A multi-day social-emotional learning sequence designed to help students master social cue detection, calm conflict resolution, and peer navigation. Students progress from decoding subtle cues to active problem-solving and independent real-world application.
What message was Sam sending with his tone & approach?
Re-write Sam's approach. How could Sam join Devon respectfully using clear social radar?
My Social Radar Goal for Today:
Which clue (facial expression, body posture, vocal tone, or personal space) will you practice noticing most carefully today? Why?
Peer Navigators • Skill Identification Phase Page 2 of 2
4. Divide the Roles
One person leads the presentation, the other designs the poster. Both roles matter equally.
Golden Rule: A great agreement feels fair to both friends. Creativity beats arguing every time!
Seeking Support
The Adult Help Gauge
Tattling vs. Reporting
Tattling / Telling On
Goal: To get someone in trouble or control them.
No one is hurt or in physical/emotional danger
You haven't tried talking to the person first
Small glitch (e.g., “He cut one step in line!”)
Action: Use an "I" statement or let small things slide.
Reporting / Asking for Help
Goal: To keep someone safe or resolve a stuck conflict.
Someone is hurt, threatened, or scared
Repeated bullying or property damage
Both tried to solve it but are completely stuck
Action: Calmly ask: “Can you help us mediate?”
Asking an adult to help mediate is a sign of strength and mature communication!
Live Simulation
Compass in Action
Quick Roleplay
THE DILEMMA Classroom Poster Project
“Avery wants to draw a comic strip for the history poster, but Noah wants to build a factual timeline with printed photos. Avery yells: ‘Your idea is boring and nobody will read it!’ Noah looks angry and crosses his arms.”
1. North: Pause
Take 3 breaths before answering
2. East: "I" Message
“I feel hurt when my idea is called boring...”
3. South: Win-Win
Comic timeline with photos!
Turn to your partner: How would you combine both ideas into a win-win? Ready for Compass Worksheet →
Step 1 (Pause): What is your physical calming strategy right now?
Step 2 (Express): What "I" statement will you say to Jamie?
Step 3 (Solve): Suggest a creative win-win compromise that saves the poster and respects both partners:
Compass Reflection
When you feel angry or frustrated, what is your body's earliest warning signal (e.g., clenched fists, racing heart, hot face)? How will you remind yourself to pause?
Peer Navigators • Handling Disagreements Phase Page 2 of 2
Peer Navigators • Lesson 3
Peer Challenge Task Cards
Set B: Cards 5–8
Observer Role: Rate the roleplay: Did they pause? Use clear tone? Propose win-win? Win-Win & Support
CARD 05 • CAFETERIA Tone Check
The "Friendly" Tease
A peer smirks and says loudly: “Nice haircut, did you do that yourself in the dark?” They smile, but their tone is sharp, and kids chuckle uncomfortably.
Navigator Mission:
1. Decode: Is this gentle banter or harmful teasing?
2. Firm boundary: Deliver a calm, unbothered 1-liner.
3. Upstander: What should a bystander say to disrupt?
Skill: Setting clear, calm boundaries ✂ Cut along dashed border
CARD 06 • GROUP WORK Task Sharing
The Group Takeover
Riley grabs the project materials: “I’ll just do everything because I want an A, and you guys are too slow.” You and your partner are left sitting with nothing.
Navigator Mission:
1. Validate: Acknowledge Riley's desire for high quality.
2. "I" Statement: “I feel excluded when tasks aren't shared...”
3. Division plan: Propose 3 roles so everyone contributes.
Skill: Assertive collaboration without hostility ✂ Cut along dashed border
CARD 07 • COMMON AREA Space Bubble
The Space Intruder
During independent reading in the library, a peer sits right next to you on the rug, leaning their head onto your shoulder to read your book. You feel uncomfortable.
Navigator Mission:
1. Body posture: Adjust posture without shoving.
2. Kind boundary: “I need personal space to read right now.”
3. Alternative: Offer to share recommendations after.
Skill: Boundary setting with calm kindness ✂ Cut along dashed border
CARD 08 • SAFETY / HELP Adult Help
The Escalating Threat
Two students argue over a jacket. One shoves the other against a locker, fists balled up, threatening: “Give it back or after school you're done.” You witness this.
Navigator Mission:
1. Decision check: Self-solve or Report immediately?
2. Report script: What factual details do you give?
3. Safety rationale: Why is this reporting, not tattling?
Skill: Immediate, mature safety reporting ✂ Cut along dashed border
Follows formula with sentence starters provided on sheet.
Fluidly frames emotions, specific trigger, and reasonable request.
Win-Win & Help
Demands 100% their way; tattles to get others into trouble.
Accepts teacher-suggested compromise or coin flip.
Proposes fair options; requests adult mediation only when stuck/unsafe.
Targeted Accommodations & Extensions
Scaffolds for Neurodivergent / Struggling Learners:
• Provide visual cue prompt cards at desk (Green, Yellow, Red faces).
• Pre-fill the emotion options on "I" statement worksheets.
• Practice the "One Arm Length" bubble using physical hula-hoops.
Extensions for Advanced / Peer Leaders:
• Train as playground "Peace Mediators" during recess.
• Write and perform original dilemma scripts for younger grades.
• Map multi-party conflicts where 3+ peers disagree on rules.
Key Misconceptions to Address
Misconception: “Asking for help is tattling.” Truth: Tattling aims to get someone in trouble for a small issue; asking for help protects safety or unblocks mutual problem-solving.
Misconception: “Compromise means you lose.” Truth: Compromise preserves the friendship and ensures both people get part of what they value most.
Peer Navigators • Facilitator Implementation Guide Page 2 of 2
