Slide Deck
The Heart of Healthy Relationships
Conflict Resolution & Communication Skills for Middle Schoolers
Welcome students and introduce the lesson’s purpose: building healthy peer relationships through better communication and conflict resolution. Briefly explain today’s agenda.
Learning Objectives
• Identify common peer conflict situations
• Practice active listening & “I-statements”
• Apply a four-step conflict resolution process
Read aloud each objective. Reinforce why each one is important and how it will help them in and out of school.
Why Healthy Relationships Matter
• Promote trust and respect
• Reduce stress and drama
• Build supportive friendships
• Prepare you for teamwork in school and beyond
Discuss with students why having healthy relationships matters. Encourage examples from their experience.
Key Communication Skills
• Active Listening: full attention, no interruptions
• “I-Statements”: express feelings without blame
• Empathy: see the situation from another’s view
• Clear Expression: say what you mean kindly
Define and model each skill. Use the Active Listening Poster as a visual aid.
Four-Step Conflict Resolution Process
- Identify the issue
- Express feelings (I-statements)
- Listen actively
- Brainstorm solutions
Explain each step clearly. Use a projector or board to display this list.
Conflict Scenarios
• Group work with real-life peer situations
• Identify what went wrong in communication
• Propose better responses using key skills
Introduce the Conflict Scenarios Handout. Divide students into groups, assign scenarios, and guide them in analyzing communication breakdowns.
Roleplay Activity
• Practice each scenario in small groups
• Follow the four-step process
• Observers note strengths & areas to improve
Hand out the Conflict Resolution Roleplay Cards. Explain how to rotate roles: speaker, listener, observer. Observers use the poster to give feedback.
Assessment Rubric Overview
Students will self- and peer-assess on:
• Clear expression of feelings
• Active listening behaviors
• Empathy shown
• Quality of solutions brainstormed
Show the Conflict Resolution Assessment Rubric. Walk through each criterion so students know how they will be assessed.
Reflection & Application
• What worked well in your roleplay?
• How can you use these steps with friends or family?
• When might you need to adjust your approach?
Facilitate a whole-class discussion. Encourage students to connect the skills to situations outside the classroom.
Materials & Next Steps
Recap materials and next steps. Remind students where to find posters and handouts in the room. Thank them for their participation.
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Discussion
Healthy Relationships Chat
Discussion Guidelines
- Be respectful and considerate: listen without interrupting.
- Speak using “I-statements” to express feelings (e.g., “I feel… when…”).
- Stay on topic and build on others’ ideas.
- Everyone should have a chance to share.
1. Reflect on a Past Disagreement
Describe a time you disagreed with a friend or classmate. What happened, and how did you feel?
Possible follow-up:
- Which communication step did you use (or wish you had used)?
- How might an I-statement have changed the outcome?
2. Defining Active Listening
What does active listening look and sound like? List at least three behaviors that show someone is listening well.
Link to visual aid: Active Listening Poster
Possible follow-up:
- How does good eye contact or nodding help the speaker?
- What can distract you from listening actively?
3. Four-Step Conflict Resolution Self-Check
Review our steps: (1) Identify the issue, (2) Express feelings, (3) Listen actively, (4) Brainstorm solutions.
Which step do you find most challenging, and why?
Possible follow-up:
- What strategy can you practice to get better at that step?
- Who could help you practice it?
4. Applying Skills to a Scenario
Think of the scenario in the Conflict Scenarios Handout about sharing materials. How would you use each of the four steps to resolve it?
Possible follow-up:
- Which I-statement would you use first?
- What solution could both people agree on?
5. The Power of Empathy
How can putting yourself in someone else’s shoes change the way you handle a conflict? Share an example or idea.
Possible follow-up:
- How might empathy prevent an argument from escalating?
- Can empathy ever be misunderstood? How?
Wrap-Up Reflection
What one communication skill (active listening, I-statements, empathy, or brainstorming) will you focus on this week to make your relationships healthier?
Teacher note: Collect responses or have students pair-share. Encourage them to set a personal goal and check back in at the end of the week.
Activity
Conflict Roleplay Activity
Objective:
Students will practice resolving peer conflicts through roleplay, using “I-statements,” active listening, and collaborative brainstorming to develop empathy and problem-solving skills.
Materials Needed:
- Conflict Resolution Roleplay Cards
- Active Listening Poster
- Timer or stopwatch
- Note-taking paper and pens
Roles (rotate each round):
- Speaker: Use “I-statements” to express thoughts and feelings clearly and respectfully.
- Listener: Demonstrate active listening: maintain eye contact, nod, paraphrase, and ask clarifying questions.
- Observer: Refer to the Active Listening Poster and note examples of effective communication and areas for improvement.
Instructions
-
Setup & Role Assignment (5 minutes)
- Divide students into groups of three.
- Distribute one set of Conflict Resolution Roleplay Cards to each group.
- Within each triad, assign the roles of Speaker, Listener, and Observer.
- Read aloud the first scenario card.
-
Roleplay Rounds (15 minutes)
- For each round, follow these steps:
- Roleplay (3 minutes): Speaker and Listener engage using the four-step process: Identify issue, Express feelings (I-statements), Listen actively, Brainstorm solutions.
- Feedback (2 minutes): Observer shares strengths and suggestions, referencing the Active Listening Poster.
- Rotate roles clockwise and draw a new scenario card. Repeat until each student has been in every role.
- For each round, follow these steps:
-
Group Debrief (10 minutes)
- Reconvene as a class and discuss:
- Which “I-statements” helped clarify feelings?
- How did active listening change the interaction?
- What solutions did you brainstorm, and why were they fair?
- How can you apply these steps in real-life conflicts?
- Reconvene as a class and discuss:
Extension:
Encourage students to set a personal goal for using one of these skills during the week and report back on their success in the next class.
Rubric
Conflict Resolution Assessment Rubric
Use this rubric for self-, peer-, and teacher assessment during the roleplay and reflection activities. Circle the level that best describes performance for each criterion.
| Criterion | Exemplary (4) | Proficient (3) | Developing (2) | Beginning (1) |
|---|---|---|---|---|
| Use of I-Statements | Consistently uses well-structured I-statements that clearly express feelings and needs without placing blame. | Usually uses I-statements to express feelings and needs, with minimal blaming language. | Occasionally uses I-statements but may include blame or unclear expressions. | Rarely uses I-statements; statements are vague or blame-oriented. |
| Active Listening | Demonstrates active listening throughout: maintains eye contact, paraphrases, asks clarifying questions. | Shows active listening most of the time: listens without interrupting, occasionally paraphrases. | Shows some active listening but may interrupt or miss key details. | Rarely demonstrates active listening: interrupts or is easily distracted. |
| Empathy | Consistently acknowledges others’ feelings and perspectives, showing deep understanding. | Often acknowledges others’ feelings and perspectives, with minor omissions. | Sometimes shows empathy but may overlook perspectives or respond superficially. | Rarely acknowledges others’ feelings or perspectives. |
| Quality of Solutions | Generates creative, fair, and practical solutions that address the needs of all parties. | Generates reasonable solutions that address most needs fairly. | Generates solutions but they may be impractical or not fully address all parties. | Struggles to propose viable or fair solutions. |
Scoring Guide:
- 4 (Exemplary)
- 3 (Proficient)
- 2 (Developing)
- 1 (Beginning)
Total Score: ____ / 16
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