!["I Statements" Classroom Relationship Building Activities](http://cdn.storyboardthat.com/storyboard-srcsets/phealey20/i-statements.png ""I Statements" Classroom Relationship Building Activities")
Activity Overview
Communication is one of the key components to a healthy relationship. Unfortunately for teenagers, this usually isn’t their strongest skill. Students may find it hard to think about what they are saying before they say it. Changing what is said may be difficult, but teaching teens how to say what they are thinking is a realistic goal. One way to do so is with the introduction of ‘I Statements’.
When someone is trying to get their point across and the speaker says “you keep doing this” or “you keep saying that”, it forces the listener to be in the wrong. The listener then goes on the defensive and often fires back. This is not an effective way to communicate. By simply changing the communication toward themselves “I think...”, “I feel...” and “I want…”, the listener then hears what their actions are doing to the other person. In this activity, students will use I... statements to communicate effectively in a provided scenario. The scenario and resolution should be completed for them to ensure a positive outcome. The only cells students will be creating are the I statements. The storyboard above will be copied into your account when you click "Use This Assignment", and you can tailor it and add it as a template for students to copy.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Finish the story with examples of I Statements using I Think, I Feel, and I Want.
- Click "Start Assignment".
- The scenario and resolution cell has been done for you.
- Finish the story by creating effective I Statements from Sandra in the three cells in between.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Structure and Grammar | Three cells were used in conjunction with the original two with a title describing the theme of the cell. There are few to no grammar or spelling mistakes. | Three cells were used in conjunction with the original two with a title describing the theme of the cell. There are some grammar or spelling mistakes, but understanding of content is clear. | There are too many grammar or spelling mistakes, creating an unclear understanding of content. |
| I Think | The cell used exemplary school-appropriate scenes, characters, and text to convey a proper I Statement thought that should not put blame on Mike. | The cell used adequate school-appropriate scenes, characters, and text to convey a proper I Statement thought that partially puts blame on Mike. | The cell used inappropriate scenes, characters, and text to convey the I Statement thought. |
| I Feel | The cell used exemplary school-appropriate scenes, characters, and text to convey a proper I Statement feeling that should not put blame on Mike. | The cell used adequate school-appropriate scenes, characters, and text to convey a proper I Statement feeling that partially puts blame on Mike. | The cell used inappropriate scenes, characters, and text to convey the I Statement feeling. |
| I Want | The cell used exemplary school-appropriate scenes, characters, and text to convey a proper I Statement want that should not put blame on Mike. | The cell used adequate school-appropriate scenes, characters, and text to convey a proper I Statement thought that partially puts blame on Mike. | The cell used inappropriate scenes, characters, and text to convey the I Statement want. |
Activity Overview
Communication is one of the key components to a healthy relationship. Unfortunately for teenagers, this usually isn’t their strongest skill. Students may find it hard to think about what they are saying before they say it. Changing what is said may be difficult, but teaching teens how to say what they are thinking is a realistic goal. One way to do so is with the introduction of ‘I Statements’.
When someone is trying to get their point across and the speaker says “you keep doing this” or “you keep saying that”, it forces the listener to be in the wrong. The listener then goes on the defensive and often fires back. This is not an effective way to communicate. By simply changing the communication toward themselves “I think...”, “I feel...” and “I want…”, the listener then hears what their actions are doing to the other person. In this activity, students will use I... statements to communicate effectively in a provided scenario. The scenario and resolution should be completed for them to ensure a positive outcome. The only cells students will be creating are the I statements. The storyboard above will be copied into your account when you click "Use This Assignment", and you can tailor it and add it as a template for students to copy.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Finish the story with examples of I Statements using I Think, I Feel, and I Want.
- Click "Start Assignment".
- The scenario and resolution cell has been done for you.
- Finish the story by creating effective I Statements from Sandra in the three cells in between.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Structure and Grammar | Three cells were used in conjunction with the original two with a title describing the theme of the cell. There are few to no grammar or spelling mistakes. | Three cells were used in conjunction with the original two with a title describing the theme of the cell. There are some grammar or spelling mistakes, but understanding of content is clear. | There are too many grammar or spelling mistakes, creating an unclear understanding of content. |
| I Think | The cell used exemplary school-appropriate scenes, characters, and text to convey a proper I Statement thought that should not put blame on Mike. | The cell used adequate school-appropriate scenes, characters, and text to convey a proper I Statement thought that partially puts blame on Mike. | The cell used inappropriate scenes, characters, and text to convey the I Statement thought. |
| I Feel | The cell used exemplary school-appropriate scenes, characters, and text to convey a proper I Statement feeling that should not put blame on Mike. | The cell used adequate school-appropriate scenes, characters, and text to convey a proper I Statement feeling that partially puts blame on Mike. | The cell used inappropriate scenes, characters, and text to convey the I Statement feeling. |
| I Want | The cell used exemplary school-appropriate scenes, characters, and text to convey a proper I Statement want that should not put blame on Mike. | The cell used adequate school-appropriate scenes, characters, and text to convey a proper I Statement thought that partially puts blame on Mike. | The cell used inappropriate scenes, characters, and text to convey the I Statement want. |
How Tos about Healthy Communication Activity: Using \"I Statements...\"
How to Teach Students to Use 'I Statements' in Real-Life Classroom Scenarios
Model effective 'I Statements' during class discussions or when resolving conflicts. Demonstrating real usage helps students see how to apply these skills in everyday interactions.
Guide students to role-play common peer conflicts using 'I Statements'
Assign students typical classroom or playground disagreements and ask them to resolve the issue using only 'I Statements'. This practice builds confidence and empathy by letting them experience both sides of a conversation.
Encourage students to reflect on their feelings before responding
Prompt students to pause and identify their emotions before speaking. Reflection allows them to choose words thoughtfully, reducing defensive reactions and misunderstandings.
Reinforce the use of 'I Statements' with positive feedback
Praise students when they use 'I Statements' correctly in discussions or group work. Recognition motivates them to continue practicing healthy communication habits.
Frequently Asked Questions about Healthy Communication Activity: Using \"I Statements...\"
What are 'I Statements' and how do they improve communication for teenagers?
'I Statements' are phrases that help students express their feelings and needs without blaming others, such as “I think…”, “I feel…”, and “I want…”. Using 'I Statements' encourages healthy communication by making conversations less confrontational and more focused on personal feelings and solutions.
How can I teach students to use 'I Statements' in the classroom?
Introduce the concept of 'I Statements' through guided scenarios, then have students practice by creating their own examples using prompts like “I think”, “I feel”, and “I want”. This helps students develop self-awareness and respectful communication skills.
Why are 'I Statements' important in social emotional learning activities?
'I Statements' empower students to express emotions and needs clearly, reducing misunderstandings and conflicts. They are a key tool in social emotional learning because they foster empathy, active listening, and positive relationship-building among students.
Can you give examples of effective 'I Statements' for middle school students?
Examples include: “I feel frustrated when assignments are unclear.”, “I would like more time to finish my work.”, and “I think group discussions help me understand topics better.” These statements are clear and focus on the speaker’s experiences.
What is the difference between 'I Statements' and 'You Statements' in conflict resolution?
'I Statements' focus on the speaker’s feelings and needs, making communication less accusatory. 'You Statements' can sound blaming, often putting the listener on the defensive. Using 'I Statements' leads to more constructive dialogue and better conflict resolution.
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