Teacher Script: Guiding Confident Communication {#teacher-script-guiding-confident-communication}

Hook & Objectives (5 minutes)

Teacher says aloud with a warm smile:

“Good morning, everyone! Welcome back. Today we have an exciting goal: we’re going to learn how to identify what we really need and speak up for ourselves with confidence. That skill is called self-advocacy—it means sharing our needs and ideas in a clear, respectful way.

First, I have a question for you: What does ‘speaking up for yourself’ mean? How might it help you?

1. Think (1 minute): I’ll give you a minute to think silently and come up with your own definition.

2. Pair (2 minutes): Now, turn to your shoulder partner and share your ideas. Take turns listening and speaking.

3. Share (2 minutes): Let’s bring it back together. Who would like to share one idea from your discussion?”

Wait for volunteers. Celebrate each contribution.

“Great thinking, everyone! Today, we will:

• Define self-advocacy
• Learn to tell the difference between needs and wants
• Practice using “I” statements to express our needs respectfully”
  
  
  ## Teach Key Concepts (10 minutes)

1. Introduce Self-Advocacy

   • “Please open our slides: What’s Your Voice? Slides.”
   • Display Slide 1: What’s Your Voice?
     • Read aloud: “Building Confidence & Self-Advocacy Skills.”
     • Say: “Self-advocacy helps us get what we need, solve problems, and feel empowered.”
   • Display Slide 3: What Is Self-Advocacy?
     • Read definition: “Self-advocacy means speaking up to share your needs and ideas. It helps you get what you need, solve problems, and feel empowered.”
     • Ask: “Have you ever needed something but didn’t know how to ask? Who can share an example?”
     • Wait for 2–3 students to share. Praise each effort.

2. Define Needs vs. Wants

   • Display Slide 4: Needs vs. Wants.
     • Say: “I’m drawing two columns on the board. On the left, we’ll write Needs: essentials that keep us safe and healthy—like food, help, or rest. On the right, we’ll write Wants: extras we’d like but don’t need—like video games or candy.”
     • Invite students to sketch the columns in their notebooks.
   • Display Slide 5: Real-Life Examples.
     • Read each example aloud: “Asking for help with homework; eating lunch when you’re hungry; choosing a new toy; watching your favorite show.”
     • After each, ask: “Raise your hand if you think it’s a NEED. Now raise your hand if you think it’s a WANT.”
     • Confirm correct answers and address any confusion.

3. Introduce “I” Statements

   • Display Slide 7: Using “I” Statements.
     • Read the formula: “I need __________, because __________.”
     • Model on the board: “I need more time to finish this assignment, because I want to do my best work.”
     • Ask: “What’s another way to use an “I” statement? Turn and tell your partner one idea.”
     • Pause for 30 seconds. Then invite one student to share. Offer positive feedback.
       
       
       ## Guided Practice (15 minutes)

“Now it’s time to practice together.”

1. Volunteer Role-Play

   • Say: “I need a volunteer. Who wants to practice asking for something they need?”
   • When a student comes up, hand them a simple prompt: e.g., “You need help with a math problem.”
   • Coach them: “Remember: Start with “I need…, because…” and speak in a calm, respectful voice.”
   • Model with a second volunteer as the listener: the listener responds, “How can I help?”
   • Debrief quickly: “What did we notice about the speaker’s tone? The listener’s response?”

2. Role-Play Cards

   • Say: “Next, we’ll use our Needs vs. Wants Role-Play cards.”
   • Invite two more volunteers; give each a card and ask them to read their scenario aloud.
   • After each mini-skit, highlight one strong “I” statement and one respectful response.
   • Continue until 3–4 pairs have practiced or time is up.
     
     
     ## Independent Practice (10 minutes)

“Now I’d like everyone to try with a partner.”

1. Distribute Cards

   • Hand out one card per pair from Needs vs. Wants Role-Play.

2. Practice Rounds

   • Round 1 (3 minutes): Student A is the speaker using an “I” statement; Student B listens and asks, “How can I help?”
   • Round 2 (3 minutes): Swap roles with the same card.

3. Circulate & Support

   • Walk around. Listen and offer on-the-spot feedback: e.g., “Great calm voice!” or “Remember to include a reason after because.”
     
     
     ## Cool-Down & Exit Ticket (5 minutes)

Teacher says:

“Fantastic work today, everyone. Before we finish, I’d like you to think of one word that describes how you feel about using your voice today.”

1. Distribute One-Word Exit Ticket
2. Write (2 minutes): Students write their one word.
3. Share & Hand In (3 minutes): Invite 2–3 students to read their word aloud. Then collect tickets as students line up to leave.

Close with praise:

“Thank you for being brave and speaking up. Remember, using your voice is your superpower—use it kindly and confidently!”

Needs vs. Wants Role-Play Cards {#needs-vs-wants-role-play}

Use these scenario cards to practice distinguishing needs from wants and form clear “I” statements.

How to use:

1. Pick a card.
2. Speaker: Identify if it’s a need or want, then start with “I need…” or “I want…,” and give a reason.
3. Listener: Respond with “How can I help?” or “What can I do to support you?”

One-Word Exit Ticket {#one-word-exit-ticket}

As you leave today, please write one word that best describes how you feel about using your voice in class.

Your word: ____________