Students will be able to identify how they can communicate effectively when conflict arises.
- Join the class in a circle, either seated on a rug or in chairs.
- Tell them that today they will reflect on how to handle conflict effectively, and that they will be participating in a Personal experience panel.
- Explain that in the panel, three to four volunteers will describe a time when they had to speak to a friend or loved one who they were in a disagreement with. Ask them not to use any names in their stories.
- Mention that everyone who is not speaking will be asked to listen to each volunteer on the panel with kind attention.
- Write the following guidelines on the board for the panel:
- Each person has equal time to speak.
- No one interrupts, gives advice, or breaks in with a personal story.
- What is said in the classroom, stays in the classroom.
- Focus on each speaker with eye contact and listening ears.
- Ask for three to four volunteers to come into the centre of the circle and form a smaller circle.
- Tell them that they will have three minutes to respond to each prompt.
- Ask the class to take a few deep breaths into their bellies, and to relax their shoulders and hands.
- Then, have them return to normal breathing and feel their feet in their shoes or on the floor.
- Give the following prompt: "Describe a time you had to speak with someone who you may have been angry or in a disagreement with at some point. What happened? How did you feel? Were things resolved? Why or why not?"
- Remind the listeners of the guidelines on the board, and have each volunteer speak one at a time.
- After all volunteers have spoken, give the next prompt: "How can we use communication as a tool to resolve challenges and disagreements?"
- Again, remind the class of the panel's guidelines, and give each volunteer three minutes to share their ideas.
- Thank the volunteers, and ask them to return to the larger circle.
- Ask the class, "What was it like to hear your classmates' stories? How did their experiences impact them? How can communication help us resolve conflicts?"
Explicit Instruction/Teacher modeling(10 minutes)
- Tell the class that Mindful communicationIs a tool we can use when faced with a conflict, challenging situation, or difficult person.
- Write the following disconnecting and connecting phrases on the board (or project page three of the Mindful Communication Phrase Game: Connecting or Disconnecting? worksheet):
- Disconnecting Phrases:
- Don’t talk to me like that! (demand)
- What do you think you are doing? (challenge)
- I told you what I wanted; this is all your fault! (blame, guilt)
- I don’t want to talk to you ever again! (consequence, fear)
- Connecting Phrases:
- Let’s talk when we have both cooled off. (observation)
- I realise that you wanted a turn and notice that you are frustrated. (acknowledge feelings and needs)
- Fairness and making sure everyone has a turn is important. (acknowledge needs)
- What are some things that can be done to make sure you are feeling heard? (solutions and requests)
- Disconnecting Phrases:
- Review and read through each of the phrases with the class.
- Ask students to make observations and compare the phrases from the two categories.
- Have them use the Connecting Phrases to identify steps in mindful communication, and contrast those steps with the Disconnecting Phrases.
- Ask the class if they have any questions.
Guided practise(15 minutes)
- Ask for a student volunteer to come up and model mindful communication with you.
- Tell the class that you and your volunteer are in a disagreement because they had gone to the mall with friends without inviting you.
- Model speaking using disconnecting phrases with the volunteer. Then, use connecting phrases.
- Ask the class what they noticed in the interaction, and if they have any questions.
- Have everyone turn to a partner.
- Explain that each person will have a chance to use connecting phrases with their partner to practise mindful communication.
- Tell them that each person will have two minutes to share, while the other person listens with mindful listening ears.
- Remind them that the listener should only listen, and will not respond or give advice.
- Ask each pair to decide who will speak first, and who will listen.
- Give them the following scenario: "You have just gotten into a disagreement with your partner because they went to the mall with friends and didn't invite you."
- Allow students to use connecting phrases with their partner to try to communicate their emotions.
- After two minutes, have the pairs switch roles and repeat.
- Bring the class back together.
- Ask the class what they notice. How can mindful communication and speaking in this way lead to more connection?
Independent working time(25 minutes)
- Read through the instructions on the Mindful Communication Phrase Game: Connecting or Disconnecting? worksheet.
- Model how to play the game with a partner.
- Divide the class into pairs to cut out the cards and play the game.
Enrichment:Ask advanced students to write a skit using connecting phrases to demonstrate mindful communication.
Support:Work one-on-one or in small groups to help students complete the worksheet.
- While students are playing the game, move around the room and observe their use of connecting and disconnecting phrases to assess their understanding of mindful communication.
Review and closing(5 minutes)
- Bring the class back together in a circle.
- Ask them to share one takeaway from today's lesson.
- Show the poster about connecting and disconnecting phrases.
- Explain that the poster will be up in the room as a reminder to use connecting phrases when speaking with others.