Peaceful Conflicts

Overview

This lesson is lesson 5 of 10 in “Building Respectful Relationships”. Students practise peaceful strategies for resolving conflicts, focusing on respectful communication using “I” statements and simple mediation steps through role-play.

Learning intentions

WALT: Discover strategies for resolving conflicts peacefully.

• Students will identify what a conflict is and why it can hurt feelings.
• Students will practise using “I” statements to share feelings without blaming.
• Students will learn a simple mediation routine: stop, say what happened, listen, choose a peaceful solution, and try again.
• Students will role-play a conflict scenario and use respectful body language and calm voices.

Success criteria

• I can use a simple “I” statement (e.g. “I feel…”) to explain my feelings.
• I can follow the conflict steps: stop, speak kindly, listen, and choose a solution.
• I can role-play respectfully and try a peaceful outcome with my partner.

Curriculum links

• Students identify and explore skills and strategies to develop respectful relationships.
• Students practise strategies to seek, give or deny permission respectfully (when needed to stop or change an interaction).
• Students practise personal and social skills to interact respectfully with others (used during cooperative role-plays).

Lesson structure (50 minutes)

1. 0–5 min · Warm-up: Feelings and fairness check. Teacher shows 4 large emotion cards (happy, frustrated, sad, angry) and asks students to point to the feeling they might have during a toy-sharing problem. Students quickly share one sentence: “When someone… I might feel…”

2. 5–12 min · Direct teach: “I” statement model. Teacher uses a short script on the board/pocket chart:

• “I feel… (name feeling)”
• “I need… (a respectful request)”
• “I want… (a peaceful solution)” Teacher models: “I feel upset because the bike was taken. I need a turn. Can we use a timer?” Students repeat as a chorus, then turn-and-talk to practise one sentence.

3. 12–20 min · Teach mediation steps (visual routine). Teacher introduces a 5-step mediation graphic organizer (Stop • Say • Listen • Choose • Try Again) and demonstrates with a mini-sketch (teacher + one student). Students help label each step with a short phrase (verb-first), e.g. “Stop and calm” and “Listen to the other person”.

4. 20–32 min · Guided practice: permission and polite words. Teacher provides 3 conflict “switch phrases” focusing on seeking or denying permission respectfully:

• “Stop, I don’t like that.”
• “Can I please…?”
• “No thank you.” Students practise in pairs using quick role-play rounds while teacher circulates, giving immediate feedback on calm body language and “I” statements.

5. 32–44 min · Main task: role-play conflict resolution. Teacher groups students into pairs and assigns one scenario card each (picture-based):

• Someone cuts in line
• Two people want the same toy
• Someone bumps into another and keeps going Teacher reminds: use the mediation steps and “I” statement frame. Students perform a 30–45 second role-play while the other partner uses a simple checklist (spoken “I” statement, listened, chose peaceful solution).

6. 44–50 min · Exit reflection (quick check). Teacher shows an “I can…” strip and asks students to complete one orally or with a sticker: “Today I used an ‘I’ statement because…” or “Next time I will listen and choose a solution.”

Resources

• Emotion picture cards
• “I feel… I need… I want…” sentence frames (print + board)
• Mediation graphic organizer (Stop • Say • Listen • Choose • Try Again)
• Scenario cards with simple illustrations
• Permission word cards (“Stop…”, “Can I…?”, “No thank you.”)
• Pair role-play checklist (simple smile/frown or yes/no ticks)
• Timer (digital) for turn-taking practice
• Optional: phone/tablet for teacher to show a short silent animation of peaceful mediation (teacher-controlled)

Assessment

• Formative: teacher observes pair role-plays for use of “I” statements, respectful tone/body language, and following mediation steps.
• Formative: checklist from the listening partner (tick if elements were present).
• Exit reflection: teacher checks understanding of at least one “I” statement or mediation step.

Differentiation

• Support: provide sentence frames and a word bank (feelings: happy, sad, upset, angry; needs: a turn, space, stop). Include large print and allow students to point to words before speaking.
• Dyslexia-friendly reading option: use picture-based scenario cards and the mediation steps on a colour-coded graphic organizer; provide audio support via teacher reading directions aloud.
• Support for hearing/processing: pre-teach scenario roles (Who feels what? What is the peaceful solution?) and allow students to practise their lines once with teacher.
• Extension (advanced learners): after role-play, students create a second “better solution” version showing a different peaceful option (e.g. negotiate a turn schedule or propose a different activity).
• Behaviour/attention support: give students a clear “job” (speaker vs listener vs checklist holder) during practice rounds, then switch roles.

Extension (optional)

• Students create a conflict resolution poster using the mediation graphic organizer and one “I” statement. Requirement: include a clear peaceful solution choice and one polite permission sentence (e.g. “Can I please…?”).