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.
(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.
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.
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.
Prompt students to pause and identify their emotions before speaking. Reflection allows them to choose words thoughtfully, reducing defensive reactions and misunderstandings.
Praise students when they use 'I Statements' correctly in discussions or group work. Recognition motivates them to continue practicing healthy communication habits.
'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.
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.
'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.
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.
'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.