Conflict Resolution Today

Overview

This lesson is the fifth of six in the unit Building Respectful Relationships. Students will learn and practise conflict resolution strategies that show respect and understanding, using short case studies and role-play.

Learning intentions

Students will:

• Identify what makes a conflict (feelings, needs, misunderstandings) and why respectful communication matters.
• Learn conflict resolution strategies and choose the best strategy for different situations.
• Participate in role-play using respectful words, listening, and problem-solving steps.
• Reflect on how their choices affect relationships.

Success criteria

Students can:

• Explain at least two conflict resolution strategies and when to use them.
• Describe how respectful listening and calm words help solve conflicts.
• Use role-play actions and language that show respect (e.g., “I feel…”, “We could…”, listening without interrupting).
• Give one specific suggestion for improving a resolution.

Curriculum links

• Health focus: building respectful relationships through communication, understanding others, and safe, respectful ways to handle disagreements (aligned to Health K–10 outcomes for learning with familiar people and communities).
• Social and emotional learning for conflict: applying strategies for managing feelings, communicating respectfully, and seeking solutions.
• Oral communication: listening for understanding and presenting ideas to a familiar audience through discussion and role-play (EN2-OLC-01 links).

Lesson structure (45 minutes)

1. 0–5 min · Warm-up prompt. Teacher writes on the board: “A conflict is when…”. Students do a quick think-pair-share to complete the sentence using an example from school (teacher records 2–3 responses).
2. 5–12 min · Strategy overview (direct teach). Teacher introduces a simple set of conflict resolution strategies and models respectful language:

• Stop and cool down (pause, breathe, move away if needed).
• Use “I” statements to name feelings (e.g., “I feel upset when…”).
• Listen and clarify (ask: “What happened for you?”).
• Seek fair solutions together (brainstorm and choose a plan).
• Follow up (check if it worked and repair if it didn’t). Students repeat and practise one example sentence as a class: “I feel… when…”.

3. 12–20 min · Case study analysis. Teacher displays 2 short scenarios (read aloud; students take notes on a small sheet). Example scenario prompts:

• Scenario A: Two students both want the same marker during a group activity.
• Scenario B: A student’s joke embarrassed someone in the playground. Students work in pairs to answer:
• What is the conflict about?
• What might each person be feeling or needing?
• Which strategy should come first, and what respectful words could be used? Teacher circulates, prompting with: “How do you know it’s a conflict? What would respectful listening look like?”

4. 20–32 min · Role-play planning (small groups). Students form groups of 3–4. Each group chooses one scenario and plans a 45–60 second role-play using a “resolution checklist” visible to them:

• Stop and cool down (what will you do?)
• I statement (what will you say?)
• Clarify question (what will you ask?)
• Solution together (what plan will you agree?) Groups practise once quietly with “voice and respect” reminders (no blaming; turn-taking).

5. 32–40 min · Role-play performances. Teacher selects 3 groups to perform. After each performance, the class gives a “glow and grow”:

• Glow: one respectful strategy they used well
• Grow: one improvement suggestion (e.g., “Try asking a clarifying question sooner” or “Use a calmer tone”). Teacher keeps feedback kind, specific, and based on the checklist.

6. 40–45 min · Exit ticket reflection. Students complete a short written prompt: “In a conflict, the best first step is __ because __. A respectful word I can use is __.” Teacher collects to check understanding.

Resources

• Scenario cards (2 teacher-prepared case studies)
• Student reflection/response sheets and exit tickets
• Resolution checklist poster (Stop, I statement, Listen/clarify, Fair solution, Follow up)
• Timer for role-play practice and performances
• Optional: simple role-play props (paper, marker, hat) for focus, not to intensify conflict

Assessment

• Formative: teacher observations during pair case-study discussions (look for accurate identification of conflict and suitable first strategy).
• Formative: role-play checklist use—students demonstrating respectful communication and listening.
• Summative-informational: exit ticket responses showing chosen first step and a respectful word/phrase.

Differentiation

• Support:
• Provide sentence starters for “I” statements and clarifying questions (e.g., “I feel…”, “Can you tell me what happened?”).
• Offer a simplified checklist with icons (pause, feelings, listen, plan).
• Allow students who need it to rehearse with teacher prompts before performing.
• Extension:
• Challenge students to suggest two possible solutions and explain why one is fairer.
• Ask students to identify what to do if the first solution doesn’t work (follow up).
• EAL/SEN considerations:
• Use clear modelling and short, repeated language frames for respectful communication.
• Pre-teach key words: conflict, feelings, listen, solution, respect.
• Pair students strategically so roles (speaker/listener/recorder) are manageable and inclusive.