Power of I Lesson Plan Session 1 Lesson Plan
Power of I
20 Minutes
Why This Matters
Developing assertive communication lays the foundation for self-advocacy and healthy relationships. Learning “I” statements helps the student express feelings and needs respectfully, reducing misunderstandings and conflict.
Objective
By the end of Session 1, the student will define assertiveness, distinguish it from passive and aggressive communication, and practice crafting “I” statements to express needs clearly.
Preparation
Print copies of Assertiveness Definition Handout
Print copies of I-Statement Examples Worksheet
Cut and shuffle Scenario Role-Play Cards
Review definitions and example statements
Materials Needed
Assertiveness Definition Handout
I-Statement Examples Worksheet
Scenario Role-Play Cards
Time Activity Instructions 5m Warm-Up Build rapport. Ask: “Can you think of a time you wanted to speak up but didn’t? What happened?” 5m Intro to Assertiveness Read aloud definitions (Passive, Assertive, Aggressive). Discuss one real-life example of each and have the student identify the style. 5m "I" Statements Explain formula: I feel [feeling] when [situation] because [reason]. Underline parts in worksheet examples. 3m Practice Draw a Role-Play card. Guide student to write/speak an "I" statement. Provide feedback on clarity and tone. 2m Cool-Down Ask: “How did it feel to put thoughts into an ‘I’ statement?” Preview Session 2: Boundaries.
Facilitation Tips
Watch for "You" traps! If the student starts their statement with "I feel like you are being mean," redirect them to the feeling. "How do you feel? Frustrated? Hurt?" Keep the focus on their internal experience.
Power of I Slides Speak Up Strong
Session 1: Power of I
Defining Assertiveness & Practicing “I” Statements
Session Objectives
What Is Assertiveness?
Passive
Holding back feelings or needs. Often leads to feeling ignored or resentful.
Assertive
Expressing feelings and needs clearly, directly, and respectfully .
Aggressive
Demanding or forceful. Disrespects others' needs to get your way.
Why Assertiveness Matters
Builds self-confidence and self-respect
Reduces misunderstandings and conflict
Promotes healthier relationships
Helps set healthy personal boundaries
“I” Statement Structure
I feel [feeling]
when [situation]
because [reason]
Examples in Action
“I feel frustrated when my things are borrowed without asking because I like to know where they are .”
“I feel happy when we work together on projects because it makes tasks easier and faster .”
“I feel disappointed when plans change last minute because I value my time and preparation .”
Practice Activity
Pick a Scenario Role-Play Card
Write an “I” statement response
Share your statement for feedback
Reflection
“How did it feel to put your thoughts into an ‘I’ statement?”
Next Session: Setting Healthy Boundaries
Assertiveness Definition Handout Defining Speak Up
Assertiveness Definition Handout
Communication is more than just talking. It's about how we express our needs and how we respect others. There are three main ways we communicate:
Passive
What it looks like:
Keeping your feelings inside, saying "it's fine" when it's not, or letting others make choices for you because you're afraid to speak up.
"I guess we can do what you want... even though I don't really like it."
Aggressive
What it looks like:
Demanding what you want, blaming others, shouting, or being disrespectful to get your way. It ignores other people's feelings.
"You always mess everything up! We're doing it my way or not at all!"
Assertive
What it looks like:
Being clear, direct, and honest about what you need while still being respectful to the other person. It's the "just right" middle ground.
"I understand you're busy, but I need some help with this part of the project."
Pro-Tip
Assertiveness is a skill , not a personality trait. That means anyone can learn it with practice! It helps you stand up for yourself without putting others down.
I-Statement Examples Worksheet I-Statement Builder
Session 1: Power of I
Name / Date
I feel... + when... + because...
The Magic Formula for Assertive Communication
1 Step 1: Identify the Parts
Read the example below. Circle the Feeling , underline the Situation , and double-underline the Reason .
"I feel frustrated when people interrupt me because I lose track of what I was trying to say."
2 Step 2: Fill in the Blanks
Complete these "I" statements using your own words.
I feel
when
because
I feel
when
because
3 Step 3: Create Your Own
Think of a situation you've experienced recently. Write a complete "I" statement for it below.
Feeling Words Ideas
Frustrated, Confused, Nervous, Happy, Overwhelmed, Ignored, Respected, Proud, Annoyed, Excited.
Check Your Tone
Speak calmly and clearly. Make eye contact if you can!
Scenario Role-Play Cards Needs & Boundaries Scenario Role-Play Cards
Session 1: Needs & Boundaries
Instructions: Cut along the dashed lines. Use these scenarios to practice your "I" statements!
Scenario 1
The Borrowed Hoodie
Your best friend borrows your favorite hoodie without asking. You see them wearing it at school the next day.
Say: "I feel..."
Scenario 2
The Interrupter
You're trying to explain an idea for a group project, but a classmate keeps talking over you before you can finish.
Say: "I feel..."
Scenario 3
The Slacker
You're working on a science lab with a partner. They are on their phone while you do all the measuring and recording.
Say: "I feel..."
Scenario 4
The "Joke"
A friend makes a joke about your new haircut in front of a group of people. Everyone laughs, but it really hurt your feelings.
Say: "I feel..."
Scenario 5
The Grade Gap
You get a test back and see you lost points on a question you're sure you answered correctly based on your notes.
Say: "I feel..."
Scenario 6
The Seat Swapper
You walk into the cafeteria and see someone you don't know very well sitting in your usual spot with your group of friends.
Say: "I feel..."
Scenario 7
The Game Repeat
Your friend wants to play the same video game you've played for the last three days. You're bored and want to try something else.
Say: "I feel..."
Scenario 8
The Study Chores
You're focused on studying for a big history test when a parent comes in and tells you to take out the trash right now.
Say: "I feel..."
Boundary Building Lesson Plan Session 2 Lesson Plan
Boundary Building
20 Minutes
Why This Matters
Understanding and setting healthy boundaries empowers the student to protect their well-being, respect others, and communicate limits clearly, reducing conflicts and building self-confidence.
Objective
By the end of Session 2, the student will define healthy boundaries, identify different types (physical, emotional, digital), and practice articulating personal limits through role-play.
Preparation
Print Healthy Boundaries Handout
Print Boundary Reflection Worksheet
Cut and shuffle Boundary Setting Scenarios Cards
Review sample boundary statements
Materials Needed
Healthy Boundaries Handout
Boundary Reflection Worksheet
Boundary Setting Scenario Cards
Time Activity Instructions 2m Warm-Up Recap Revisit "I" statements. Ask: “Can you share one situation this week where you used an ‘I’ statement?” 5m Intro to Boundaries Define physical, emotional, and digital boundaries using the handout. Discuss real-life examples and why they matter for safety and respect. 5m Violation Discussion Present 2–3 scenarios from the handout where boundaries are crossed. Identify the type of violation and discuss how to address it. 5m Role-Play Practice Draw a card. Guide student to use the formula: I feel... when... I need... Provide feedback on confidence. 3m Reflection Complete the reflection worksheet. Summarize key points. Preview Session 3: Refusal Skills.
Facilitation Tips
Some students might feel "mean" for setting boundaries. Remind them that boundaries are not walls to keep people out, but gates to show people how to come in respectfully. It is an act of kindness to tell people how to treat you fairly.
Boundary Building Slides Speak Up Strong
Session 2: Boundary Building
Defining Limits & Setting Healthy Expectations
Session Objectives
Define healthy boundaries
Identify different types of boundaries
Practice articulating personal limits
What Are Healthy Boundaries?
A boundary is a line we set to show what is and isn’t okay in our relationships. It’s like a property line for your feelings and body.
Protects Feelings
Protects Body
Protects Time
Why Boundaries Matter
Safety
Keep relationships respectful and safe.
Prevention
Prevent resentment and misunderstandings.
Confidence
Build confidence by speaking up for your needs.
Types of Boundaries
Physical
Personal space and touch. (e.g., “Please knock before entering.”)
Emotional
Sharing feelings and privacy. (e.g., “I need time to process before talking.”)
Digital
Online contact and social media. (e.g., “Please don’t tag me in photos without asking.”)
Boundary Violations
Which boundary is crossed here?
A friend takes your phone without asking.
A classmate reads your private journal.
Someone posts your private info online.
Role-Play Activity
“I feel ______ when ______ I need ______.”
Pick a card and try it out!
Reflection & Next Steps
Write on your reflection worksheet:
Next: Saying “No” and Pushback
Healthy Boundaries Handout Healthy Boundaries
A Guide to Protecting Your Personal Space
Physical Boundaries
"This is about your personal space, your body, and your belongings."
Examples: No hugging, knocking before entering a room, asking before borrowing a phone.
"Please don't touch my hair without asking."
Emotional Boundaries
"This is about your feelings, your privacy, and what you choose to share."
Examples: Choosing when to share a secret, saying no to talking about something painful.
"I'm not ready to talk about that yet."
Digital Boundaries
"This is about your time online, social media, and private messages."
Examples: Not sharing passwords, turning off notifications at night, not being tagged in photos.
"Please don't post that photo of me."
Spot the Boundary Violation
1. A friend reads your text messages over your shoulder without you knowing.
Digital
2. Someone asks you very personal questions about your family in front of others.
Emotional
3. A classmate keeps sitting so close to you that their arm is touching yours.
Physical
"Boundaries aren't walls to keep people out. They are gates to show people where the path is."
Boundary Reflection Worksheet Boundary Reflection
Session 2: Boundary Building
Name / Date
1. One boundary I practiced today
Think about the role-play card you drew. What boundary were you trying to set?
2. How it felt to speak up
Nervous
Safe
Proud
Relieved
Clear
Details:
3. Next time I'll use this boundary...
When or where do you think you'll need to use this skill in real life this week?
Remember: You have the right to say what is and isn't okay for you. Setting a boundary is how you take care of yourself!
Boundary Setting Scenarios Cards Boundary Setting Scenarios
Session 2: Practicing Limits
Instructions: Cut along the dashed lines. Use the formula: "I feel... when... I need..."
Scenario 1
The Journal
A friend sees your private journal on your desk and starts to reach for it, saying, "Ooh, what's in here?"
Emotional Boundary
Scenario 2
The Knock
A family member walks into your bedroom without knocking while you are changing clothes for soccer practice.
Physical Boundary
Scenario 3
The Social Tag
A friend posts a photo of you making a funny face on social media and tags you. You really don't like how it looks.
Digital Boundary
Scenario 4
The Password
A classmate you just met asks for your phone password so they can "check out your apps" while you're at lunch.
Digital Boundary
Scenario 5
The Charger
Your sibling takes your phone charger from your room without asking. Now your phone is at 2% and you can't find it.
Physical Boundary
Scenario 6
The Deep Chat
A friend keeps asking you details about a fight you had with your parents. You're still upset and don't want to talk about it.
Emotional Boundary
Scenario 7
The Night Owl
A friend keeps texting you at 11:30 PM. The notifications are waking you up, and you have a big test tomorrow morning.
Digital Boundary
Scenario 8
The Leaner
A classmate keeps leaning on your shoulder during the math lecture. You feel uncomfortable and it's hard to focus on the teacher.
Physical Boundary
The Refusal Skill Lesson Plan Session 3 Lesson Plan
The Refusal Skill
20 Minutes
Why This Matters
Being able to refuse requests confidently and respond to pushback is key to maintaining personal boundaries and self-respect, reducing peer pressure, and promoting well-being.
Objective
By the end of Session 3, the student will learn polite refusal strategies, practice saying “no” assertively, and handle pushback through guided role-play.
Preparation
Print Refusal Scripts Handout
Print Saying No Reflection Worksheet
Cut and shuffle Pushback Role-Play Cards
Review refusal phrases and pushback scenarios
Materials Needed
Refusal Scripts Handout
Reflection Worksheet: Saying No
Pushback Role-Play Cards
Time Activity Instructions 2m Warm-Up Recap Ask: “Can you share a time you practiced saying no since our last session?” 5m Polite Refusal Techniques Review phrases: “No, thank you,” “I’m not comfortable,” “I can’t because….” Student underlines favorite. Model tone and body language. 5m Refusal Practice Draw a card. Read initial request. Student practices saying “no” using a phrase from the handout. Feedback on clarity/confidence. 5m Handling Pushback Use the same card. Read the pushback statement. Guide student to respond: I understand you feel... but I still need... 3m Reflection Complete the worksheet: refusal phrase used and how it felt. Preview Session 4: Group expression.
Facilitation Tips
Pushback can be the hardest part! Remind the student they don't have to get into an argument or "win" the discussion. Their job is simply to repeat their boundary firmly and respectfully until the other person hears them.
The Refusal Skill Slides Speak Up Strong
Session 3: The Refusal Skill
Saying “No” Assertively & Handling Pushback
Session Objectives
Learn polite refusal strategies
Practice saying “no” assertively
Handle pushback through role-play
Polite Refusal Techniques
“No, thank you.”
Simple and direct. No explanation needed.
“I’m not comfortable with that.”
Focuses on your feelings and safety.
“Maybe another time.”
Leaves the door open for the future.
“I can't because I have other plans.”
Gives a brief, honest reason.
Refusal Phrase Examples
“No, thank you.”
“I’m not comfortable doing that.”
“I can’t because I have homework to finish.”
Refusal Role-Play
Pick a Pushback Role-Play Card
Read the request scenario aloud
Use a refusal phrase to say “no”
Get feedback on your tone
Handling Pushback
“I understand you feel [feeling],
but I still need [assertion].”
Example: “I understand you're disappointed, but I still need to finish my work.”
Practice Pushback
1
Deliver your refusal.
2
Listen to the pushback.
3
Respond with the formula.
Reflection
“One refusal phrase I used today...”
Next: Group Settings & Peer Advocacy
Refusal Scripts Handout The Art of Saying No
Session 3: Polite Refusal Scripts
Simple & Polite Refusals
"No, thank you."
The Classic
"I can't right now."
The Time Check
"Maybe another time."
The Raincheck
"I'm not interested."
The Honest One
Boundary-Focused Refusals
"I'm not comfortable with that."
Use this when someone asks you to do something that feels wrong or unsafe.
"I'd rather not talk about it."
Use this when someone is prying into your private feelings or business.
"I can't because I need to focus on my own work."
Use this when someone asks for "help" that feels like they're just lazy.
When They Don't Hear "No"
Sometimes people will try to pressure you (pushback). Don't get angry—get firm .
The Formula:
"I understand you feel..." (their feeling)
"but I still need..." (your boundary)
Eye Contact
Clear Voice
Calm Body
Reflection Worksheet: Saying No Reflecting on "No"
Session 3: The Refusal Skill
Name / Date
1. One refusal phrase I used today
Look at your handout. Which phrase felt the most "you"?
Write the exact words here
2. Handling pushback
When the "teacher" pushed back on your refusal, how did it feel to use the formula?
It felt awkward but effective.
It was hard to stay calm.
I felt more in control.
I need more practice.
Reflections:
3. My "No" Commitment
Is there something you've been wanting to say "no" to lately? How will you do it?
Setting a boundary is an act of respect for yourself AND for the other person!
Pushback Role-Play Cards Pushback Role-Play Cards
Session 3: Handling the Pressure
Instructions: Cut along the dashed lines. Use for two-step practice: Refusal & Pushback Response.
Scenario 1
The Homework Copy
Request: "Can I copy your math homework? I totally forgot to do it."
Pushback: "But it's just this once! Don't be a jerk!"
Use the formula to respond!
Scenario 2
The Secret Lie
Request: "Can you tell the teacher I was in the bathroom if she asks why I'm late?"
Pushback: "I'd do it for you! What's the big deal?"
Use the formula to respond!
Scenario 3
The Snack Steal
Request: "Can I have those chips? I forgot my lunch today."
Pushback: "Come on, I'm starving! You have so much other food."
Use the formula to respond!
Scenario 4
The Curfew Break
Request: "Stay out for one more hour! We're just starting the movie."
Pushback: "Your parents won't even know. Just tell them the movie was long!"
Use the formula to respond!
Scenario 5
The Topic Switch
Request: "Let's change our science project topic to Volcanoes. It's way cooler."
Pushback: "But we haven't done much work yet! My idea is way better."
Use the formula to respond!
Scenario 6
The Stage Fright
Request: "Can you do my part of the presentation? I'm so nervous."
Pushback: "Please! I'll literally faint if I have to talk in front of the class!"
Use the formula to respond!
Scenario 7
The Quick Loan
Request: "Can I borrow $5 for the vending machine? I'm so hungry."
Pushback: "I'll pay you back on Friday, I promise! You're so stingy."
Use the formula to respond!
Scenario 8
The Boring Game
Request: "Join our game of Tag! We need one more person."
Pushback: "Don't be a party pooper. It's just five minutes! You're so boring."
Use the formula to respond!
Group Voice Lesson Plan Session 4 Lesson Plan
Group Voice
20 Minutes
Why This Matters
Speaking up in groups helps students participate actively, advocate for themselves among peers, and build collaboration skills in classroom and social contexts.
Objective
By the end of Session 4, the student will practice expressing needs and opinions confidently in group settings through guided role-play scenarios.
