Lab Supervisor Guide Lab Supervisor Guide
Peace Lab Protocol • 90-Minute Session Plan
Middle School
Social-Emotional Learning
Session Objective
Students will analyze the "chemistry" of conflict by identifying four primary conflict types and four communication styles. By the end of the 90 minutes, students will demonstrate the ability to neutralize "volatile" situations using assertive communication and I-statements.
Materials Needed
Peace Lab Slides
Conflict Catalysts Worksheet
Reaction Relay Game Cards
Formula for Peace Exit Ticket
Procedure & Timeline
15 MIN
Phase 1: The Pre-Test (Hook & Intro)
Start with Slide 1-3. Ask: "What happens when two reactive chemicals mix?" Connect this to human conflict. Define conflict not as "bad," but as a natural "reaction" that needs management. Introduce the Conflict Spectrum (Internal vs. External).
25 MIN
Phase 2: Analyzing the Catalysts
Use Slides 4-6. Distribute the Conflict Catalysts Worksheet . Guide students through identifying the 4 types of conflict (Person vs. Person, Self, Society, Nature) and the 4 Communication Styles (Passive, Aggressive, Passive-Aggressive, Assertive).
💡 Pro-Tip: Use "The I-Statement Formula" slide to practice a few examples together before they work independently.
35 MIN
Phase 3: The Reaction Relay (Game)
Divide the class into 4-5 "Lab Teams." Teams will use the Reaction Relay Cards . Each team must analyze a scenario, identify the "toxic" communication style present, and "neutralize" it by performing an assertive script for the class.
Detailed instructions are found in the Slide Deck and on page 2 of this guide.
15 MIN
Phase 4: Laboratory Cleanup (Exit Ticket)
Debrief the game. Which reactions were hardest to neutralize? Distribute the Formula for Peace Exit Ticket for individual assessment.
Game Master Notes: Reaction Relay
Safety Warning (Misconceptions)
Middle schoolers often confuse "Assertive" with "Aggressive." Remind them: Aggressive tries to win at the cost of the other person. Assertive tries to solve the problem while respecting everyone.
The Relay Setup
Station 1: Identification
Teams read their Scenario Card. They must correctly label the Conflict Type (e.g., Person vs. Person) and the Current Reaction (e.g., Aggressive).
Station 2: The Toxic Trap
Teams must brainstorm one incorrect way to handle it (e.g., "If I were being passive-aggressive, I would just ignore them and post a mean meme about them").
Station 3: Neutralization
Teams write a perfect I-Statement and act out the assertive resolution. Use the formula: "I feel [feeling] when you [behavior] because [impact]. I would like [request]."
Scoring (Optional)
• Accuracy of Type: 5 pts
• Creative Toxic Trap: 5 pts
• Perfect I-Statement: 10 pts
• Lab Team Spirit: 5 pts
Key Discussion Questions
1
Why is it easier to be aggressive or passive than assertive in the heat of the moment?
2
Does "Assertive" communication always work? If not, what is the next step in the lab protocol? (Answer: Mediation/Adult help).
3
How can we spot a conflict before it "explodes"? What are the early warning signs (Physical or Emotional)?
Peace Lab Slides Peace Lab Protocol
Mastering the Chemistry of Conflict Resolution
Unit: Social Intelligence Lab
The Definition
Conflict: A disagreement or struggle between people with opposing needs, ideas, beliefs, or values.
The Myth
Conflict is always bad and should be avoided at all costs.
The Reality
Conflict is a natural "chemical reaction." It's how we respond that matters.
Types of Reactions
1
Person vs. Person
Disagreement between two individuals. The most common "lab" scenario!
2
Person vs. Self
Internal Conflict.
A struggle within your own mind (making choices, guilt, fear).
3
Person vs. Society
A struggle against laws, school rules, or social expectations.
4
Person vs. Nature
Struggling against the environment or things outside human control.
The 4 Elements of Communication
Passive
"Whatever you want is fine..."
Avoiding conflict by hiding your own needs. You lose, they win.
Aggressive
"Do it my way or else!"
Winning at any cost. Using blame, threats, or loud voices. You win, they lose.
P-Aggressive
"I'm fine... (not really)"
Using sarcasm or "accidental" mistakes to express anger indirectly.
Assertive
"I feel hurt when you..."
Stating your needs clearly while respecting others. The Goal: Win-Win.
The Neutralizing Formula
"I FEEL" + [Feeling]
"WHEN YOU" + [Specific Behavior]
"BECAUSE" + [The Impact]
"I WOULD LIKE" + [Request]
Reaction Relay
Phase 1: Identify
Receive your lab scenario. Identify the Conflict Type and the "Toxic" style being used.
Phase 2: The Trap
Brainstorm a "Bad Reaction" to avoid. What would happen if this exploded?
