Feelings
A student is laughing while everyone is playing a game, but when the game ends, they become very quiet and sit alone. What are TWO different feelings they might be experiencing? Explain what clues or evidence made you choose those feelings.
Happy/excited during the game, then lonely, sad, disappointed, or left out afterward.
A new student comes to your class and doesn't know anyone yet. At lunch, you notice they are sitting alone. Your friends are already sitting together. What could you do to be a good friend without having to stop being friends with your current group?
Invite the new student to sit with you/group, introduce them to your friends, or include them in an activity. Being welcoming doesn't mean you have to stop spending time with your other friends.
You're telling your friend about something exciting that happened at recess. Before you finish, they interrupt and start telling you their own story. What could you do?
Politely let them know you weren't finished or wait for an appropriate moment to say, “Can I finish telling you what happened?” Good communication includes allowing others to finish speaking.
You can't find your favorite pencil. You see another student using a pencil that looks exactly like yours. What should you do BEFORE accusing them of taking it?
Ask calmly where they got it, check your belongings again, or ask questions to find out what happened. Don't assume based only on appearance.
At lunch, your group is talking and laughing. You notice one girl at the end of the table has stopped talking and is just picking at her food. Nobody has said anything mean to her. What are two possible reasons she might have become quiet?
She could be full from lunch, feel left out, be upset about something unrelated, feel uncomfortable, be tired, or simply not feel like talking. You shouldn't assume you know the reason just by looking at her.
Your teacher asks a question. You give an answer, and several students laugh because your answer is incorrect. What could you do in that moment to handle your feelings and keep participating?
Take a breath, remind yourself that mistakes are part of learning, and continue participating rather than letting embarrassment stop you. Also, let the teacher know how you're feeling and ask for a break in the peace corner.
You and your friend promised to work on a project together after school. Another friend invites you to do something you really want to do. You want to cancel your plans with your first friend. What should you consider before making your decision?
Consider the promise you made, how canceling might affect your friend, whether the new opportunity can happen another time, and whether you can find a way to keep your commitment.
Your teacher gives the class directions for an assignment, but you're not sure what you're supposed to do. Your friend says, “I don't know either.” What could you do instead of sitting there and guessing?
Ask the teacher for clarification, reread the directions, or ask a classmate who understands. It's better to ask questions than make assumptions.
Your group has to choose one idea for a project. Two students want to do one idea, and two students want to do another. Everyone keeps saying, “My idea is better!” What is one fair way the group could make a decision?
The group could compare the ideas, discuss the pros and cons, vote, combine the ideas, or take turns explaining their ideas before deciding.
Your teacher puts you in a group with three classmates. One student keeps getting talked over whenever she tries to share an idea. After a few minutes, she stops raising her hand. What does this tell you, and what could you do?
She may feel ignored or like her ideas don't matter. You could notice the pattern and say something like, “Wait, I want to hear what she was saying,” or make sure everyone gets a chance to contribute.
Your group is working on an assignment. One person keeps taking over and won't let anyone else share their ideas. What could you say or do to make sure everyone gets a chance to participate?
Politely say something like, “Let's hear everyone's idea,” establish turns, or divide responsibilities.
You and your best friend both want to be first in line. Your friend says, “I'm going first because I let you go first yesterday.” You don't remember that happening. What could you do to solve the disagreement without turning it into a bigger argument?
Talk calmly, listen to their side, explain your perspective, and find a fair solution such as taking turns or using another fair method to decide. If necessary, ask the teacher wo went yesterday for clarification.
You're talking to a classmate and they say, “My favorite thing to do after school is play basketball.” You want to show that you're actually listening. What is a good follow-up question you could ask?
Answer: Examples:
You and your friends are playing a game at recess. One student keeps changing the rules whenever their team starts losing. Everyone is getting frustrated. What are TWO possible solutions? Which would you choose and why?
Possible solutions:
Your teacher moves your seat because you've been talking to the person next to you. You feel embarrassed because you think “I'm not even the only person talking!” What is something your teacher might be considering that you aren't thinking about?
