their 'inner voices'?
Explain that they are about to watch a skit that demonstrates these two types of self-talk in action. Encourage them to listen carefully for the differences.
Skit Discussion
What did you notice about the 'inner voices' in the skit?
- How did the different types of self-talk make the character feel?
- How did it impact their actions?
- What were some key phrases you heard?
After the skit, facilitate a discussion about what students observed. Guide them to articulate the key differences between the negative and balanced inner voices presented.
Spot the Self-Talk!
Now it's your turn!
We'll work on the Spot the Self-Talk Worksheet.
Read each scenario and decide if the self-talk is:
- Negative
- Balanced
Be ready to explain why!
Introduce the worksheet activity. Explain that this is their chance to practice identifying self-talk. Remind them to think about why a statement is negative or balanced.
Balanced Boost Challenge!
Think of a situation where you might usually have negative self-talk.
How can you change it into a balanced self-talk statement?
Example: "I'm going to fail this test." --> "I'll do my best on this test, and I can learn from any mistakes."
Write it down or share with a partner!
For the cool-down, encourage personal reflection and application. This helps solidify the learning and makes it relevant to their own lives.
You've Got This!
Your inner voice is powerful.
Choose to nourish it with balanced self-talk!
Keep practicing, and watch how your confidence grows!
Final slide to reiterate the main message. Emphasize that self-talk is a skill that can be developed over time.
Script
Skit Script: Inner Voice Act
Characters:
- Alex: A student facing a challenge.
- Negative Voice (NV): Alex's inner negative thoughts.
- Balanced Voice (BV): Alex's inner balanced thoughts.
- Narrator: To set the scene and guide the audience.
Scene: Art Class - Painting a Landscape
Narrator: Our story begins in art class. Alex is excited to paint a beautiful landscape, but as soon as the brush touches the canvas, the inner thoughts begin...
(Alex sits at an easel, looking at a blank canvas with a palette and brush. Alex looks determined at first, then a little overwhelmed.)
Alex: (To self, quietly) Okay, this is it! I'm going to paint the best mountain scene ever.
NV: (Whispering dramatically, from offstage or another student playing the role) Pfft. The best? You can barely draw a straight line. This is going to be a disaster.
Alex: (Frowns, hesitates with the brush) Hmm, maybe... maybe I should start with the sky.
BV: (Calmly, from offstage or another student playing the role) You're right to think about where to start. Break it down. The sky is a great first step.
(Alex paints a bit of blue on the canvas. It's not perfectly smooth.)
NV: See? Look at that blob. It doesn't even look like sky. You're messing it up already! Everyone else's looks better.
Alex: (Sighs, starts to get frustrated, almost drops the brush) Ugh, this is so hard! I knew I wasn't good at painting.
BV: It's okay that it's not perfect right away. Painting takes practice. You can blend it, or even try a different technique. Every artist starts somewhere.
(Alex takes a deep breath, tries to blend the blue, but it still looks a bit uneven.)
NV: Just give up. It's hopeless. You'll never be a good artist. Why even bother trying if you're just going to fail?
Alex: (Slumps in chair, looks defeated) Maybe I should just throw this away. I'm not cut out for this.
BV: Hold on. You're learning. It's challenging, and that's normal. Focus on what you can do. You've already started the sky. What's one small thing you can improve, or one new color you can try? Remember, the goal is to enjoy the process and express yourself, not just create perfection.
(Alex pauses, thinks for a moment, then picks up a different brush and adds a touch of white to the blue, attempting to create clouds. The painting isn't perfect, but Alex's expression shows a renewed sense of focus and less frustration.)
Alex: (A small smile) Okay, it's not exactly what I imagined, but I'm trying. And those clouds actually look a little like clouds!
Narrator: And so, Alex continued to paint, not letting the initial setbacks define the experience. By choosing to listen to the balanced voice, Alex found the courage to keep trying and even found some joy in the process.
(Alex continues to paint as the scene fades.)
Worksheet
Spot the Self-Talk!
Instructions: Read each scenario and the thought that Alex has. Decide if the thought is Negative Self-Talk or Balanced Self-Talk. Then, explain why you chose that answer.
Scenario 1
Alex is about to present a project to the class. Alex thinks:
"I'm going to mess this up. Everyone will think my ideas are stupid."
Is this Negative or Balanced Self-Talk?
Why?
Scenario 2
Alex didn't do as well as hoped on a math test. Alex thinks:
"I didn't do well this time, but I can study more next time and ask the teacher for help if I need it."
Is this Negative or Balanced Self-Talk?
Why?
Scenario 3
Alex is trying out for the school play and feels nervous. Alex thinks:
"I'm not good enough for this. They'll never pick me, so there's no point in even trying my best."