Phase 3: Neutralize
Write and perform your Perfect I-Statement script to resolve the conflict.
Team with the most stable "Neutralization" wins the Golden Flask!
Conflict Catalysts Worksheet Conflict Catalysts
Lab Report: Analyzing Human Interactions
Lab Technician:
Date:
Part 1: Identifying the Reaction Type
Match each laboratory observation with the correct type of conflict from the box.
Person vs. Person Person vs. Self Person vs. Society Person vs. Nature
1. Sam wants to wear his favorite hoodie to school, but the dress code says hoods are strictly forbidden.
2. Maya is terrified of heights, but her friends are pressuring her to go on the big roller coaster.
3. Leo and David are both captains of different basketball teams and can't agree on who gets the gym first.
4. A massive snowstorm cancels the school dance, and the student council is arguing over the new date.
Part 2: The 4 Elements of Communication
Identify the communication style used in each response (Passive, Aggressive, Passive-Aggressive, or Assertive).
"You always ruin everything! I can't believe you're so stupid for forgetting my book at home!"
"I felt upset when you forgot my book because I needed it for class. Could you bring it tomorrow?"
"It's fine... I guess I just won't have my book for the test. It's not like my grade matters anyway."
"Oh, you forgot it? No problem. I'll just fail the assignment. I'm sure your day was way more important."
Part 3: The Neutralizing Formula
Convert these "Volatile Reactions" into "Stable I-Statements."
Volatile Reaction
"Stop cutting in line! You're so annoying and you think you're better than everyone!"
Your Assertive Protocol:
I feel...
When you...
Because...
I would like...
Volatile Reaction
"Fine, you can have the last slice of pizza. I'm not even hungry anyway (stares at floor)."
Your Assertive Protocol:
I feel...
When you...
Because...
I would like...
Reaction Relay Cards Reaction Relay Activity Cards
Print, cut along the dashed lines, and distribute to Lab Teams.
Scenario A
The Social Media Snub
You see that your best friend posted a picture from the mall with three other people from your group, but they didn't invite you. When you see them at school, they walk up and act like nothing happened.
Team Mission:
1. Identify: What type of conflict is this?2. The Trap: Act out a Passive-Aggressive response.3. Neutralize: Write and perform an Assertive I-statement to clear the air.
Scenario B
The Group Project Ghost
Your partner for the science project hasn't done any of their assigned work. The project is due tomorrow, and they just told you they "forgot" their laptop today. You feel like you're going to fail because of them.
Team Mission:
1. Identify: What type of conflict is this?2. The Trap: Act out an Aggressive response.3. Neutralize: Write and perform an Assertive I-statement to find a solution.
Scenario C
The Seat Stealer
You've sat in the same seat in the cafeteria all year. Today, a student you don't know well is sitting there. Your friends are all there too, but there's no room for you now.
Team Mission:
1. Identify: What type of conflict is this?2. The Trap: Act out a Passive response.3. Neutralize: Write and perform an Assertive I-statement to handle the situation.
Scenario D
The Spilled Secret
You told your cousin a secret about someone you like. The next day, you find out they told two other people in your grade. Now people are whispering when you walk by.
Team Mission:
1. Identify: What type of conflict is this?2. The Trap: Act out a Passive-Aggressive response.3. Neutralize: Write and perform an Assertive I-statement to address the broken trust.
RESPECTFUL
CLEAR
CALM
Peace Lab Game Components • Set 1
Formula for Peace Exit Ticket Formula for Peace
Final Lab Analysis: Exit Ticket
Technician Name
Lab Station #
1. Name one "Reactive Element" (Conflict Type) you identified today and explain it in your own words.
2. Someone accidentally bumps into you and spills your water. Write an Assertive I-Statement to handle this:
I FEEL
WHEN
I WANT
How stable is your conflict resolution "Chemistry" right now?
Highly Volatile
Mostly Stable
Peace Lab Master
Formula for Peace
Final Lab Analysis: Exit Ticket
Technician Name
Lab Station #
1. Name one "Reactive Element" (Conflict Type) you identified today and explain it in your own words.
2. Someone accidentally bumps into you and spills your water. Write an Assertive I-Statement to handle this:
I FEEL
WHEN
I WANT
How stable is your conflict resolution "Chemistry" right now?
Highly Volatile
Mostly Stable
Peace Lab Master
Peace Lab Results Key Lab Results Key
Peace Lab Protocol • Answer Key
Supervisor Copy
Conflict Catalysts Worksheet: Part 1
1. Person vs. Society (Struggling against school rules/dress code)
2. Person vs. Self (Internal struggle with fear of heights)
3. Person vs. Person (Two individuals in disagreement)
4. Person vs. Nature (The snowstorm is an environmental factor)
Conflict Catalysts Worksheet: Part 2
Top Left: Aggressive ("You always ruin everything!")
Top Right: Assertive ("I felt upset... could you bring it tomorrow?")
Bottom Left: Passive ("It's fine... I guess I just won't have it.")
Bottom Right: Passive-Aggressive ("I'm sure your day was way more important.")
Part 3: Sample I-Statements
Scenario A (Cutting in Line)
I feel: Annoyed / DisrespectedWhen you: Cut in front of me in lineBecause: I have been waiting my turn for a long timeI would like: You to go to the back of the line or wait behind me
Scenario B (Pizza - from Passive to Assertive)
I feel: Hungry / FrustratedWhen you: Take the last slice without askingBecause: I was really looking forward to eating it tooI would like: Us to split the last slice or let me have it this time
Game Key: Reaction Relay
Scenario A (Social Snub)
Conflict: Person vs. Person
Scenario B (Project Ghost)
Conflict: Person vs. Person
Scenario C (Seat Stealer)
Conflict: Person vs. Person
Scenario D (Spilled Secret)
Conflict: Person vs. Person
Note: All relay scenarios are Person vs. Person to facilitate role-play.
Advocacy Lab Supervisor Guide Advocacy Lab Supervisor Guide
Self-Advocacy Protocol • 90-Minute Session Plan
Middle School
Social-Emotional Skills
Session Objective
Students will identify "Barriers" (environmental, sensory, or instructional) related to mental health or learning needs. They will practice navigating these barriers using assertive communication and the "Advocacy Formula" to request specific supports.
Prep Checklist
Advocacy Lab Slides
Need Navigators Worksheet
Advocacy Action Cards
Procedure & Timeline
15 MIN
Phase 1: Lab Initialization
Start with Slide 1-3. Ask: "What happens when a tool doesn't fit the job?" Define Self-Advocacy: Speaking up for what you need to be successful. Key Message: Needing support is a "spec," not a "bug."
25 MIN
Phase 2: Identifying Barriers
Slides 4-6. Distribute Need Navigators Worksheet . Model the Advocacy Formula: "I need [support] because [barrier] so that [goal]."
Example: "I need a printed copy of the directions because the classroom is too loud for me to hear them clearly, so that I can finish the task on time."
35 MIN
Phase 3: Advocacy Action Game
Students use Advocacy Action Cards in groups. They detect invisible barriers (Sensory, Mental Health, Instructional) and role-play assertive requests. Focus: Respectful but clear communication.
15 MIN
Phase 4: Personal Blueprint
Debrief. Complete the Blueprint Exit Ticket . Ask students to name one "Safe Person" in the building they could practice these formulas with this week.
Protocol Deep Dive: The Advocacy Styles
Passive
Staying silent, hoping someone notices. Leads to frustration and burnout.
Aggressive
Demanding help. Hurts relationships and creates more barriers.
Assertive
The "Gold Standard." Clear, respectful, and direct. Gets the job done.
Pedagogy Note
The goal is not to "fix" the student, but to "optimize" the environment. Use neurodiversity-affirming language throughout.
Pro-Tip
Some students may prefer non-verbal advocacy (cards, signals). Ensure these are validated as assertive strategies.
Advocacy Lab Slides Advocacy Lab Protocol
Navigating Barriers to Success
Self-Advocacy Skills for Every Brain
Self-Advocacy
Definition: Understanding your own needs and speaking up for the tools and supports that help you succeed.
The Goal
Making sure the classroom "environment" fits your brain's "specs."
The Power
When you advocate, you take control of your learning and well-being.
Lab Observation: Barriers
1
Environmental
Sensory Needs.
Bright lights, loud noises, seating position, crowded spaces.
2
Instructional
Learning Styles.
Too many verbal steps, not enough time, lack of clear visuals.
3
Social/Internal
Mental Health.
Anxiety during groups, feeling overwhelmed, needing a break.
How to Communicate Your Needs
Passive
"I'll just try to deal with it..."
Not asking for what you need. Feeling stuck or invisible. You struggle in silence.
Aggressive
"Give it to me now!"
Demanding help in a way that hurts relationships or causes more conflict.
Assertive
"I need a short break..."
The Goal: Being clear, respectful, and direct about what you need to succeed.
The Advocacy Protocol
I NEED ➜ SPECIFIC SUPPORT
BECAUSE ➜ THE BARRIER
SO THAT ➜ SUCCESS GOAL
Advocacy Action
01. Detect
Analyze your scenario. What is the invisible barrier? (Sensory, Mental Health, or Learning?)
02. Analyze
What happens if you stay Passive? What happens if you get Aggressive?
03. Protocol
Practice the Advocacy Formula. Role-play the assertive request with your lab team.