The teacher may be thinking about the whole class, how much talking is happening and from whom, whether students are able to focus, or whether they've already given reminders. The teacher may have a different perspective because they're watching the entire classroom.
You're trying to finish an assignment, but your friend keeps whispering jokes to you. You want to laugh, but you also know you need to finish your work. What should you consider before deciding how to respond?
Consider the assignment, classroom expectations, consequences, and whether participating will help or hurt your ability to learn.
Your group of friends is playing a game at recess. One friend says, “Don't let Marcus play. He's annoying.” Marcus is standing nearby and clearly hears them. What could you do?
Speak up respectfully, suggest including Marcus, invite him to play, or choose not to participate in excluding him. A strong answer should recognize that excluding someone just because the group doesn't like them can be hurtful.
Your friend asks if they can borrow your pencil. You say, “Sure.” But you say it with an annoyed voice and roll your eyes. Your friend thinks you're upset with them. You say, “But I said sure!” Who is right? Explain
The words and nonverbal communication sent different messages. Tone and body language can change how someone interprets what we say. The friend isn't wrong for noticing those signals, and the speaker may need to clarify.
You’re in a group chat with three friends. Two of them start arguing because one friend shared something privately that wasn’t supposed to leave the group. They both want you to “pick a side.” What should you do, and why?
Don’t immediately pick a side. Listen to both perspectives, avoid spreading the information further, and encourage them to talk directly about what happened. You can support both friends without becoming part of the drama.
Your teacher tells the class that instead of doing the activity everyone was expecting, the class has to do a different assignment. A lot of students immediately start complaining, smacking their lips, saying, “This is boring!” and “Why can't we just do the other activity?" Before deciding that your teacher is being unfair or trying to ruin your day, what are two things you should consider?
You don't know everything happening behind the scenes. The teacher may have had to change the plan because of time, school instructions, something another teacher needed, or something that happened earlier. You can be disappointed while still considering the teacher's perspective before assuming they are being unfair. Just remember to be respectful even when you are upset.
Your group is about to turn in a project. You notice one teammate's section has several mistakes. They tell you, “Don't say anything. The teacher probably won't notice.”
Talk privately and respectfully with the teammate, help correct the mistakes, and involve the teacher if necessary. Don't publicly embarrass them or knowingly submit incorrect work.
Your best friend asks, “Do you think I'm good at basketball?” You honestly think they need to practice more, but you don't want to hurt their feelings. What could you say?
Be honest while being kind. For example: “I think you could get even better if you practiced more. You're already good at ___.” A good friend doesn't have to lie, but they should communicate respectfully.
You tell your friend, “I don't want to work with you today.” You mean that you want to work alone because you're having a difficult day. Your friend thinks you don't like them anymore. What could you have said differently to make your message clearer?
Explain the real reason without attacking the friend. For example:
“I'm having a hard day and I think I need some quiet time today. It's not because I'm upset with you.”
At lunch, your friend comes up and says, “I heard Maya was talking about me. You were there—tell me EVERYTHING she said!” You remember hearing Maya say something, but you aren't sure exactly what she meant. What should you do before repeating anything?
Don’t repeat something you aren’t sure about. Explain that you don’t want to make the situation worse by guessing or spreading something out of context. If your friend is concerned, encourage her to calmly ask Maya directly. The goal is to solve the problem, not become part of the drama.
Your teacher lets one student redo an assignment because they were absent. You forgot your assignment and ask for a redo too, but your teacher says no. You think, “She likes them more than me.”
Is that automatically true? What other information would you need before deciding whether the teacher was being unfair?
No. The situations are different. The student who was absent may not have had the opportunity to complete the assignment, while forgetting it was the other student's responsibility. Before deciding that the teacher is playing favorites, think about whether both students had the same opportunity and responsibility. Sometimes there are consequences for forgetting or not completing something, and a second chance is not always available.