Is this Negative or Balanced Self-Talk?
Why?
Scenario 4
Alex is learning a new instrument and finds it challenging to play a certain song. Alex thinks:
"This song is difficult, but with practice, I'll get better. I'll break it down into smaller parts."
Is this Negative or Balanced Self-Talk?
Why?
Scenario 5
Alex accidentally spilled juice during lunch. Alex thinks:
"Oh no, I'm so clumsy! I always make mistakes."
Is this Negative or Balanced Self-Talk?
Why?
Scenario 6
Alex is trying to solve a puzzle and gets stuck. Alex thinks:
"This puzzle is tricky! I haven't figured it out yet, but I'll try looking at it from a different angle."
Is this Negative or Balanced Self-Talk?
Why?
Journal
Self-Talk Reflection Journal
Instructions: Use this journal to reflect on your own self-talk. Be honest with yourself and explore how your inner thoughts can influence your feelings and actions.
Prompt 1: Identifying Your Self-Talk
Think about a recent time you faced a challenge (e.g., a difficult assignment, a sporting event, a disagreement with a friend). What thoughts went through your mind during that challenge?
Were these thoughts mostly negative or balanced? Explain your answer.
Prompt 2: Reframing Negative Thoughts
Write down one specific negative self-talk statement you sometimes catch yourself thinking. (Example: "I'm not good at public speaking.")
Now, how can you reframe that into a balanced self-talk statement? (Example: "Public speaking makes me nervous, but I can practice and improve my skills.")
How might this balanced thought change how you feel or act in that situation?
Prompt 3: The Power of Balanced Self-Talk
Why do you think it's important to develop balanced self-talk? How can it help you in school, with friends, or when trying new things?
Answer Key
Spot the Self-Talk Answer Key
Instructions: Here are the answers and reasoning for the "Spot the Self-Talk Worksheet."
Scenario 1
Alex is about to present a project to the class. Alex thinks:
"I'm going to mess this up. Everyone will think my ideas are stupid."
Answer: Negative Self-Talk
Reasoning: This is negative self-talk because it focuses on anticipated failure, uses exaggerated negative predictions ("mess this up," "ideas are stupid"), and doesn't offer any strategies for improvement or acknowledge Alex's effort. It's a statement that would likely lead to increased anxiety and decreased confidence.
Scenario 2
Alex didn't do as well as hoped on a math test. Alex thinks:
"I didn't do well this time, but I can study more next time and ask the teacher for help if I need it."
Answer: Balanced Self-Talk
Reasoning: This is balanced self-talk. It acknowledges the setback ("didn't do well this time") but immediately follows with a plan for improvement ("study more next time," "ask the teacher for help"). It's realistic, takes responsibility, and shows a proactive, growth-oriented mindset rather than dwelling on the negative.
Scenario 3
Alex is trying out for the school play and feels nervous. Alex thinks:
"I'm not good enough for this. They'll never pick me, so there's no point in even trying my best."
Answer: Negative Self-Talk
Reasoning: This is negative self-talk because it involves self-doubt ("not good enough"), uses absolute negative predictions ("never pick me"), and leads to a feeling of hopelessness that discourages effort ("no point in even trying my best"). This thought pattern can prevent Alex from even attempting to succeed.
Scenario 4
Alex is learning a new instrument and finds it challenging to play a certain song. Alex thinks:
"This song is difficult, but with practice, I'll get better. I'll break it down into smaller parts."
Answer: Balanced Self-Talk
Reasoning: This is balanced self-talk. It acknowledges the difficulty ("This song is difficult") but pairs it with an optimistic outlook and a concrete strategy for improvement ("with practice, I'll get better," "break it down into smaller parts"). It encourages perseverance and problem-solving.
Scenario 5
Alex accidentally spilled juice during lunch. Alex thinks:
"Oh no, I'm so clumsy! I always make mistakes."
Answer: Negative Self-Talk
Reasoning: This is negative self-talk. It uses harsh self-labeling ("so clumsy"), globalizes a single event into a constant trait ("I always make mistakes"), and implies a lack of ability rather than seeing it as an accident. This type of self-talk can lead to feelings of shame and lower self-esteem.
Scenario 6
Alex is trying to solve a puzzle and gets stuck. Alex thinks:
"This puzzle is tricky! I haven't figured it out yet, but I'll try looking at it from a different angle."
Answer: Balanced Self-Talk
Reasoning: This is balanced self-talk. It recognizes the challenge ("This puzzle is tricky!") and the current state ("haven't figured it out yet") but includes a positive and proactive approach to find a solution ("I'll try looking at it from a different angle"). It demonstrates resilience and a willingness to adapt.