The Lab is better when everyone has the tools they need.
Need Navigators Worksheet Need Navigators
Lab Report: Identifying Invisible Barriers
Lab Technician:
Date:
Part 1: The Barrier Spectrum
Match each classroom observation with the correct type of barrier from the box.
Environmental/Sensory Instructional/Steps Internal/Mental Health
1. Alex is overwhelmed by the buzzing of the projector and can't focus.
2. Jordan feels their heart racing when asked to speak in front of others.
3. Riley needs the directions written down to process them correctly.
Part 2: Asking for Support
Identify the advocacy style: Passive, Aggressive, or Assertive.
"I'll just sit here and not do it. I'm too scared to ask again."
"Give me that paper now! You can't make me wait!"
"I need my headphones because the buzzing is distracting."
Part 3: The Advocacy Formula
Protocol: I NEED [SUPPORT] BECAUSE [BARRIER] SO THAT [SUCCESS].
Scenario A
The teacher is showing a movie, but there are no subtitles, and you need to read along to process the information.
I need...
Because...
So that...
Scenario B
Your anxiety is high because the room is too loud during free time. You need a 5-minute quiet reset.
I need...
Because...
So that...
Advocacy Action Cards Advocacy Action Cards
Print, cut, and distribute to Lab Teams for the Phase 3 Protocol.
Scenario 01
The Fast-Talker
Your teacher is explaining a project. They are speaking very quickly and haven't written anything down. You struggle to process verbal info, and your anxiety is spiking.
Team Mission:
1. Detect: What is the instructional barrier?2. Analyze: What happens if you are Passive ?3. Protocol: Role-play an Assertive request.
Scenario 02
The Buzzing Room
The fluorescent light is flickering and buzzing. It's making it impossible for you to focus on your math test.
Team Mission:
1. Detect: What is the sensory barrier?2. Analyze: What happens if you get Aggressive ?3. Protocol: Role-play an Assertive request.
Scenario 03
The Mountain
Mental health struggles have left you with three missing assignments. The list feels paralyzed and overwhelming.
Team Mission:
1. Detect: What is the internal barrier?2. Analyze: Why is Passivity dangerous?3. Protocol: Role-play asking for a task breakdown.
Scenario 04
The Reading Wall
Teacher puts a long article on the projector. Small, crowded text. Words start to swim/jumble due to dyslexia.
Team Mission:
1. Detect: What is the instructional barrier?2. Analyze: What would a Passive response look like?3. Protocol: Role-play asking for a printed copy.
Protocol Reminder: The Advocacy Formula
"I NEED [Support] BECAUSE [Barrier] SO THAT [Success Goal]"
Advocacy Blueprint Exit Ticket Advocacy Blueprint
Exit Ticket: Self-Advocacy Protocol
Technician Name:
Lab Station #:
1. Identify one barrier (Sensory, Instructional, or Mental Health) that you face at school.
2. Advocacy Formula: Request a support to help you navigate that barrier.
I NEED
BECAUSE
SO THAT
Self-Rating: Readiness Level
Nervous
Ready-ish
Ready!
Advocacy Blueprint
Exit Ticket: Self-Advocacy Protocol
Technician Name:
Lab Station #:
1. Identify one barrier (Sensory, Instructional, or Mental Health) that you face at school.
2. Advocacy Formula: Request a support to help you navigate that barrier.
I NEED
BECAUSE
SO THAT
Self-Rating: Readiness Level
Nervous
Ready-ish
Ready!
Advocacy Lab Key Advocacy Lab Results Key
Official Protocol Key • Internal Use Only
Supervisor
Part 1: Barriers
Environmental/Sensory
Internal/Mental Health
Instructional/Steps
Internal/Mental Health
Part 2: Advocacy Styles
Left: Passive
Center: Aggressive
Right: Assertive
Part 3: Formula Sample Responses
Scenario A: Subtitles
"I need the subtitles turned on because I process information better when I read along, so that I can participate in the class discussion."
Scenario B: Quiet Reset
"I need a 5-minute quiet reset in the hall because my anxiety is high from the noise, so that I can calm down and return to work."
Advocacy Action Game: Expert Protocol
01: The Fast-Talker
Expected Support: Requesting printed notes, a signal to slow down, or visual aids.
02: The Buzzing Room
Expected Support: Permission to use headphones, move seats, or turn off specific lights.
03: The Mountain
Expected Support: Identifying the first small task, requesting extra time, or a meeting to prioritize.
04: The Reading Wall
Expected Support: Requesting a large-print copy, text-to-speech tools, or a partner to read aloud.
Facilitator Focus
Encourage students to focus on "The Ask." Many students can identify the problem but struggle to name the specific solution. Help them bridge the gap between "I'm overwhelmed" and "I need X tool."
