Self-Advocacy Through Communication and Relationship Building Script

Warm-Up: What Does 'Speaking Up' Mean? (5 minutes)

Teacher: "Good morning/afternoon, everyone! To kick things off today, I want you to think about what the phrase 'speaking up for yourself' means to you. Has there ever been a time when you needed to speak up? What happened?"

Teacher: "Take a minute to jot down a few thoughts or just think silently. Then, I'd love for a few of you to share what comes to mind. There are no wrong answers here!"

(Allow 1-2 minutes for reflection, then invite students to share. Affirm all responses.)

Teacher: "Those are some great examples! It sounds like many of you already have a sense of what it means to advocate for yourselves, whether it's asking for help or expressing your feelings."

Introduction to Self-Advocacy (5 minutes)

Teacher: "Today, we're going to dive deeper into something called self-advocacy. You might see this on our slides as 'Speak Up & Connect.' Let's look at the slides." (Click to Speak Up & Connect Slide Deck - Slide 2)

Teacher: "Self-advocacy is all about speaking up for your own needs, your rights, and what you want. It's about knowing what you need, and then asking for it respectfully. It's really about being your own best supporter! Can anyone think of an example of when an 8th grader might need to self-advocate?"

(Listen for responses like: asking a teacher for an extension, telling a friend you're uncomfortable, asking for a different role in a group project.)

Teacher: "Exactly! Those are perfect examples. Now, why do you think this skill is so important? Why bother learning how to speak up for yourself?" (Click to Speak Up & Connect Slide Deck - Slide 3)

Teacher: "As you can see, it helps you get the support you need, avoid misunderstandings, and really helps you feel more confident. It also builds respect with others, because they know where you stand."

Communication & Relationships (5 minutes)

Teacher: "Now, how we speak up is just as important as the fact that we do it. This brings us to communication. Let's look at Slide 4." (Click to Speak Up & Connect Slide Deck - Slide 4)

Teacher: "Effective communication is like a superpower when it comes to self-advocacy. It means being clear, using 'I' statements, and listening actively. Who can tell me what an 'I' statement is?"

(Guide them to understand it's about owning your feelings and needs without blaming.)

Teacher: "Great! Now, let's connect this to relationships. Look at Slide 5." (Click to Speak Up & Connect Slide Deck - Slide 5)

Teacher: "When you have strong, positive relationships with people – whether it's teachers, friends, or family – it makes self-advocacy so much easier. When people trust and respect you, and you show them empathy, they are much more likely to listen and respond positively when you speak up. Think about it: isn't it easier to talk to someone you have a good relationship with?"

Teacher: "So, self-advocacy isn't just about demanding things; it's about a respectful exchange within a foundation of good communication and positive relationships. Let's summarize on Slide 6." (Click to Speak Up & Connect Slide Deck - Slide 6)

Activity: Self-Advocacy Scenarios (10 minutes)

Teacher: "Alright, it's time to put these ideas into practice! I'm going to divide you into small groups. In your groups, you'll get a copy of the Self-Advocacy Scenarios Activity. I want you to choose one scenario and discuss how you would self-advocate in that situation, keeping in mind effective communication and building positive relationships."

(Divide students into groups of 2-3. Distribute the activity sheet.)

Teacher: "You'll have about 7 minutes to discuss and come up with a plan. Then, we'll have a few groups share their chosen scenario and their strategy with the class. Any questions before you begin?"

(Circulate among groups, offering guidance and prompting discussion. After 7 minutes, bring the class back together.)

Teacher: "Okay, let's hear from a couple of groups. Who would like to share their scenario and how they decided to handle it?"

(Facilitate sharing and provide positive feedback, highlighting good examples of communication and relationship skills.)

Cool-Down: My Next Step (5 minutes)

Teacher: "Fantastic work everyone! We're almost out of time, but before we go, I want to ask you to think about one specific way you can practice self-advocacy using effective communication or relationship-building in the coming week. It could be something small, like asking for clarification on an assignment, or telling a friend how you honestly feel about something."

Teacher: "Think about your own 'next step' and silently make that pledge to yourself. If you're comfortable, I'd love for a few of you to share your pledge aloud." (Present Cool-Down: Self-Advocacy Pledge and allow students to share if they wish.)

Teacher: "Thank you all for your thoughtful participation today. Remember, finding your voice and building strong connections are powerful tools that will serve you well, now and in the future!"

Warm-Up: Self-Advocacy Check-In

What does 'speaking up for yourself' mean to you?

Can you think of a time when you had to speak up for yourself? What happened?

Self-Advocacy Scenarios: Speak Up & Connect

Instructions: In your small group, read the scenarios below. Choose one scenario and discuss how the student could self-advocate using effective communication and relationship-building skills. Be prepared to share your strategy with the class.

Scenario 1: The Group Project Mix-Up

Your history teacher assigned a group project. You were put into a group with two classmates who tend to dominate the conversation and make all the decisions without asking for others' input. You have some great ideas, but you haven't been able to share them, and you feel like your voice isn't being heard. The deadline is approaching, and you're worried about your grade.

• How can you speak up for your ideas and ensure your contributions are recognized?
• What communication techniques will you use?
• How can you maintain a positive working relationship with your group members?
  
  
  
  
  
  
  
  
  
  
  
  

Scenario 2: The Unfair Accusation

During lunch, a classmate accidentally spills their drink near your backpack, and a few drops get on it. Later that day, your teacher announces that someone vandalized a poster on the wall, and they mistakenly think it was you because you were seen near the poster with a wet backpack. You know you didn't do it, but the teacher looks upset and is clearly implying you're responsible.

• How can you calmly and clearly explain what really happened?
• What specific words or phrases would you use to advocate for yourself?
• How can you ensure the teacher understands your perspective without seeming disrespectful?
  
  
  
  
  
  
  
  
  
  
  
  

Scenario 3: The Friendship Dilemma

Your best friend has recently started hanging out with a new group of friends who often make jokes that make you feel uncomfortable or left out. You value your friendship, but you don't like how you feel when you're with the new group. Your friend wants you to join them again this weekend, but you're dreading it.

• How can you express your feelings to your best friend?
• What would you say to communicate your discomfort without damaging the friendship?
• How can you suggest an alternative plan that feels better for you?
  
  
  
  
  
  
  
  
  
  
  
  

Cool-Down: My Self-Advocacy Pledge

Reflect on today's lesson. What is one specific way you can practice self-advocacy using effective communication or relationship-building in the coming week?

I pledge to: