Interactive+Instruction+with+Bullying+Role+Play

=Role Playing= Role playing is a technology for intensifying and accelerating learning. It uses dramatic devices such as having the players make "asides," comments to the audience that the other characters have to pretend they haven't heard; this allows us to reveal what we think but are not able to say. Another dramatic device, role reversal, involves the players changing parts so they begin to empathize with the other's point of view, even if they don't agree. Speaking from different parts of each role helps people become more conscious of their ambivalence. These sociodramatic techniques facilitate the degrees of self-expression and, with reflection, thereby deepen the insight obtained for both players and audience. Role-playing exercises can be hard work, both in preparation and in execution, but the work tends to pay off in terms of student motivation and accomplishment. According to Brown (2001), "role-play minimally involves (a) giving a role to one or more members of a group and (b) assigning an objective or purpose that participants must accomplish." Brown suggested role-play can be conducted with a single-person, in pairs or in groups, with each person assigned a role to accomplish an objective. There are many benefits of use of role play. Furness (1976) stated that a child can enjoy and profit from a role play experience: in terms of improved communication skills, creativity, increased social awareness, independent thinking, verbalization of opinions, development of values and the appreciation of the art of drama." Role-playing is a method for exploring the issues involved in complex situations. It may be used for training of professionals or in a classroom for understanding.

=﻿ Define Objectives=
 * What topics do want the exercise to cover?
 * How much time do you and your class have to work on it?
 * Do you want the students role-playing separately or together?
 * Do you want to include a challenge or conflict element?

=Choose Context & Rules=

=Introduce the Exercise=
 * When you have decided on a chosen topic and a setting, it is a good idea to make the setting realistic.
 * Then define the goals.

=Student Preparation= =Examples in the classroom for role playing with Bullying: ﻿ =
 * Engage the students in the scenario by describing the setting and the problem.
 * Provide them with the information you have already prepared about the character(s): the goals and background information.
 * Students may not like the character that they have been assigned or about their motives. As an instructor, find out about these before the actual role-play. For example; A student may be bullied every day and that might be the role that he/she has been assigned.

Objective: To learn the terms victim, ally, bystander. To develop a proactive anti-bullying action plan.

Grade level: Middle school, high school, college

Materials needed: Make a two-sided stick mask. One side have a simple happy

face and the other a sad face.

The first scenario is role-playing with bullying in the hallways: Victim: John is removing books from his locker. Bystander: Austin is at an adjacent locker, putting books in his. Ally: Brian is at another locker talking to his friend. Bully: David is walking down the hall and quietly slides behind John.

David: "Earth to John, can you hearrrr me? Is your microphone not working or is it your brain? My dog reacts more than you do when I talk to him." (John notices people looking behind him and smiling. He turns around and sees David. He replaces the smiley face with a frown and then tries to ignore what's happening). (Austin continues to smile as David speaks again). David: "Oh, excuse me, did I disturb your silence? Maybe if you listen more, you could speak so we could understand you." (Brian stops talking to his friend and moves between John and David and speaks). Brian: "David, doesn't Ms. Kelly expect you in the classroom soon for extra help. John and I are not on her mandatory help list. I wonder if you should listen more in class and talk less in the halls. John, let's you and I go to the gym to shoot some baskets. You could help my game. Good luck on your next science test, David." Purpose of this exercise: Is to further define actions of allies to stop current bullying and prevent future incidents.

The second scenario in role-playing in the school lunchroom: Victim: Kendra is seated at a lunch table showing the "smiley" face. Bystander: Sara is seated at an adjacent table with the Ally, Hannah. Bully:Chris walks over from another table and begins speaking.

Chris: "WELL, if isn't Kendra our happy, French fry eating, extra mayonnaise slopping classmate. REALLY, Kendra, don't you ever get tired of buying extra-large clothes from Wal-Mart? Sooner than later you'll have to buy tents to fit into." (Kendra turns around her smiley face to a frown). (Sara overhears Chris and stops talking with Hannah, then pretends nothing is happening and continues to converse with Hannah). (Hannah, breaks off talking with Sara and walks over to Kendra's table). Hannah: "Speaking of tents, Chris, what is your intent here? If it is to disturb our eating, or cause a scene, please do it elsewhere. Kendra and I happen to enjoy French fries as do most kids here. I bet Ms. Kelly enjoys them too. Would you like to go with me to ask her? You might find out that there is a "big tent" of people who like French fries". Kendra why don't you come sit with us? (Chris, backs away from Kendra and Hannah, as Kendra turns around her mask to the smiley face). Purpose of this exercise: To define behaviors of bullies and allies and to elicit their characteristics from the audience.

Discussion: What specific actions did the alley take? Which ones were on our list? Should we add any? Why is it important for bystander to take a role, especially in a potentially violent situation like this?