Preparation
Print Group Discussion Guidelines Handout
Print Confidence Reflection Worksheet
Cut and shuffle Group Expression Scenario Cards
Review active listening and projecting voice tips
Materials Needed
Group Discussion Guidelines Handout
Confidence Reflection Worksheet
Group Expression Scenario Cards
Time Activity Instructions 2m Warm-Up Recap Ask: “Can you share how you felt expressing your needs with your peers this week?” 5m Intro to Group Communication Review guidelines: speak clearly, take turns, use “I” statements, and listen actively. Discuss importance for projects and social life. 7m Role-Play Practice Draw a card (e.g., asking for help on a group project). Student states need/opinion using guidelines. Role-play peer responses and follow-up. 4m Feedback & Tips Discuss: clarity, tone, body language. Suggestions: eye contact, voice projection, asking clarifying questions. 2m Reflection Complete worksheet. Summarize progress. Preview Session 5: Maintenance.
Facilitation Tips
Groups can be intimidating! Encourage the student to find "small wins"—even just nodding along or asking one clarifying question counts as active group participation. Build up to voicing strong opinions.
Group Voice Slides Speak Up Strong
Session 4: Group Voice
Expressing Needs confidently in Group Settings
Session Objectives
Review group communication guidelines
Practice expressing needs and opinions
Role-play scenarios to build confidence
Group Communication Guidelines
“Speak clearly and at a moderate pace.”
“Take turns and respect others’ speaking time.”
“Use ‘I’ statements to share your perspective.”
“Listen actively and acknowledge others.”
Why These Guidelines Matter
Ensures everyone’s voice is heard
Builds collaboration and trust
Reduces misunderstandings and confusion
Role-Play Activity
Pick a Group Expression Scenario Card
Read the scenario aloud
State your need using the guidelines
Practice a assertive follow-up response
Feedback & Tips
Eye Contact
Shows you are confident and engaged.
Projection
Speak loud enough so the whole group hears.
Questions
Ask clarifying questions to stay involved.
Body Language
Nod and use supportive facial expressions.
Reflection & Goal
“One thing I did well in group speaking...”
Next: Maintaining Success Over Time
Group Discussion Guidelines Handout Group Dynamics
Session 4: Discussion Guidelines
Clear Speech
Speak at a moderate volume and pace. Don't mumble or rush. Imagine your voice reaching the person furthest away in the group.
Turn-Taking
Wait for a natural pause before speaking. If two people start at once, say "Go ahead" to be respectful, then take your turn next.
"I" Statements
Share your perspective without blaming others. Use: "I think...", "I feel...", or "My idea is..." to keep the focus on your contribution.
Active Listening
Show you're listening by nodding or saying "I see what you mean." Ask questions like "Could you explain that more?" to show interest.
The Confidence Checklist
Eye contact with the person you are speaking to.
Posture is open—shoulders back, not slouching.
Keep your hands visible (not hidden in pockets).
Project your voice from your chest, not your throat.
"Your voice is a contribution. The group is better when you share your perspective!"
Confidence Reflection Worksheet Confidence Reflection
Session 4: Group Voice
Name / Date
1. How did I do?
Rate yourself on how you felt during the group role-play scenarios today.
I spoke clearly and at a good volume.
Needs Practice
1
2
3
4
5
Nailed It!
I waited for my turn and listened to others.
Needs Practice
1
2
3
4
5
Nailed It!
I shared my opinion or need using an "I" statement.
Needs Practice
1
2
3
4
5
Nailed It!
2. My Strengths & Growth
One thing I did well today:
One area I want to improve:
"Speaking up doesn't mean you're being loud. It means you're being present. Your ideas have value in any group you join!"
Group Expression Scenario Cards Group Expression Scenario Cards
Session 4: Your Voice in the Crowd
Instructions: Cut along the dashed lines. Practice using "I" statements and clear voice projection!
Scenario 1
The Great Poster Idea
You have a creative idea for your group project's poster, but everyone is talking at once and you haven't been able to say anything yet.
Tip: Wait for a pause, then speak up!
Scenario 2
The Confusion
Your group just got assigned roles for a history project. You are confused about exactly what your specific task is supposed to be.
Tip: Ask a clarifying question!
Scenario 3
Movie Choices
At the lunch table, your friends are deciding which movie to see this weekend. They're picking a rom-com, but you really want to see the new action film.
Tip: Use an "I" statement to voice your preference!
Scenario 4
Team Strategy
During soccer practice, the coach asks the team for ideas on how to improve the warm-up drill. You have a thought but you're nervous to share it.
Tip: Project your voice clearly!
Scenario 5
The Volunteer
The teacher asks for a volunteer to explain a math problem on the board. You think you know the answer but you usually wait for others to speak first.
Tip: Raise your hand and speak with confidence!
Scenario 6
The "Takeover" Partner
A partner in your science lab is doing all the measuring and notes, leaving you with nothing to do. You want to contribute to the project too.
Tip: State your need to be involved!
Scenario 7
The Forgotten Friend
Your friends are planning a surprise party. You realize they've forgotten to invite one of the birthday person's close friends.
Tip: Speak up for someone else!
Scenario 8
The Double-Check
You've finished your part of a group assignment, but you're not 100% sure it's correct. You need someone in the group to look it over.
Tip: Ask for feedback from your group!
Stronger Together Lesson Plan Session 5 Lesson Plan
Stronger Together
20 Minutes
Why This Matters
Sustaining assertive communication builds lasting self-advocacy, confidence, and healthier relationships by ensuring skills are practiced beyond guided lessons.
Objective
By the end of Session 5, the student will develop a personal maintenance plan, set SMART goals, and commit to long-term practice strategies.
Preparation
Print Assertiveness Action Plan Handout
Print Long-Term Journal Template
Print Peer Support Commitment Card
Review sample SMART goals
Materials Needed
Action Plan Handout
Assertiveness Journal Template
Peer Support Commitment Card
Time Activity Instructions 2m Warm-Up Recap Recap Sessions 1-4. Ask: “Which strategy was most helpful for you, and why?” 4m Intro to Maintenance Explain importance of regular practice. Discuss three strategies: self-reflection, journaling, and peer feedback. Identify obstacles. 7m Action Plan Creation Guide student to set 2-3 SMART goals (e.g., “I will use an ‘I’ statement once daily”). Identify challenges and solutions. 3m Commitment Card Student fills out name, date, and pledge. Discuss who they can check in with weekly (friend, teacher, mentor). 4m Final Reflection Complete journal template. Summarize achievements. Encourage weekly review of the plan.
Facilitation Tips
Focus on celebration ! The student has come a long way. Use this session to reinforce their growth and remind them that while being assertive is a lifetime practice, they already have the tools they need to succeed.
Stronger Together Slides Speak Up Strong
Session 5: Stronger Together
Maintaining Assertiveness & Long-Term Success
Session Objectives
Develop a personal maintenance plan
Identify regular practice strategies
Commit to peer support and accountability
Why Maintenance Matters
Keeps your confidence sharp.
Builds long-term habits.
Strengthens relationships.
Creating Your Action Plan
01
List 2–3 SMART goals for practicing assertiveness.
02
Identify potential challenges (nerves, forgetting).
03
Brainstorm solutions (reminders, journaling).
SMART Goal Examples
“I will use an ‘I’ statement at least once each day in class for the next two weeks.”
“I will practice one refusal phrase with a friend or parent three times this week.”
“I will write in my assertiveness journal every Sunday evening to track my progress.”
Peer Support Commitment
"Write your name, date, and pledge to check in with a trusted person weekly."
Final Journal Entry
“One assertive skill I’ll practice daily...”
Congratulations!
You are a Strong Speaker.
Go Speak Up Strong!
Assertiveness Maintenance Action Plan Handout Maintenance Plan
Session 5: Staying Assertive
1. My SMART Goals
What specific, measurable assertive actions will you take this month?
Goal 1
I will...
Goal 2
I will...
2. Anticipating Challenges
Possible Obstacles
(Example: Getting nervous, forgetting to use an "I" statement)
My Solution
(Example: Taking a deep breath, setting a phone reminder)
3. Daily Habits
"One tiny assertive act every day builds a mountain of confidence over time. Start small, stay consistent!"
Self-Reflection Journaling Peer Feedback
Long-Term Assertiveness Journal Template Growth Journal
Weekly Assertiveness Tracking
Dates: _______ to _______
Day 1 Reflection
One assertive skill I practiced today:
How it made me feel (positive or challenging):
Day 2 Reflection
One assertive skill I practiced today:
How it made me feel (positive or challenging):
Day 3 Reflection
One assertive skill I practiced today:
How it made me feel (positive or challenging):
Future Exploration
One question I want to explore or one situation I want to handle better next time:
Small Steps. Big Impact.
Peer Support Commitment Card Commitment Cards
Session 5: Stronger Together
Instructions: Fill out your card and exchange it with a trusted peer or teacher for accountability!
Peer Support
Commitment Pledge
"I, , pledge to check in weekly with to discuss my assertive communication goals."
Date:
#SpeakUpStrong
Our Commitment
We will meet for 5 minutes once a week.
We will share one "win" and one "challenge."
We will encourage each other to stay assertive.
We will respect each other's boundaries.
Signed: ____________________
